Eureka! Institutional Repository

ABSTRACT The present thesis aimed at an investigation of the way teachers in primary schools of Kozani recognize and handle abused children by other children. In order to develop this research, the fundamentals of qualitative methodology were implemented, using as tool for the data collection the semi-constructed interviews. The sample consisted of 14 primary school teachers from Kozani, 7 of whom have dealt with school bullying amongst their students and 7 who haven’t. For choosing them a combination of mixed purposeful sampling was used: convenience sampling and maximum variation heterogeneity sampling. The data were analyzed by the thematic analysis method. The research questions which were answered investigate the forms of abuse amongst students which are recognized by teachers, the indications that teachers perceive from the victims and their actions to deal with the abused victims by other children. From the survey data analysis it is configured that the teachers of this sample realize verbal, physical, relational, sexual and racial bullying at schoolyard, classroom, toilettes and in places that there isn’t any teacher’s supervision intervening in all forms consider significant. Indications detected mostly in the victim’s behavior and their injured body. They progress to deal with the phenomenon usually by briefing/discussing with the headmaster, the bully’s parents, the victim’s parents, and by collaborating with someone who is a specialist on those issues while they mostly prefer to discuss with the victim in order to handle him. They desire their between discussion for dealing with bullying situations in order to brainstorm. Comparatively to teachers who have dealt with bullying and those who haven’t, relational bullying is recognized from those who have faced bullying whereas sexual bullying from those that haven’t. Also, the first group of teachers refers more indications than the second and more ways to handle the situations. Finally the implementation of the recommendations may positively affect the identification and efficient handling of school bullying.