Problematika kyberšikany na druhém stupni základních škol
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Bakalářská práce je věnována tématu kyberšikany. Práce je rozdělena na část teoretickou a praktickou. Teoretická část předkládá souhrn základních pojmů a definic, které souvisejí s kyberšikanou, autor popisuje její základní prvky, rozdíly ve vtahu k tradiční šikaněa odlišení od kyberškádlení a online obtěžování. Dále jsou vymezeni protagonisté a také legislativa ve vztahu ke kyberšikaně. Ve třetí kapitole jsou popsány formy kyberšikany, které zahrnují prostředky a projevy. Poslední kapitola je věnována možnostem prevence a intervence, hlavně v prostředí školy. V praktické části je zkoumání zaměřeno na informovanost žáků druhého stupně základních škol o problematice kyberšikany a jejím výskytu mezi žáky dané věkové kategorie. V dotazníkovém šetření bylo osloveno 155 respondentů, z 6. 9. tříd dvou základních škol, v prostředí města a vesnice. Výsledky výzkumu byly zpracoványa přehledně zobrazeny v grafech a tabulkách.
This bachelor thesis is focused on topic of cyberbullying. It is dividedinto theoretical and experimental part. Theoretical part consists of basic concepts and definitions relatedto cyberbullying. It describes the difference between traditional bullying, cyber teasing and online harassment. Furtherly, it defines protagonists and legislation which contains cyberbullying. In the third chapter, various forms of cyberbullying are described, including its different means and signs. Last chapter deals with options of preventionor intervention, especially in school environment. Experimental part researches, whether the second stage pupils of elementary school are aware of cyberbullying and its presence amongst themselves. The research took place in grades 6 9 of 2 elementary schools, one in town and oneon the countryside. Data from 155 respondents were collected via questionnaires. Results are arranged and presented in tables and graphic figures.
This bachelor thesis is focused on topic of cyberbullying. It is dividedinto theoretical and experimental part. Theoretical part consists of basic concepts and definitions relatedto cyberbullying. It describes the difference between traditional bullying, cyber teasing and online harassment. Furtherly, it defines protagonists and legislation which contains cyberbullying. In the third chapter, various forms of cyberbullying are described, including its different means and signs. Last chapter deals with options of preventionor intervention, especially in school environment. Experimental part researches, whether the second stage pupils of elementary school are aware of cyberbullying and its presence amongst themselves. The research took place in grades 6 9 of 2 elementary schools, one in town and oneon the countryside. Data from 155 respondents were collected via questionnaires. Results are arranged and presented in tables and graphic figures.
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Šikana, školní šikana, kyberšikana, kyberprostor, informační a komunikační technologie, Bullying, school bullying, kyberspace, cyberbullying, information and communation technologies