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The bachelor's thesis deals with the issue of cyberbullying of children under the age of 18 from the perspective of the aggressor. The aim of the theoretical part is to identify and describe the aspects that lead the aggressor to commit cyberbullying, what techniques he uses and how OSPOD, which deals with this issue, will work with him. The research part is formed by qualitative research, which is created through guided interviews with OSPOD employees. I will try to clarify this research. The research deals with the aggressor of cyberbullying in general and the solution of this social group from the point of view of OSPOD.

The objective of this study was to carry out a systematic review of the research works that have analyzed school bullying and cyberbullying in academically gifted students. The search was carried out in the main psychology databases (Scopus, Web of Science, and Psych Info), considering works from the past 22 years (2000–2022). One hundred and sixty-five documents were analyzed, of which fifteen studies complied with the inclusion criteria. Seven of these made comparisons between gifted and non-gifted students, classified according to three perspectives: (a) studies concluding that gifted students have a greater risk of being victims than non-gifted students and have a lower risk of being a bully, due to the characteristics of this group; (b) studies that affirm that gifted students have a lower risk of being a bully or victim, as compared to non-gifted students since their high cognitive level allows them to effectively handle social and emotional challenges, thereby contributing to a lower level of participation in bullying or victimization behavior; (c) and studies concluding that gifted students have a similar risk of being a bully or victim as non-gifted students. Studies that only use samples of gifted students reveal a high prevalence of bullying and cyberbullying, and very negative consequences on this group. Although the limited number of studies does not allow for a definitive confirmation of a greater vulnerability to bullying by academically gifted students, it does confirm the need to recommend that the educational community offer preventive elements and specific interventions for this group. This research was financed by the Ministry of Science and Innovation, the Agency and the European Regional Development Fund (Proyect PID123118NA-100 funded by MCIN /AEI /10.13039/501100011033 / FEDER, UE).

Uno de los grandes problemas de los centros educativos en la actualidad es el acoso escolar, el cual se manifiesta con: bajo rendimiento del alumnado, agresiones entre iguales, absentismo, baja autoestima, depresión o suicidios (en casos más excepcionales). Por ello, se ha indagado diversas publicaciones sobre el acoso escolar, seleccionando los documentos que se centran en el objetivo principal de este proyecto que es conocer qué es el acoso escolar, las causas en la etapa de la Educación Primaria, así como las consecuencias que éste provoca, como también la relevancia que tiene la inteligencia emocional en las aulas a través de la educación emocional. No obstante, es de suma importancia orientar a los docentes mejor respecto al tema a tratar, cómo intervenir en él, cómo llegar a gestionarlo, ya que a raíz de ello proceden la mayor parte de las directrices educativas que el alumnado aprende. Finalmente, se ha de reseñar que para el presente Trabajo de Fin de Grado los recursos que se han empleado han sido extraídos de las plataformas de “Dialnet y Punto Q”, ya que estas ofrecen un amplio abanico de información del cual se ha enriquecido el presente estudio de revisión teórica. One of the major problems in schools today is bullying, which manifests itself in: low student performance, aggression among peers, absenteeism, low self-esteem, depression or suicide (in more exceptional cases). For this reason, several publications on bullying have been researched, selecting the documents that focus on the main objective of this project, which is to know what bullying is, the causes in the Primary Education stage, as well as the consequences it causes, and the relevance of emotional intelligence in the classroom through emotional education. However, it is of utmost importance to guide teachers better on the subject to be dealt with, how to intervene in it, how to manage it, since most of the educational guidelines that students learn come from it. Finally, it should be noted that for this Final Degree Project the resources used have been extracted from the "Dialnet and Punto Q" platforms, since they offer a wide range of information from which this theoretical review study has been enriched.

