Bullying is today a major problem in schools worldwide. Far too many children are forced to undergo bullying day in and day out without anyone seeing or doing something. My purpose with this study is to find out how four F-6 schools in a municipality south of Stockholm are describes their work to get zero tolerance for bullying at their school.My questions are:How does the four F-6 schools' anti-bullying group in a municipality south of Stockholm describes their work to have zero tolerance for bullying?What do the employees in the school anti-bullying groups consider that bullying is?Why do the employees in the school anti-bullying groups think bullying occurs?Who do the employees in the school anti-bullying groups think are bullies or are being bullied?To get my results I have done four interviews with those in charge of the school's anti-bullying group. My theory is based on standards, what is acceptable behavior and normative theory, hypotheses, what is right and wrong as well as desirable or undesirable behavior.

Bullying is today a major problem in schools worldwide. Far too many children are forced to undergo bullying day in and day out without anyone seeing or doing something. My purpose with this study is to find out how four F-6 schools in a municipality south of Stockholm are describes their work to get zero tolerance for bullying at their school.My questions are:How does the four F-6 schools' anti-bullying group in a municipality south of Stockholm describes their work to have zero tolerance for bullying?What do the employees in the school anti-bullying groups consider that bullying is?Why do the employees in the school anti-bullying groups think bullying occurs?Who do the employees in the school anti-bullying groups think are bullies or are being bullied?To get my results I have done four interviews with those in charge of the school's anti-bullying group. My theory is based on standards, what is acceptable behavior and normative theory, hypotheses, what is right and wrong as well as desirable or undesirable behavior.

Bullying is today a major problem in schools worldwide. Far too many children are forced to undergo bullying day in and day out without anyone seeing or doing something. My purpose with this study is to find out how four F-6 schools in a municipality south of Stockholm are describes their work to get zero tolerance for bullying at their school.My questions are:How does the four F-6 schools' anti-bullying group in a municipality south of Stockholm describes their work to have zero tolerance for bullying?What do the employees in the school anti-bullying groups consider that bullying is?Why do the employees in the school anti-bullying groups think bullying occurs?Who do the employees in the school anti-bullying groups think are bullies or are being bullied?To get my results I have done four interviews with those in charge of the school's anti-bullying group. My theory is based on standards, what is acceptable behavior and normative theory, hypotheses, what is right and wrong as well as desirable or undesirable behavior.

My purpose in this work was to find out how staff in a middle sized school uses its local Equal treatment plan in its work against bullying. But also to see how the use of a standardized anti-bullying program works to prevent bullying. I have interviewed the principal, teachers, and what we in Sweden call a ?fritidspedagog? and the members of the anti-bullying team to get answers to my questions.  The conclusion of this study is that the school follow and work according to what the Equal treatment plan states, both in terms of prevention, as in working with actual bullying cases. The school has also followed the National School Agency's recommendations on what should be the local Equality plan, but also to follow up and revise it each year. The interview shows that the staff at the school placed great emphasis on talking and discussing with students about how to behave towards each other, they also brought up things that happened at one time and talked about this. The staffs were very committed to work towards the prevention of bullying and the same was true with the school's headmaster.

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 is to do a research about some pedagogues? perceptions of the social phenomenon of bullying, about the roles that can occur and how these pedagogues consider themselves to work accordingly. Our research questions are therefore:What beliefs about the social phenomenon of bullying has the pedagogues?What roles emerge in different bullying situations according to the pedagogues?How do the pedagogues work with bullying and the roles that emerge?The study provides insight into how different approaches to bullying can contribute to various pedagogical implications in anti-bullying work. In our theoretical part we present general issues and the roles that different writers describe.

These days, schools are obliged by the law to prepare an annual plan for the prevention of bullying and degrading treatment. The purpose of my work is to investigate the 2 schools efforts to prevent bullying and abuse and how they live up to legal standards. But I have also examined how students in school are experiencing anti-bullying work in their school. I have also examined how much funding schools put on to prevent bullying I school. In this study, I have done interviews with school principals and students to have a clear picture about the school?s anti-bullying work.

Bullying in workplaces has been a growing problem the last ten years. Anyone can be a victim or a bully. Either you are a leader or a worker a bullying situation can be activated. There is no difference between ages, line of business, education or the size of the firm. A person is defined as bullied if he or she is repeatedly subjected to negative acts in the workplace. However, to be a victim of such bullying one must also feel inferiority in defending oneself in the actual situation. Bullying often occurs when situations or conditions at the workplace are unsatisfactory. Employers are always responsible for the working environment at the workplace. Victims of bullying very often develop psychological stress. To prevent bullying you have to accept the fact that bullying exists. If the company has a clear policy against bullying and a plan for action if the problem occurs, it will be easier to handle the situation.

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.

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 is a widespread problem that currently exists in many places and in different age groups. In our paper we intend to focus on bullying in adult life. As many as 340,000 adult persons are subjected to victimization in the form of bullying, which is about 9 % of the working population. Between 100 and 300 cases of all suicides committed in Sweden can be linked to bullying. Bullying is a social problem that should be taken more seriously than it does.

Title: ?Du kommer väl ihåg hur det var att gå i skolan?? ? En visuell retorikanalys av fem av Friends antimobbningsfilmerNumber of pages: 75Authors: Radhika Bhasin and Christoffer OrreTutor: Marinette Fogde and Gudrun WeinerCourse: Communication, Advanced CoursePeriod: Spring 2007University: Division of Media and Communication, Department of Humanistic Science, Örebro UniversityPurpose/Aim: The purpose with this essay is to examine in what ways the Swedish organisation Friends advertising films against bullying rhetorically and visual rhetorically intend to convince their audience of their message.Material/Method: We have been studying five of Friends advertising films against bullying. The five films were chosen because they all originated from the same campaign against bullying amongst schoolchildren. The methods used were partly rhetoric analysis and partly visual rhetoric analysis.Main results: The conclusion we can draw from this study is that Friends anti-bullying films uses several rhetoric methods, both classic and visual, to convince their audience. Occurrence of pathos (emotions) arguments as convincing method was most commonly used, followed by ethos (sender trust) and only a few logos (fact) arguments.

Bullying is a big problem in schools and many children are afraid of go to school. There are many methods and measures to prevent bullying, but bullying is still remains. This study is about the differences and similarities between methods to prevent bullying at two classes. The purpose of my essay is to research measure that uses by four teachers to prevent bullying and to get description of their work against bullying.My question is: How is the prevention of bullying in the two classes where informants working?This study is focuses on prevent bullying at two classes on two multicultural schools in Stockholm.

The purpose of this work is to investigate what students in grades 4 to 6 at a school in southern Värmland know about cyber bullying. It also aims to find out whether there is or has been any cyber bullying in grades 4-6 at the school. The issues at work are what do cyber bullying? Is there a difference between cyber bullying in the different grades? (4-6 grades) Are their differences in cyber bullying when it comes to sex? And there is no connection between the mental bullying and cyber bullying? The material for the work was collected through a questionnaire survey conducted with students in grades 4 to 6. The survey was conducted anonymously, they were asked what sex it was and what grade they are in.

This qualitative study is about the differences and similarities between the organization Friends and schools? methods to prevent bullying. Aggression, bullying and discomfort in schools result in that many students do not dare to go to school because of their fear that they might get attacked and become systematically bullied. Bullying is a universal and persistent problem. In this study the reader will receive a better understanding and get an insight into the problems that teachers and students experience and struggle with every day in dealing with bullying in schools.