The aim of this study was to increase our understanding of how secondary schools handle the different forms of Bullying in different arenas. The questions we were asking us was how schools work to prevent and treat against Bullying based on plans of action, how the schools are responsible in the Bullying issues and how the schools and welfare officers have taken account of sex linkage in Bullying issues. Our study is based on the result from seven qualitative semi- structured interviews with secondary school welfare officers in Sweden.  The study results show that traditional form of Bullying takes place through verbal assault, physical violence, ostracism and glances. Welfare officers coincide that there are gender differences in the approach of Bullying.

According to the national curriculum in Swedish schools, teachers have the responsibility to prevent and discourage psychological and physical harassment (Lgr 2011). This study focuses on 7 teachers with their viewpoint and understanding of Bullying as a human based social problem. The teachers, as the informants, give their personal explanation on how they act, prevent and discourage Bullying in their school. The research places the emphasis, based on, interviews from which teachers are telling, relating and explaining on how they say that they are preventing and discouraging Bullying.The conclusion from this study is that the interviewed teachers do, from their viewpoint, understand Bullying as psychological and physical harassment problem which is based on a question of interpretation in regards to the victim. The informants do place different emphasis on what causes the problem, if it is a question of the individual or of it is a problem based on the socialization between individuals.

The purpose of this study is to examine how six teachers, who work in two different schools, assess the methods Friends and Mombus in terms of Bullying prevention. The Curriculum for elementary school (Lpo 94) emphasizes that it is the employees of schools who carry the main responsibility for preventing Bullying among pupils. One of the main results of this study is that teachers, in addition to their work with Friends or Mombus, also need to use alternative methods to prevent Bullying. Examples of these alternative methods include ?Emotional Intelligence? as well as ?friendship massage?.

The purpose of this study was to understand school counselors´ and teachers´ perspectives on the prevention of Bullying in relation to social capital. The study was based on a qualitative process with semi-structured interviews from three teachers and three school counselors from three different schools. The main question was to find out teachers and school counselors perspectives of Bullying in relation to social capital. The analysis was based on a theory that focuses on social capital, where trust and confidence as well as universal and selective interventions are important. Today, Bullying is considered a serious and significant problem in school.

The purpose of this essay is to draw attention to a rather new phenomena, virtual Bullying amongst young people. Bullying has been known for a long time but today, Bullying has found new ways of expression. New technology, which includes the Internet and cell phones, has given the bullies new weapons to use in their Bullying.The study I have done has been qualitative and contained interviews. Represents from two communities, Playahead and LunarStorm, and two organisations, BRIS and Friends, all together five persons (two persons from LunarStorm) have been interviewed and had the opportunity to tell me their view on virtual Bullying.The results show that young people see the new technologies as a valuable prolongation of their reality that they won?t give up if they don?t need to.

This study attempts to explore how schools? handles and prevents cyber-Bullying among pupils. The purpose in this study was to investigate how the school staffs work in secondary schools with grades sixth to ninth. How do the schools discover, prevent and stop cyber-Bullying? Do the schools? have any experiences of cyber-Bullying? How do the schools work with anti-Bullying concepts ? have the new phenomenon cyber-Bullying affected and changed the schools´ anti-Bullying work in connection with the guidelines and in relation to the "new technology"? This study attempts to examine how this is handled within several secondary schools with three different municipalities.

Bullying in schools is a big social problem in today?s society and it affects the children exposed in a very negative way. The aim of my paper is to find out if there is a group of students who gets bullied by other students more often than others. I want to study if children with functional disabilities get more bullied than children without functional disabilities and,if this is the case ? why is it so?My questions are:Are children with functional disabilities particularly exposed to Bullying?How is Bullying prevented?In order to get my results I have made three qualitative interviews and analyzed two debate articles concerning Bullying of the disabled.