The article analyzes the data of an anonymous survey, which took place in September-December 2019 in schools of Kharkiv and Karazin National University. This survey was conducted during lectures-trainings to counteract bullying in Ukraine. The purpose of the questionnaire was to find out the awareness of adolescents about the problem of bullying in educational institutions, the possibility of eradicating bullying from the educational process by providing recommendations to students how to behave with the aggressor. The following methods were used in the study: statistical, comparative, questionnaires, surveys. After lectures and questionnaires, at the request of some students, individual consultations were held on specific cases of harassment, further recommendations were provided to the school administration. The results of the study showed high awareness among pupils about the problem of bullying (91% of respondents). Regarding participation in bullying as an observer, 23% responded positively, as a victim 17%, as an aggressor 6.5%. The school was recognized as the most vulnerable place – 57%. In most cases, children told their parents about bullying, but one in five did not share the problem with anyone, remaining face to face with bullying. The survey found that in some cases, teachers do not respond or respond inappropriately to bullying in the classroom, that`s why children rarely seek help from teachers. In addition, half of the respondents faced harassment by teachers. Most often, abusers used such methods of harassment as: insults and ridicule (33%), use of nicknames (19%), beatings, slaps, pushing (17%), cyberbullying (13%), ignoring, boycotting (9%), concealment or destruction of property (8%). As for the victims, according to the respondents, they are most often: the weaker ones, who cannot give up (47%), those who are physically different from others (20.5%), a teenager of another nationality or race 12%, those who have another property status (low-income) 11%, those who have other opinion 8%. Regarding the possibility of avoiding bullying at school, 10% believe that bullying is inevitable, while 47% believe that it is possible if adults notice it in time. Therefore, bullying should be counteracted through coordinated work by parents, teachers, civil society and the state., В статті проаналізовано дані анонімного анкетування, яке проходило у вересні-грудні 2019 року в школах м. Харкова та ХНУ імені В.Н. Каразіна. Дане анкетування проводилось під час лекцій-тренінгів щодо протидії булінгу в Україні. Метою анкетування було з’ясування обізнаності підлітків щодо проблеми булінгу в освітніх установах, можливості викорінення цькування з освітнього процесу шляхом надання рекомендацій учням як слід поводити себе з агресором. В досліджені було використано такі методи як: статистичний, порівняльний, анкетування, опитування. Після лекцій та анкетування за побажанням деяких учнів проводились індивідуальні консультації щодо конкретних випадків цькування, подальші рекомендації були представлені адміністрації навчальних закладів. Результати дослідження показали високу обізнаність серед учнів щодо проблеми булінгу (91% серед опитуваних). Щодо участі у булінгу в якості спостерігача позитивно відповіли 23%, як жертва 17 %, як агресор 6,5 %. Місцем, де найбільше піддаються цькуванням була визнана школа – 57%. В більшості випадків діти розповідали про цькування батькам, проте кожний п’ятий ні з ким не ділився проблемою. В ході анкетування було виявлено, що в ряді випадків педагоги не реагують або реагують неналежним чином на булінг в класі, через що діти звертаються дуже рідко за допомогою до вчителів. Крім того половина опитуваних стикались з цькуванням з боку вчителів. Найчастіше кривдники використовували такі способи цькування, як: образи і глузування (33%), використання прізвиськ (19%), побиття, ляпаси, штовхання (17%), кібербулінг (13%), ігнорування, бойкотування (9%), приховування або знищення майна (8%). Щодо жертв, то ними, на думку опитуваних, найчастіше є: слабші, які не можуть дати здачі (47%), ті, хто відрізняється від інших фізично (20,5%), підліток іншої національності чи раси 12%, ті, хто має інший майновий статус (малозабезпечений) 11%, ті, хто має свою думку 8%. Щодо можливості уникнення цькування в школі, то 10 % вважають булінг неминучим, в той час як 47 % вважають, що це можливо, якщо вчасно помітять дорослі. Отже, протидія булінгу має відбуватись за злагодженої роботи з боку батьків, педагогів, громадянського суспільства та держави.

The work deals with bullying and cyberbullying. It shows its forms and types, who can be affected by bullying and direct actors. It also describes prevention and organizations that deal with it and can help children with a problem. Legislative measures in the event of a serious problem are also outlined here. In the practical part, the pupils of the 2nd grade of primary school are interviewed, who answered what is their experience with bullying and cyberbullying, how they solved everything and to whom they turned in case of a problem. The practical part is supplemented by an interview with the prevention methodologist at the school where the pupils were given a questionnaire. The evaluation of the questionnaire showed that the pupils encountered both bullying and cyberbullying. 28% of respondents turned out to be victims of bullying, 5% to cyberbullying. It was also found that in the event of a problem, they would most often confide in their parents, 46% of respondents said because they trust them. KEYWORDS aggressor, cyberbullying, victim, bullying

This thesis deals with the issue of cyberbullying from the perspective of high school students. The aim of the questionnaire survey is to explore the students' awareness about cyberbullying, their relationship with teachers and with their own families. Other questions focus on whether the students know about different options and means of cyberbullying prevention and where to seek help. The thesis further examines the correlation between the students' school results, and their experience with cyberbullying and with how to prevent it and protect themselves against it.

