KAKO UČENICI DOŽIVLJAVAJU MEDIJSKO NASILJE

In modern informational society the media has become a constituent part of peoples’ and pupils’ everyday life. Along with many positive effects they have also brought numerous negative ones, such as violence. Violence in media influences the receivers – pupils. The most alarming consequences of pupils\u27 frequent contact with media violence are imitation and apathy. The survey, carried out among pupils from 4th-8th grade of different primary schools in Slovenia shows their perception of media violence in these modern times.Mediji su u modernom informacijskom društvu postali sastavni dio također i učeničke svakodnevice. Osim mnogih pozitivnih učinaka isti donose i nebrojene negativne učinke, među kojima je na čelu upravo nasilje. Nasilje u medijima utječe na primatelje – učenike. Najviše zabrinjavajuće posljedice čestog sretanja učenika s nasiljem u medijima su oponašanje i otupjelost. Ispitivanje koje smo proveli među učenicima 4. i 8. razreda različitih OŠ u Sloveniji pokazuje kako učenici u današnje vrijeme doživljavaju medijsko nasilje

Youth entrepreneurship in Croatia, challenges and opportunities

Poduzetništvo mladih se odnosi na poduzetnike koji imaju od 18 do 35 godina. Društvena skupina ljudi koja ima do 35 godina je po svojem stupnju zrelosti i pripremljenosti za svijet rada bliža skupini od 25 do 30 godina pa je zbog toga pravednije da spada pod grupaciju mladih. U suvremenom, vrlo promjenjivom svijetu, ulazak u svijet poduzetništva je vrlo mukotrpan i dinamičan posao. Mladi se u Hrvatskoj, generalno, odlučuju u ulazak u poduzetništvo zbog esencijalnih razloga, dok se s druge strane, mladi u Istarskoj županiji odlučuju za isto zbog visoke motivacije i boljih uvjeta za razvoj poduzetništva na području županije. Cilj ovog rada bilo je ispitati poduzetnike koji posluju na području Istarske županije i zaključiti što oni vide kao najveće prilike i izazove u Hrvatskoj i u Istarskoj županiji. Dio poduzetnika, ispitanih ovim radom, se odlučilo krenuti u razvoj vlastitog posla s pomoću poduzetničke infrastrukture, dok drugi dio je samostalno krenuo u poduzetništvo, ili se ranije nalazilo u nekom od oblika infrastrukture, a trenutno djeluju samostalno. Zajednički izvor informiranja je za apsolutno sve poduzetnike je bio internet. Iako su se mladi kreatori vlastitih poslova proizašli iz programa infrastrukture više oslanjali na informacije od strane mentora, a oni u samostalnom razvoju na internetske izvore i savjete od strane knjigovođa. Kao najveću prednost poslovanja na lokalnoj razini vide mogućnost dobivanja bespovratnih sredstva od grada i županije, kao i manje tržište. Prepoznati nedostaci su međusobno različiti između poduzetnika što je posljedica različitog ulaženja u posao, kao i bavljenje različitim djelatnostima. Tako da većina poduzetnika kao nedostatke navodi one probleme koji su direktno vezani za njihovo poslovanje, pa tako je za neke najveći problem neprepoznavanje vrijednosti od strane okoline, zamjerke na početničke pogreške, nedovoljna informiranost o važnosti digitalnog marketinga, a neki kao ključan problem vide preveliku usmjerenost na turizam. Vezano za nacionalnu razinu, najveći izazovi jesu dobiti naklonost okoline s obzirom na dob te prebroditi velike troškove, vezane i za relativno visoke obvezne doprinose. Kako u Hrvatskoj postoje i zakoni i mogućnosti dobivanja sredstva i mnoge druge opcije pomoći, situacija nije toliko loša, kakvom se ponekad čini. Što će budućnost donijeti, ovisi o daljnjem uređenju poduzetničke, ali i generalno gospodarske klime u cijeloj zemlji. Ukoliko se probudi vjera u mladim ljudima da ostanu u svojoj zemlji, utoliko će mladi poduzetnici moći biti pokretač društvenog i gospodarskog razvoja, kao što bi i trebali.Entrepreneurship of young people refers to entrepreneurs aged between 18 and 35 years. The social group of people up to 35 years of age is at a degree of maturity and preparedness for the world of work closer to a group of 25 to 30 years. Therefore it is more real for them to belong to category of young people. In a modern, highly variable world, entering the world of entrepreneurship is a very difficult and dynamic task. Young people in Croatia, in general, are more likely to decide to enter into entrepreneurship for essential reasons, while on the other hand young people in the Istrian region enter the entrepreneurship because of the high motivation and better conditions for the development of entrepreneurship in the region. The aim of this paper is to examine entrepreneurs operating in the area of Istria region and to conclude what they see as the greatest opportunities and challenges in Croatia and in the Istrian region. Part of the entrepreneurs who were questioned in this diploma decided to embark on developing their own business with infrastructure for entrepreneurship, while the others were either self-employed or previously in some form of infrastructure, and they are currently work independently. A common source of information for all the businesses was the internet. Although the young creators of their own jobs derive from the infrastructural program, they relied more on mentor information, and those in independent development on online sources and advice from accountant. As the biggest advantage of local businesses, they see the possibility of obtaining non-refundable funds from the city and the county, as well as a smaller market. Recognizing shortcomings are mutually different between entrepreneurs as a result of different job placement and dealing with different activities. Thus, most business owners, as disadvantages, point out those issues that are directly related to their business, and some of the biggest problems are the lack of awareness of the environment, the blame on initial errors, insufficient awareness of the importance of digital marketing, and some of them as the key issue see too much focus on tourism. Regarding the national level, the greatest challenges are to get the environment's favor because of age and to overcome the high costs associated with relatively high compulsory contributions. As in Croatia there are laws and opportunities for obtaining funds and many other help options, the situation is not as bad as it sometime seems. What the future will bring? It depends in which direction country economy will go. If we can bring back the faith of young people to stay in the country, they will be the holders of social and economic development. Actually, what they supposed to

