Medvrstniško nasilje skozi oči učencev zadnje triade osnovne šole

Škrlj, Maša (author), Gril, Alenka (mentor)

Tema moje raziskave je doživljanje medvrstniškega nasilja pri učencih zadnje triade osnovne šole. V teoretičnem delu opisujem teoretična izhodišča o medvrstniškem nasilju, njegovem preprečevanju in reševanju. Vsebino sem razdelila na osem glavnih sklopov: opredelitev medvrstniškega nasilja, vrste medvrstniškega nasilja, vloge učencev v medvrstniškem nasilju, dinamika medvrstniškega nasilja, medvrstniško nasilje v slovenskih šolah, programi preprečevanja medvrstniškega nasilja, ukrepi za zmanjševanje medvrstniškega nasilja v osnovni šoli ter vloga šolske svetovalna službe pri medvrstniškem nasilju. V empiričnem delu opredelim formulacijo problema in predstavim raziskovalna vprašanja ter hipoteze, ki sem jih zastavila na podlagi že znanih ugotovitev. Sledi opis metodologije, kjer najprej predstavim izvedeno kvantitativno raziskavo, spremenljivke in merski instrument (anketni vprašalnik). Populacijo v moji raziskavi predstavljajo vsi učenci zadnje triade osnovne šole v Sloveniji v letu 2022/2023. Vzorec (neslučajnostni in namenski) pa predstavlja šest oddelkov zadnje triade ene osnovne šole v Primorsko-notranjski regiji, kar je skupno 107 učencev. Podatke sem zbrala s pomočjo anketnega vprašalnika z izvedbo spletne ankete. Podatke sem analizirala po metodi deskriptivne kvantitativne analize. Sledijo rezultati, razprava in sklepi. V raziskavi ugotovim, da je večina učencev medvrstniško nasilje na šoli že opazila. Učenci se ob situacijah medvrstniškega nasilja po večini odzovejo pasivno, ob tem pa najpogosteje doživljajo jezo in strah. Učenci in učenke so najpogosteje v vlogi opazovalca/-ke, v vlogi izvajalca in žrtve pa so pogosteje učenci kot učenke. Medvrstniško nasilje se najpogosteje dogaja med sošolci oz. sošolkami znotraj istega razreda, na šolskih hodnikih med odmori. Najpogosteje učenci doživljajo verbalno nasilje, najmanj pogosto pa spletno nasilje. Učenci v vlogi opazovalca poročajo o pogostejšem medvrstniškem nasilju kot izvajalci in žrtve. Na podlagi odgovorov anketirancev ugotovim, da učenci izpostavljajo potrebo po večjem nadzoru učiteljev na hodnikih in straniščih med odmori. Izpostavljajo tudi željo po tem, da bi bili učitelji na dogajanje medvrstniškega nasilja bolj pozorni. Raziskavo zaključim s predlogi na področju izobraževanja in ozaveščanja o medvrstniškem nasilju, vzpostavljanja nenasilne kulture, programov mediacije in reševanja konfliktov, vključevanja staršev in širše lokalne skupnosti ter spremljanja in evalvacije implementiranih programov za preprečevanje in reševanje medvrstniškega nasilja.

• Language: Slovenian
• Keywords: medvrstniško nasilje, osnovna šola, vrste medvrstniškega nasilja, vloge v medvrstniškem nasilju, preprečevanje, ukrepanje, svetovalna služba
• Work type: Bachelor thesis/paper
• Organization: FSD - Faculty of Social Work
• Year: 2024
• PID: 20.500.12556/RUL-155510
• Publication date in RUL: 05.04.2024

Secondary language

• Language: English
• Title: Peer bullying through the eyes of students in the last three grades of elementary school

Abstract

The topic of my research is the experience of peer bullying among students of the last three grades of elementary school. In the theoretical part, I describe the theoretical starting points on peer bullying, its prevention and resolution. I have divided the content into eight main sections: definition of peer bullying, types of peer bullying, role of students in peer bullying, dynamics of peer bullying, peer bullying in Slovenian schools, programs for peer bullying prevention, measures to reduce peer bullying in primary school and the role of the school counseling service in a peer-to-peer settlement. In the empirical part, I define the formulation of the problem and present the research questions and hypotheses that I put forward on the basis of already-known findings. The following is a description of the methodology, where I first present the conducted quantitative research, the variables and the measuring instrument (survey questionnaire). The population in my research is represented by all students of the last triad of elementary schools in Slovenia in the years 2022/2023. The sample (non-random and purposive) represents six departments of the last triad of one primary school in the Primorsko-notranjska region, which is a total of 107 students. I collected the data with the help of a survey questionnaire by conducting an online survey. I analyzed the data using the method of descriptive quantitative analysis. Results, discussion and conclusions follow. In the research, I find that most students have already noticed peer bullying at school. Pupils mostly react passively to situations of peer violence, and they most often experience anger and fear. Male and female students are most often in the role of the observer, while male and female students are more often in the role of the performer and the victim. Peer bullying most often occurs between classmates or classmates within the same class in school corridors during breaks. Students experience verbal violence most often and online violence the least often. Students in the role of an observer report more frequent peer bullying than perpetrators and victims. Based on the answers of the respondents, I find that the students highlight the need for greater supervision by teachers in the corridors and on the sidelines during breaks. They also point out the desire for teachers to pay greater attention to peer bullying. I conclude the research with proposals in the field of education and awareness of peer bullying, establishment of a non-violent culture, mediation and conflict resolution programs, involvement of parents in the wider local community, and monitoring and evaluation of implemented programs for the prevention and resolution of peer bullying.

• Keywords: peer bullying, primary school, types of peer bullying, roles in peer bullying, prevention, action, counseling service