The paper deals with the cyberbullying and aggression in adolescence. There are in the paper defined the basic terms of aggression, bullying, cyber violence and cyberbullying. The theoretical issues and typological approaches to cyber bullying are described: methods and techniques of cyberbullying, types of aggressors. The aim of our study is to explore relationship between cyberbullying and aptitude to aggressive behaviour in middle adolescence (age 12-15). There were tested 250 pupils.

The topic of my bachelor thesis is "Bullying of children and youth and the prevention possibilities". The theoretical part of the thesis deals with aggression, the definition of bullying, characteristics of victims and aggressors too, cyberbullying and prevention. Quantitative research and method of questioning are used in the practical part. For data gathering the method of questionnaires was used. The aim of this work is to introduce the issue of bullying and to find out how children and young people feel threatened and bullied, and how well they know possibilities necessary to protect themselves from the danger of attacks at school and on the Internet.

The bachelor thesis 'Bullying, aggression and law in environment of primary schools' studies the increasingly overwhelming phenomena of aggression and bullying in primary schools and the possible lawful solutions of dealing with the problems. The goal of this thesis is to map primary teachers' legal knowledge and their readiness to deal with bullying in their classrooms. The theoretical part of the work examines the problem of bullying, its origins and the various points of view on this particular issue. It discusses the differences between 'bullying' and 'aggression' and points to the fact that aggression is a normal part of human development. It further investigates the factors leading to aggressive behaviour which manifests itself in bullying. The theoretical part deals mainly with history of bullying, its stages and forms and with its implications for both, the bully and his/her victim. The practical part research - was conducted in two primary schools among their teachers. Each teacher answered a short questionnaire with questions related to their experience with bullying and their knowledge of related laws. The collected information was evaluated and the evaluation was used for preparation of 'a educational materials' for teachers. The focus of this guide is to help teachers navigate the legal system if they encounter bullying problems.

This thesis is focused on the topic of child's adaptation in school and social (family) environment. This text is a compilation of theoretical descriptions of bullying from various expert sources combined with a research of my own. The expert sources provide the definitions of what bullying is, what different kinds of bullying exist, how to recognize it, what to do if it is recognized, investigations, bullying in terms of the law, possible influences on a child and how to treat the whole group where bullying took place. To make the work complete, I add some information about prevention and preventive programs. The practical part of my work consists of qualitative survey in form of interviews amongst professionals who deal with bullying as part of their job. The research is focused on collecting their experience mainly with the adaptation issues. Their opinion on how the children cope with these issues and establish new friendships afterwards, how do they prevent situations in which bullying is about to take place, and last but not the least how do schools and parents cooperate with them and if there is some greater probability that once bullied child will become a victim again.

The aim of my thesis is to collect information enabling to assess the risks of communication on social platforms for primary and secondry school pupils. The teoretical part is focused on the bullying and cyberbullyin in general. This part discusses the impact of media, computers, social platforms etc. on the lifestyle od teenagers. Furthermore, the issues of virtual reality and impact of social networks on pupils and teenagers during their school attendance are described. The thesis considers the specific problems of virtual environment, virtual identity and the safe use of internet as well. The aim of the practical part is to find, how do the pupils perceive communication via internet and social networks: whether they realize the dangers and how are they able to criticize it. The practical research of my thesis observes the extent to which have the pupils been cyberbullied or bullied and how are they aware of it.

My bachelor thesis deals with the issue of cyberbullying. The theoretical part, which is divided into three chapters, introduces typical bullying and its stages. I briefly describe the characteristics of an aggressor and a victim. Then, a term cyberbullying and the difference between bullying and cyberbullying are explained. I introduce the means and ways how cyberbullying spreads. I present the best-known cases of cyberbullying in the world and in the Czech Republic to illustrate what effects the bullying in virtual space can have. The final part deals with the prevention and various types of prevention are explained. The practical part of the thesis describes a research study which was conducted among the methodologists of prevention at primary and secondary schools in Příbram. Finally, I present the interpretation of the results.