Mobile Phones between Safe Use and Means of Violence among Primary School Pupils

V doktorski disertaciji smo obravnavali uporabo mobilnih telefonov med osnovnošolci v Sloveniji. V teoretičnem delu smo izpostavili različne vidike mladostnikovega razvoja ter vlogo družine, vrstnikov in šole pri tem. Osvetlili smo mesto in vlogo mobilnih telefonov v sodobni družbi in v življenju mladostnikov ter opozorili na možne nevarnosti in pasti uporabe mobilnih telefonov med mladostniki. Prikazali smo nekaj primerov pozitivne uporabe mobilnih telefonov v vzgojno-izobraževalnem procesu in opozorili na morebitne pasti uporabe mobilnih telefonov v vzgojno-izobraževalnem procesu. Posebno pozornost smo namenili različnim vrstam nasilja med mladostniki, zlasti nasilju s sodobno tehnologijo ter strategijam za njihovo preprečevanje in odpravljanje. Empirični del je bil zasnovan na triangulacijskem pristopu in je združeval kombinacijo kvantitativnega in kvalitativnega pedagoškega raziskovanja. Temeljna ugotovitev kvantitativnega dela raziskave, izvedene od marca do junija 2016, v kateri je sodelovalo 843 učencev 6. in 9. razredov in 158 učiteljev razrednikov iz osnovnih šol vseh statističnih regij Slovenije, je, da so mobilni telefoni močno vpeti v življenje učencev. Raziskava je potrdila, da uporabljajo učenci mobilne telefone v šoli tudi nedovoljeno. Glede na imetje in način uporabe mobilnih telefonov med učenci so mobilni telefoni statusni simbol in sredstvo socialnega povezovanja. Le približno polovica učencev je navedla, da se zavedajo škodljivosti sevanja mobilnih telefonov. Raziskava je pokazala, da so mobilni telefoni sredstvo, zaradi katerega in s katerim se izvaja nasilje. Po navedbah učencev je bila približno desetina žrtev različnih oblik medvrstniškega nasilja, ki se je dogajalo zaradi mobilnih telefonov, slabi trije odstotki učencev so že bili žrtev nasilja z mobilnimi telefoni, dober odstotek učencev pa žrtev happy slappinga. Učitelji so kot najučinkovitejšo strategijo preprečevanja nasilja z mobilnimi telefoni ocenili dosledno ukrepanje v primeru kršitev v skladu z zapisanimi pravili, kot najbolj učinkoviti strategiji odpravljanja nasilja z mobilnimi telefoni pa resno jemanje in takojšnjo obravnavo vsakega znaka nasilja ter pogovor z žrtvijo in nudenje žrtvi podpore in pomoči. V povezavi z odgovorno in varno uporabo mobilnih telefonov so izrazili največje potrebe po izobraževanju o vsebinah, povezanih z nasiljem z mobilnimi telefoni. Raziskava je pokazala tudi, da so učenci bolj kot učitelji naklonjeni uporabi mobilnih telefonov v vzgojno-izobraževalnem procesu, učitelji pa se bolj kot učenci zavedajo možnih posledic tovrstne uporabe. Kvalitativni del raziskave je temeljil na polstrukturiranih intervjujih ravnateljev in analizi dokumentov šol (vzgojni načrt, šolska pravila in hišni red). Intervjuji z ravnatelji iz osmih osnovnih šol, ki so bile zajete tudi v kvantitativni del raziskave, so pokazali, da se, po navedbah ravnateljev, šole redko soočajo z nasiljem z mobilnimi telefoni. Ravnatelji so opozorili na slabo ozaveščenost o možnih nevarnostih uporabe mobilnih telefonov med učenci in učitelji. Kot najbolj učinkovito strategijo preprečevanja nasilja z mobilnimi telefoni so navedli ozaveščanje učencev in kot najbolj učinkovito strategijo za odpravljanje tovrstnega nasilja razgovore z učenci. Ravnatelji so navedli, da imajo različne vizije preprečevanja in ukrepanja ob pojavu nasilja z mobilnimi telefoni. Analiza dokumentov šol je pokazala raznoliko in deloma pomanjkljivo urejenost pravil uporabe mobilnih telefonov v šolah ter pristopov ukrepanja ob neupoštevanju pravil. Na osnovi dobljenih rezultatov smo v zaključku doktorske disertacije podali smernice za spodbujanje odgovorne in varne uporabe mobilnih telefonov med osnovnošolci.In this doctoral dissertation we discussed mobile phone use among primary school pupils in Slovenia. In