magistrsko delo
Amadea Gomboc (Author), Sonja Pečjak (Mentor)

Abstract

Učenci velik del svojega časa preživijo v šoli, kjer so v številnih interakcijah z učitelji in vrstniki, med katerimi se pojavlja medvrstniško nasilje. V magistrski nalogi smo opozorili na velikokrat spregledano obliko medvrstniškega nasilja - odnosno nasilje in ga preučili s perspektive učiteljev in učencev v osnovni šoli. Učenci-žrtve odnosnega nasilja so velikokrat spregledani tako s strani vrstnikov kot tudi učiteljev, ker gre za subtilno in težje opazljivo obliko nasilja. V raziskavi je sodelovalo 276 udeležencev, od tega 61 učiteljev in 215 učencev od četrtega do šestega razreda osnovne šole. Rezultate smo pridobili z dvema instrumentoma - Lestvico medvrstniškega nasilja v šoli in Vprašalnikom resnosti medvrstniškega nasilja. Rezultati so pokazali, da so učitelji in učenci skladni v tem, da najpogosteje zaznavajo verbalno nasilje ter da učenci zaznavajo odnosno nasilje pogosteje kot učitelji. Pri tem so v odnosnem nasilju bolj kot fantje aktivna dekleta. Nadalje se je pokazalo, da so učitelji v primeru odnosnega nasilja glede na druge oblike nasilja najmanj empatični do žrtev, ga ocenjujejo kot najmanj resno in najmanj verjetno tudi posredujejo pri tem nasilju. Učitelji v primerjavi z učenci v večji meri poročajo, da v primerih odnosnega nasilja posredujejo kot to zaznavajo učenci. Tudi učenci poročajo, da najmanj resno dojemajo odnosno nasilje in so do žrtev tega nasilja manj empatični. V raziskavi se je nadalje pokazalo, da ni čutiti sprememb v praksi pri učiteljih, ki so se udeležili izobraževanja v zvezi z medvrstniškim nasiljem in tistimi, ki niso bili na usposabljanjih. Prav tako ni zaznati razlike v zaznavanju in obravnavanju odnosnega nasilja med učitelji, ki so razredniki, in tistimi, ki niso. Tema naloge je pomembna, ker smo tudi v naši raziskavi ugotovili, da je odnosno nasilje še vedno tista oblika nasilja, ki je med vrstniki in učitelji najbolj prikrita, in da je pomembno, da ji posvetimo dodatno pozornost. Pokazalo se je, da je treba problematiko odnosnega nasilja pri učiteljih in učencih ozavestiti, da bo odnosno nasilje v šolah v večji meri prepoznano in posledično tudi obravnavano.

Keywords

medvrstniško nasilje;odnosno nasilje;učitelji;učenci;osnovne šole;Lestvica medvrstniškega nasilja v šoli;Vprašalnik resnosti medvrstniškega nasilja;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL FF - Faculty of Arts
Publisher: [A. Gomboc]
UDC: 37.015.3:364.632(043.2)
COBISS: 44028675 Link will open in a new window
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Downloads: 134
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Other data

Secondary language: English
Secondary title: Teacher and pupil perspectives on the relational agression in primary School
Secondary abstract: Pupils spend much of their time in school, where they are in many interactions with teachers and peers, among whom peer violence occurs. In the master's thesis, we drew attention to the often overlooked form of peer violence - relational violence and examined it from the perspective of teachers and students in primary school. Pupils who are victims of relational violence are often overlooked by both peers and teachers because it is a subtle and difficult-to-notice form of violence. The study involved 276 participants, of which 61 were teachers and 215 were students in the fourth to sixth grades of elementary school. We obtained the results with two instruments - the Scale of Peer Violence at School and the Questionnaire on the Severity of Peer Violence. The results showed, that teachers and students agree that they most often perceive verbal violence and that students perceive relational violence more often than teachers. Girls are more active in relational violence than boys. Furthermore, in the case of relational violence, teachers have been shown to be the least empathetic towards victims in relation to other forms of violence, assessing it as the least serious and are least likely to intervene in this violence. Compared to students, teachers report that they intervene in cases of relational violence to a greater extent than perceived by students. Pupils also report that they take relational violence the least seriously and are less empathetic towards the victims of this violence. The research further showed that there was no change in practice among teachers who attended peer violence education and those who had not been in training. There is also no perceived difference in the perception and treatment of relational violence between teachers who are class teachers and those who are not. The topic of the work is important because we also found in our research that relational violence is still the form of violence that is most hidden among peers and teachers, and that it is important to pay extra attention to it. It has been shown that the issue of relational violence requires awareness raising in both teachers and pupils, so that the relational violence will be recognised and thus also dealt with in schools more frequently.
Secondary keywords: bullying;relational violence;teachers;students;elementary schools;School bullying scales;Modified bullying attitude questionnaire;masters theses;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Filozofska fak., Oddelek za psihologijo
Pages: 56 str.
ID: 12084267