This thesis is developing on the theme of cyberbullying from the perspective of primary school teachers. I am describing basic facts about cyberbullying, its stakeholders, different types of cyberbullying, the means being used to cyberbullying and legislation related to this topic. Also cyberbullying prevention is analysed in this work. As this thesis has focused on the perspective of elementary school teachers, different roles of teachers are described. At the end of the theoretical part, selected projects related to the cyberbullying prevention in the Czech Republic are presented, as well as examples of bullying through information and communication technologies. Main method used for the practical part of the thesis was a qualitative research, based on questionnaires. Data were collected through semi-standardized interview. Participants were elementary school teachers in the district of Ceske Budejovice. Fifty-three elementary schools have been approached to participate in the study, however only three of them agreed to take part. The interview consisted of twelve questions and several sub-questions. The purpose of these interviews was to determine the attitude of teachers towards cyberbullying and whether elementary school teachers know how to deal with this form of bullying. The answers of the respondents confirmed that elementary school teachers recognize that cyberbullying is a substantial problem that it is difficult to tackle. They are taking cyberbullying serious and in most cases prevent their pupils. Besides that they try to protect themselves, by disclosing no private information in social networks. Teachers, who are specialized in prevention methodology or in educational consulting, are able to deal with cyberbullying due to the information they gained in lectures, seminars, and trainings. However, not all of them would tackle the issue themselves, without any professional help. Other teachers, without any specialized training would never tackle cyberbullying themselves. They would rather ask an expert, either from their school or external one. However they are showing interest in this form of bullying and actively searching for the solution in various publications and on the Internet. Tackling cyberbullying is a main purpose of Program for cyberbullying prevention. Each school should have had such a program and its preparation and implementation should involve all teachers. In reality all the schools have formally such a program, however it does not involved all the teachers: in most cases the program only one teacher is being responsible of its preparation and implementation. Other teachers are aware of it, however are not involved enough. It would be beneficial to find funds for all primary school teacher trainings in bullying through information and communication technologies. Cyberbullying is a general thread to each of them, and therefore they should be aware of this form of bullying. Primary schools should follow the recommendations of the Ministry of Education, to enable all the teachers to participate in building prevention programs. The reason is the same as the first recommendation. With the creation of such a program, teachers would learn about cyberbullying and the method to tackle it.

The diploma project called "Problems with Violence in School Educational Environment" is divided into the parts - Introduction, Theoretical Part, Empirical Part, Conclusion. The Theoretical Part is separated into the five chapters - Demarcation and Definition of Concepts, Division of Aggression, Shows of Children's Violent Manners, Shows of Adolescents' Manners, Resolution of Aggression. The Empirical Part of the thesis verifies set hypotheses and targets. It is investigated, what type of aggression teachers meet towards their own person in their occupation, whether they meet more with aggression of boys or girls. The attributes of aggressors are also researched - what school results they have according to their teachers, what sort of families they come from. There is monitored link between action games or action movies and possible connection with frequency of aggression. During the study, we are discovering how often teachers in schools solve the problems connected with pupils' aggression and in which taught subjects violence and lack of discipline occur according to teachers' experience. Some educators state experience with cyber bullying in their jobs. They inform how often they meet with it, how they specifically react when they run into cyber bullying in the connection with their own person, and how...

Bullying - cyberbullying is an actual problem solved more often in our schools, which is caused by rapid development of information and communication technologies that are now a normal part of life for most adolescents. It allows them not only fast communication among themselves but also pleasure, without which today's youth can not do. The aim of the work will be to find information about the problem of bullying and cyberbullying among high school students and students of secondary vocational schools. In each chapter will be described. The theoretical part will be devoted to bullying, cyberbullying,it will be described the definition of these concepts, causes and types. Other chapters are devoted to bullying and cyberbullying in high schools. It will be described the prevention and defense, as well as preventing teachers from bullying and cyberbullying. In conclusion of the theoretical part is outlined the possibility of working with victims, aggressors and pupils in secondary schools. The practical part will be processed using the method of questionnaire survey among high school students and students of secondary vocational schools. The questionnaire will be focused on finding experiences with bullying and cyberbullying among students. Throughout the practical part there is effort to map the respondents' awareness of social networks as a potential environment for the spread of cyberbullying and their experience with this environment.