Do children, who are supporter of comradeship, think that working to prevent cyber Bullying may be a task for them? This study describes, from a child?s perspective, how a supporter of comradeship can be supportive in the preventive work against cyber Bullying. This study will also define the phenomena bulling and cyber Bullying, the difference between them and where they can be seen. I will also describe the supporters of comradeship are elected, the information they get from school and how adults at school help them to plan their work. The schoolconsider, of course, the Swedish school law towards (against) bulling and insulting behavior and the school is also visited by inspectors from the Swedish National Agency for Education.

Bullying and harassment is a common phenomenon that usually is associated with schools, but Bullying among adults at workplaces is not as much discussed. Previous research shows that discrimination occurs in various social areas because of the individual's gender and ethnicity. Based on this there was a reason to suppose that Bullying, which is a form of vulnerability, could also depend of belonging to a particular social category. The aim of this study was to get knowledge about the correlation between Bullying at the workplace and concurrent collaboration of class, gender and ethnicity. The results of this quantitative study show that there is no correlation between the simultaneous interaction of gender, class and ethnicity towards Bullying and harassment.

A study has been conducted with the aim to investigate young people's perception of the relationship between cyber Bullying and self-image and their perception of which role gender plays in this relationship. Three focus group interviews were conducted with six to seven participants in each. The majority (16/19) of participants were women. A thematic analysis was used in which five themes were identified. The results show that there is a perception of a link between cyber Bullying and self-image in which people who become cyber bullied have lower self-image and poor self-image can contribute to the experience of feeling cyber bullied.

The Swedish school system?s curriculum states that some of the schools goals are to; help to develop pupils? sense of belonging, solidarity and responsibility for people outside the restricted group, combat discrimination and degrading treatment of individuals or groups and to show respect for individuals. (Lgr 11). Eriksson and other authors in School ? an arena for Bullying (2002) refer to the professor and psychologist Dan Olweus, who points out that Bullying can develop serious consequences for the bullied one.

Abstract:Today many adolescents have access to computers and mobile phones.  They prefer to socialize through these means which has led to a new kind of Bullying, the electronic Bullying. The purpose of this study has been to examine the electronic Bullying from the perspective of gender, anonymity and the consequences that it may lead to. We have chosen a quantitative approach by using a questionnaire survey targeting young people between the ages of 15-16 years in Kalmar county. 163 respondents took part in the survey, 78 girls and 85 boys. The gathered material is presented by means of contingency tables and has been interpreted by gender socialization, deindividuation and dehumanization.

Bullying can have serious consequences on everyone involved. Consequently it is important that school counselors are able to intervene. Thereby they need an unambiguous definition and knowledge about Bullying that has been produced from research so they do not make mistakes that could lead to further damaging of the students. Thus the aim of this study was to examine how school counselors define Bullying compared to the views held by scientists and students in secondary school. Through a review of previously done research the definitions of scientists and schoolchildren was summarized.

The purpose of my essay is on one hand to research and evaluate the measures that one intermediate school in Sweden, uses in order to prevent Bullying and stop it in the event that one pupil happens to get bullied or harassed. In other words, I would like to show how that school is capable of creating a safe environment. Qualitative research is used to obtain these findings.On the other hand, I also wish to examine what pupils at the school think about these measures and how they perceive the attitudes of the school?s teachers and management regarding the prevention of Bullying. In order to acquire this information quantitative research is used.The conclusions that I draw after conducting my research are as follows:1- Regarding the ?Anti ? Bullying Performance Plan?, my essay shows that school teachers and management actively work in order to maintain a safe environment and as a result Bullying is successfully prevented the school.

Very often we are likely to hear how important it is as adults to help small children and pupils out of Bullying situations, both for the bullied one and the bully. What we often tend to forget is that Bullying situations among adults are as common as the ones children put up with. The only difference is that the ones adults go through is a much more silent one, and the bullies often have a better strategy on how to beat down their victims slowly. Some of the cases also show that the Bullying that is happening among adults is similar to the one between children. The risks in the Bullying that occurs in the work environment are such as: bad self-esteem, doubting in their roles as professionals, anger, depression, anxiety and in some cases can be so dangerous that the suffered one eventually commits suicide.