the theoretical part we pointed out different aspects of an adolescent’s development and the roles of family and peers. We highlighted the place and the role of mobile phones in contemporary society and in adolescents’ lives and we pointed out possible dangers and traps of mobile phone use in adolescents. We demonstrated some examples of benign mobile phone use in the educational process and warned about potential traps connected therewith. We placed special attention to different forms of violence among adolescents, especially contemporary technology related violence, and to approaches to its prevention and abolition. The empirical part of the thesis was based on the triangular approach and it represented a combination of quantitative and qualitative pedagogical research. The fundamental finding of the quantitative part of the research, which was being conducted from March to June 2016 and in which 843 pupils from 6th and 9th grades as well as 158 class teachers from primary schools from all statistical regions of Slovenia participated, was that the mobile phones are heavily interwoven into the lives of adolescents. Considering the characteristics and the extent of mobile phone use in pupils, there were some differences concerning the gender and the grade. Girls and pupils from the 9th grade use mobile phones more often than boys and pupils from the 6th grade do. Girls, in comparison to boys, more often state that they associate fear and anxiety with mobile phone use. Mobiles phones represent a status symbol and a means of social interaction as well as exclusion and that is how pupils perceive them. Unlike boys and pupils from the 9th grade, girls and 6th graders more often consider mobile phones as a status symbol and as a means of social interaction or exclusion while, at the same time, they also claim be more aware of harmful mobile phones radiation. The research showed that mobile phones are a means that causes violence and also a means for the execution of violence. Boys are more likely to be offenders and victims in individual acts of violence connected to mobile phones. More precisely, girls and 9th graders tend to be the victims more often than boys and 6th graders, while boys and 9th graders are also the offenders in mobile phone related violence. Furthermore, the research showed that the pupils are more in favour of mobile phone use in the educational process than the teachers are, while teachers are more aware of possible consequences thereof. As the most effective strategy for mobile phone related violence prevention, teachers evaluated consistent reaction in case of an offence in accordance with established rules and as the most effective strategies for mobile phone related violence suppression, they evaluated the following: taking the situation seriously, reacting timely to every sign of violence, talking to the victim and offering them support and help. The qualitative part of the research was based on semi-structured interviews with principals and on school documentation analysis. The basic findings of the interviews with principals of eight primary schools included in this part of this research were that the use of mobile phones during the lessons is forbidden and that they rarely face mobile phone related violence. The principals stressed the bad awareness about possibilities of uncritical mobile phone use among pupils and teachers. As the most effective strategy for violence prevention they see awareness-raising among pupils and as the most effective approach to suppression of related violence they see discussions with pupils. Principals have different visions of prevention and intervention in case of mobile phone related violence. The school documentation analysis showed a considerable non-uniformity and insufficiency in the rules of mobile phone use at schools and in the approaches to noncompliance wi