TITLE: Attitudes of Teachers to the Phenomenon of Cyberbullying AUTHOR: Jiřina Piškulová DEPARTMENT: Department of Education SUPERVISOR: PhDr. Michal Zvírotský, Ph.D ABSTRACT: The thesis deals with the definition of cyberbullying and its relationship to the "standard, school" bullying. It draws attention to their differences and emphasizes their similarities which could be used in working with it. The work contains descriptions of some kinds of cyberbullying and their examples. It specifies the typical features of the aggressor and the victim, again in the contrast to the standard bullying. It gives instructions to the prevention of this socially pathological behaviour from the point of view of the user, his parents and the school. It describes the process of revelation and consequent investigation of cyberbullying and anew it deals with the measures of the school, parents and the user. It comments on cyberbullying aimed at teachers, it defines the attitude and tries to estimate the attitudes of teachers the cyberbullying. Finally, it proves some of the presuppositions by a small qualitative research from two Czech schools. KEYWORDS: cyberbullying, cyberspace, victim, aggressor, attitudes, teacher

Bachelor thesis "PREVENTIVE MEASURES IN THE FIELD OF BULLYING, PARTICULARLY CYBERBULLYING" deals with the issue of bullying and cyberbullying today. I think it's a global problem which appears not only in families, schools, but also employment, military… In my work I try to explain what the concept of bullying and cyberbullying is, what are the causes, features, characters, stages, who is the victim, who is the aggressor.It also, what are the types of bullying and cyberbullying, where we encounter the problem and what is a possible solution.In their work also represents professionals who deal with this problem for years.I highlight what are their views on this issue, I present a few real victims and response experts.The work is not research, using questionnaires, to clarify what the situation is one of Prague's elementary school, but also a kind of guide of what to do if a problem arises, where to seek help, who to contact.And of course, are dedicated to the Annex as well as newspaper, internet articles, fliers, interview… The whole job is to capture as big a problem bullying, especially in today's modern world of widespread cyber present.

The bachelor thesis ``Preventive programs aimed at bullying{\crqq} contains a theoretical part and a practical one. The theoretical part explains basic concepts related to bullying and a prevention of this phenomenon. Then it informs on a hazard of individual forms and grades of bullying, principles of diagnosis and preventive actions. It also introduces specific prevention programs and projects, which have been or are being implemented in the Czech Republic, there are set out information and basic ideas of the programs. There are also mentioned various organizations dealing with the problem of bullying. In the practical part there are presented results from the qualitative research carried out at elementary schools in České Budějovice, Třeboň, Zliv and Nové Hrady. An analysis of free written essays was used as a technique for data collecting. Respondents were pupils of the second level from mentioned elementary schools who worked up above stated free written essays. They experience of bullying should have been described by them in those essays. A goal of the thesis was to map experience of pupils from the second level of elementary schools with bullying and to analyse their spontaneous written statements on bullying through research questions dealing with both experience and also awareness of pupils on forms of bullying and a hazard rate of its individual forms. Our analysis was based on the assumption, that the pupils used a projection during their writing, thus they projected their real experiences into their stories. The research suggests the following conclusions: Respondents in their works mostly mentioned as a victim of bullying a pupil from whom an aggressor demanded the money. The most frequently mentioned is a blended form of bullying that means a combination of physical and verbal forms. Respondents describe that the victim confer with the problem itself or bullying was reported by a classmate, who knew about it and then it was solved. When it was reported in a short time, everything went well, but as the second mentioned option, a solution of bullying only after the apparent injury of the victim, is mentioned. The results of the thesis demonstrate a level of awareness of the pupils from the second level of elementary schools on individual forms of bullying and their hazards. Findings learned from the works could be an instruction how to proceed in similar situations and how to prevent them.

The work deals with a specific type of bullying: cyberbullying. It describes its characteristics, namely when and where bullying takes place, who is the aggressor and the victim, who is looker-on, and the probable causes and consequences of what this kind of bullying can have on children and youth. The work summarizes the current knowledge of how to prevent cyberbullying and how to deal with it when it is exposed.