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.

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.

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.

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.

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 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.

To accomplish my purpose about where Bullying is emerging and how Bullying utter it is self and if the educationist consideration disposes conform to the students, i chose two classes from two different schools. With the help of the students thought and speculations and with the educationalists answers, I come to a result. I want to add that my results agreed with the early scientists? research. The results also confirmed by literature and by theories that showed in my result.

The purpose of our essay was to illustrate how pupils in a medium-sized Swedish town in the 9th grade apprehend and explain Bullying. We wanted to compare the pupils' opinions with student teachers' in college.Our questions were: How do the participants in the study define Bullying? What are the characteristics of the bully and the victim of the Bullying? Where, when and how does the Bullying take place? What is the reason for the Bullying? Are there any gender-related aspects of Bullying? What is the participants? view of the teachers? role? Are there any differences between the pupils' and the teacher students' opinions about Bullying, and in that case; what are the differences?We used a qualitative method by interviewing groups of pupils and teacher students. Our survey showed that the pupils' and the teacher students' opinions about Bullying were similar in most cases. Bullying is when a pupil is exposed to negative actions several times.

The purpose of this essay was to examine and shed light on Bullying as a groupprocess, a social phenomenon taking place in a school setting, to increase the understanding of the phenomenon. A theoretical overview of the litterature on Bullying was made to investigate Bullying and to give the reader a view of the researchfield. A total of 77 articles was studied. With the intention of studying Bullying from a groupsychology perspective a metaanalysis was performed discussing groupphenomenon such as rolebehavior, responsibility, cohesiveness and norms in comparison to Bullying episodes.Stemming from this analysis the question whether Bullying can be view as a response to groupthink emerged. This question also constituted the secondary aim of this thesis.

The purpose of this study is to explore the differences and similarities regarding the causes of and approaches to Bullying among a number of girls and boys in third grade in two schools. One of the schools is in a mono-ethnic area and the other in a multi-ethnic.The purpose isto compare the results between the schools and the questions proposed are:What is the reason for the Bullying?What are the differences and similarities in existing opinions on the practice of Bullying?What are the differences and similarities of students' opinions on Bullying in a mono-ethnic and in a multi-ethnic school?I have chosen to use gender and ethnicity theories and the study was conducted through qualitative group interviews. The results have shown that boys' explanations for Bullying are more aggressive than girls, although approaches to Bullying were more related with violence among boys. The multi-ethnic school uses more direct Bullying compared to the mono-ethnic school where indirect Bullying occurred more often.

I have conducted a study and examined the significance and extent of Bullying. I will also examine whether any students in grade eight have been victims of Bullying during the past year and where Bullying was carried out in school X. The second objective is to explore what students think about the concept of "taunting". I have used various theories of researchers to get an understanding of what Bullying is, where it occurs, causes, and suggestions for measures. To get an answer on the purpose and issue a quantitative method was used in the form of a survey. Target group for the survey consisted of students from grade eight schools in X which is located in a suburb of Stockholm. Two classes of grade eight in School X carried out the survey during the same day.Results showed that Bullying occurs at X school, but that the proportion of boys has been more subjected to Bullying than girls. The majority of the students in the both classes believed that most cases of Bullying occur in school hallways, playground and cafeteria. It may be one reason why school X does not have guards or other members of staff. The majority of students also considered in the survey that the concept of "taunting" is to call each other by words of ?genitalia". I think that the use of foul language has become common in today's schools.  .

To accomplish my purpose about where Bullying is emerging and how Bullying utter it is self and if the educationist consideration disposes conform to the students, i chose two classes from two different schools. With the help of the students thought and speculations and with the educationalists answers, I come to a result. I want to add that my results agreed with the early scientists? research. The results also confirmed by literature and by theories that showed in my result.