This master's thesis deals with the role and measures of a selected primary school with regard to emerging peer violence. The thesis consists of a theoretical and empirical part.
The theoretical part starts with the definition of violence based on specialist literature and the difference between violence, aggressiveness and aggression. Based on our definition of violence, we focus on the issue of peer violence. We define the issue, present its forms and participants and point out the consequences of such violence. The thesis further addresses the roles and measures that primary schools take in case of peer violence. Different possible reactions of primary school educators to such violence are presented, i.e. zero tolerance towards peer violence, use of different treatment approaches and counselling, and disciplinary measures that aim to restore victims to the position they had before the crime, i.e. restorative justice. In the final section of the theoretical part, the need for preventive programs for reducing or eliminating peer violence in primary schools is presented. The focus is on three existing approaches to combat peer violence, in particular Olweus's and Sullivan's comprehensive approach and the preventive programs Safe and responsive schools.
In the empirical part, which includes a case study, analysis of documentation and five semi-structured interviews with primary school educators, we try to establish how the selected primary school addresses the issue of peer violence. More specifically, we are interested in how the educators define peer violence, which actions do they take and which key preventive measures help reducing peer violence. Methods of solving are determined through four cases of peer violence at the selected primary school.
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