The rules of emotions in strategic decision making

Strateško odlučivanje predstavlja jednu od najvažnijih aktivnosti koju provodi strateški menadžment. Proces strateškog menadžmenta se sastoji od analize okoline, evaluacije inačica i u konačnici izbora najbolje opcije, odnosno strateške odluke. Iako je cilj procesa odlučivanja izabrati što racionalnije moguće, ipak nije moguće ignorirati ostale čimbenike koji utječu na donositelja odluke. Jedan od tih čimbenika su emocije. Emocije predstavljaju kognitivne reakcije na unutarnje podražaje ili one iz okoline koje se ukoliko traju duži vremenski period pretvaraju u raspoloženja, a ona uvelike mogu utjecati na organizacijsku klimu na radnom mjestu. U razmatranja međuovisnosti emocija i strateškog odlučivanja potrebno je uzeti u obzir odnose spoznaje i emocija. Naime, unutar kognitivne psihologije javile su se dvije vodeće skupine teorija koje objašnjavaju taj odnos. Prva skupina kaže da emocije imaju veći utjecaj na spoznaju, dok recentnije teorije zagovaraju veći stupanj kognitivnog utjecaja na emocije. Bez obzira na to, pobornici obiju teorija će se složiti da emocije i kognicije zajedno vrše utjecaj na onog koji donosi odluku. Odnos emocija i strateškog odlučivanja počeo je dobivati na značaju relativno nedavno – u posljednjih nekoliko godina, i sigurno će sve više dobivati na značaju u budućnosti. U cilju boljeg razumijevanja međuovisnosti emocija i strateškog odlučivanja provedeno je istraživanje pod nazivom „Utjecaj emocija na strateško odlučivanje“ nad ljudima koji sudjeluju u nekom obliku strateškog odlučivanja u organizacijama u kojima su zaposleni u Republici Hrvatskoj. Istraživanje je pokazalo da većina ljudi procjenjuje osjećanje emocija ponosa i nade kada je uključeno u rješavanje problema od strateškog značaja i planiranje strategije. Osim toga, djelomično je potvrđena hipoteza da uključenost donositelja odluke u planiranje i rješavanje problema rezultira pozitivnim emocijama kao što su sreća i entuzijazam, a kao posljedica pozitivne percepcije o organizacijskoj promjeni. Naime, analiza rezultata istraživanja je pokazala da gotovo i nema razlike između grupe ljudi koja procjenjuje organizacijski događaj kao pozitivan i onih koji isti događaj procjenjuju negativno u iskazivanju emocija sreće i entuzijazma. Također, ista analiza sugerira nepostojanje razlike među onima koji su organizacijski događaj procijenili negativnog za sebe i onih koji su isti procijenili pozitivno za sebe.Strategic decision - making process is one of the most important activities of strategic management. The strategic management process consists of an environment analysis, an assessment of the variant and ultimately the choice of the optimal solution for strategic decision. Although the goal of the decision-making process is to make a decision as rational as possible, it's still impossible to ignore other factors. Emotions are one of those factors. Emotions are cognitive responses to internal and external stimuli and if they last for a longer period of time, they turn into moods. Those moods can have a great effect on the organizational climate in the workplace. When considering the interdependence of emotions and strategic decision-making process, the relationships between cognition and emotions needs to be taken into account. Specifically, within cognitive psychology, two leading sets of theories have emerged to explain this relationship. The first group says that emotions have a greater impact on cognition, while more recent studies advocate a greater degree of cognitive impact on emotions. Nonetheless, proponents of both theories will agree that emotions and cognition together exert influence on the decision maker. The relationship between emotion and strategic decision - making process has begun to gain importance in recent years - and this trend is slowly but surley gaining importance in future research. In order to have a better understanding of the interdependence of emotions and strategic making process, a study named: „The role of emotions in strategic decision making process“ was conducted on people in Republic of Croatia who participate in different strategic decision making processes at their workplace. Research has shown that the majority of people, experience emotions of pride and hope when involved in solving problems of strategic importance or when involved in the planning a strategy. In addition, the hypothesis of the involvement of decision makers in planning and problem solving results in positive emotions such as happiness and enthusiasm has partially shown correct. Namely, the analysis of the research results showed that there is almost no difference between the group of people who evaluate an organizational event as positive and those who evaluate the same event negatively in expressing emotions of happiness and enthusiasm. Also, the outcome of the analysis suggests that there is no significant difference between individuals who rate the event as negative and those who rate it as a positive experience

The rules of emotions in strategic decision making

Strateško odlučivanje predstavlja jednu od najvažnijih aktivnosti koju provodi strateški menadžment. Proces strateškog menadžmenta se sastoji od analize okoline, evaluacije inačica i u konačnici izbora najbolje opcije, odnosno strateške odluke. Iako je cilj procesa odlučivanja izabrati što racionalnije moguće, ipak nije moguće ignorirati ostale čimbenike koji utječu na donositelja odluke. Jedan od tih čimbenika su emocije. Emocije predstavljaju kognitivne reakcije na unutarnje podražaje ili one iz okoline koje se ukoliko traju duži vremenski period pretvaraju u raspoloženja, a ona uvelike mogu utjecati na organizacijsku klimu na radnom mjestu. U razmatranja međuovisnosti emocija i strateškog odlučivanja potrebno je uzeti u obzir odnose spoznaje i emocija. Naime, unutar kognitivne psihologije javile su se dvije vodeće skupine teorija koje objašnjavaju taj odnos. Prva skupina kaže da emocije imaju veći utjecaj na spoznaju, dok recentnije teorije zagovaraju veći stupanj kognitivnog utjecaja na emocije. Bez obzira na to, pobornici obiju teorija će se složiti da emocije i kognicije zajedno vrše utjecaj na onog koji donosi odluku. Odnos emocija i strateškog odlučivanja počeo je dobivati na značaju relativno nedavno – u posljednjih nekoliko godina, i sigurno će sve više dobivati na značaju u budućnosti. U cilju boljeg razumijevanja međuovisnosti emocija i strateškog odlučivanja provedeno je istraživanje pod nazivom „Utjecaj emocija na strateško odlučivanje“ nad ljudima koji sudjeluju u nekom obliku strateškog odlučivanja u organizacijama u kojima su zaposleni u Republici Hrvatskoj. Istraživanje je pokazalo da većina ljudi procjenjuje osjećanje emocija ponosa i nade kada je uključeno u rješavanje problema od strateškog značaja i planiranje strategije. Osim toga, djelomično je potvrđena hipoteza da uključenost donositelja odluke u planiranje i rješavanje problema rezultira pozitivnim emocijama kao što su sreća i entuzijazam, a kao posljedica pozitivne percepcije o organizacijskoj promjeni. Naime, analiza rezultata istraživanja je pokazala da gotovo i nema razlike između grupe ljudi koja procjenjuje organizacijski događaj kao pozitivan i onih koji isti događaj procjenjuju negativno u iskazivanju emocija sreće i entuzijazma. Također, ista analiza sugerira nepostojanje razlike među onima koji su organizacijski događaj procijenili negativnog za sebe i onih koji su isti procijenili pozitivno za sebe.Strategic decision - making process is one of the most important activities of strategic management. The strategic management process consists of an environment analysis, an assessment of the variant and ultimately the choice of the optimal solution for strategic decision. Although the goal of the decision-making process is to make a decision as rational as possible, it's still impossible to ignore other factors. Emotions are one of those factors. Emotions are cognitive responses to internal and external stimuli and if they last for a longer period of time, they turn into moods. Those moods can have a great effect on the organizational climate in the workplace. When considering the interdependence of emotions and strategic decision-making process, the relationships between cognition and emotions needs to be taken into account. Specifically, within cognitive psychology, two leading sets of theories have emerged to explain this relationship. The first group says that emotions have a greater impact on cognition, while more recent studies advocate a greater degree of cognitive impact on emotions. Nonetheless, proponents of both theories will agree that emotions and cognition together exert influence on the decision maker. The relationship between emotion and strategic decision - making process has begun to gain importance in recent years - and this trend is slowly but surley gaining importance in future research. In order to have a better understanding of the interdependence of emotions and strategic making process, a study named: „The role of emotions in strategic decision making process“ was conducted on people in Republic of Croatia who participate in different strategic decision making processes at their workplace. Research has shown that the majority of people, experience emotions of pride and hope when involved in solving problems of strategic importance or when involved in the planning a strategy. In addition, the hypothesis of the involvement of decision makers in planning and problem solving results in positive emotions such as happiness and enthusiasm has partially shown correct. Namely, the analysis of the research results showed that there is almost no difference between the group of people who evaluate an organizational event as positive and those who evaluate the same event negatively in expressing emotions of happiness and enthusiasm. Also, the outcome of the analysis suggests that there is no significant difference between individuals who rate the event as negative and those who rate it as a positive experience

Pupils’ Perceptions of the Importance of Mobile Phones in Their Lives

Studies show that mobile phones are an important part of youth lifestyle and culture. In establishing this, it is important to know how youth themselves perceive the importance of mobile phones in their life. Our research was based on a sample of 6th and 9th graders from Slovenia (n = 820). The data was collected using a questionnaire. The study showed that the most common reason for using mobile phones is to communicate with other pupils and the reason for having a mobile phone is to be connected with others. Moreover, various feelings and fears connected to mobile phone use are experienced by pupils. The study also revealed some possible dangers of MPs use by pupils. Based on the results, it is necessary to raise pupils’ awareness of the safe, moderate and critical use of mobile phones in their everyday life

How pupils perceive media violence

Mediji so v moderni informacijski družbi postali sestavni del vsakdanjika, tudi učenčevega. Ob mnogih pozitivnih učinkih pa prinašajo tudi nešteto slabosti, med katerimi je v ospredju prav gotovo nasilje. Nasilje v medijih učinkuje na prejemnike - učence. Najbolj zaskrbljujoči posledici pogostega srečevanja učencev z nasiljem v medijih sta posnemanje in otopelost. Raziskava, ki smo jo izvedli med učenci četrtih in osmih razredov različnih osnovnih šol v Sloveniji, kaže, kako učenci v današnjem času doživljajo medijsko nasilje.In the modern information society media has become an integral part of peoples\u27 and pupils\u27 everyday life. Along with the many positive effects of this, there are also numerous negative ones, such as violence. Violence in the media influences the receivers - pupils. The most alarming consequences of pupils\u27 frequent contact with media violence are imitation and apathy . Our survey, carried out on pupils from the 4th-8th grades of different primary schools in Slovenia, shows how they perceive media violence in these modern time

Pupils as Victims of Peer Violence

The school is an educational institution that has to provide appropriate control of adults over pupils, which they do. Nevertheless, violence cannot be avoided. Pupils encounter peer violence in different roles, as observers, victims, perpetrators, or both. The objective of our research was to examine how often pupils are victims of peer violence, and to what extent the latter depends on pupils’ gender and age. The results of the research made among pupils in the fifth, seventh, and eighth grades of various primary schools across Slovenia showed that 24.1 per cent of pupils had already been victims of peer violence. The ones that they tend to tell about such episodes are their parents. The results have also shown that school is really a place where violence is very common, and that psychological and verbal abuse are the most common types of violence used

Pupils as victims of peer violence

Šola kot vzgojno-izobraževalna institucija mora zagotoviti ustrezen nadzor odraslih nad učenci, to tudi počne, toda nasilju se nikakor ne more izogniti. Učenci doživljajo medvrstniško nasilje na različne načine, kot žrtve, kot nasilneži, kot oboje ali kot opazovalci. V naši raziskavi nas je zanimalo, kako pogosto so učenci žrtve medvrstniškega nasilja ter kakšna je razlika v prisotnosti le-tega glede na spol in starost učencev. Raziskava, ki smo jo izvedli med učenci petih, sedmih in devetih razredov različnih osnovnih šol v Sloveniji, je pokazala, da je kar 24,1 % učencev že bilo žrtev medvrstniškega nasilja, da se žrtve nasilnega vedenja najpogosteje zaupajo staršem, da je šola tisto mesto, kjer se nasilje dogaja najpogosteje, in da učenci najpogosteje doživljajo dve obliki nasilja, besedno in psihično.The school is an educational institution that has to provide appropriate control of adults over pupils, which they do. Nevertheless, violence cannot be avoided. Pupils encounter peer violence in different roles, as ob servers, victims, perpetrators, or both. The objective of our research was to examine how often pupils are victims of peer violence, and to what extent the latter depends on pupils\u27 gender and age. The results of the research made among pupils in the fifth, seventh, and eighth grades of various primary schools across Slovenia showed that 24.1 per cent of pupils had already been victims of peer violence. The ones that they tend to tell about such episodes are their parents. The results have also shown that school is really a place where violence is very common, and that psychological and verbal abuse are the most common types of violence used