The objective of this study is to reveal the structure of bullying behaviour patterns occurring at school, the occurrence rate of the bully, victim, intervener participant, helper participant and bystander behaviour patterns among disadvantaged students at primary and secondary schools. We used the Bullying Questionnaire developed by our research team to study the behaviour patterns that are related to bullying. In the case of primary school pupils the behaviour pattern occurring most frequently was - regardless of gender - aiding intervention. For the secondary school students we revealed difference between boys and girls. Among girls the most intensive behaviour pattern was aiding intervention, while to boys joining to the attacking party was the most typical. Regarding the second strongest behaviour pattern shown in the case of bullying we found that to girls the spectator manner was most typical in every age group, while in the case of primary schoolboys the intervention by way of joining to the attacking party was most peculiar and in the case of secondary school boys the aiding intervention was most characteristic. The attacking behaviour given to bullying was not found typical in any of the age groups. However attacking behaviour was significantly more typical to boys in every age group than to girls. The application of physical and verbal force as well as preference of advantage deriving from attack was significantly more peculiar to boys than to girls in every age group. The victim behaviour pattern was the least typical to the specimen. At the age between 11 and 12 the boys and girls became victims due to bullying nearly at the same level. As of the age between 13 and 14 however this behaviour pattern was found principally more characteristic to girls, but this did not reach the significant level in the case of either age group.

Nowadays it is not necessary to argue for the significance of adult education and training outside the school system. It can be accepted as a basic principle that adult education and training may be a solution to the most important social-economic problems as it can reduce social inequalities and improve employment and the quality of life.

Contribution deals with the current issue of emotional problems and disorders of pupils at primary school from the point of view of the specific tasks of school psychologist and the solutions (prevention, diagnostics, counselling and intervention). It clarifies some specific emotional problems of pupils, defines them from the point of view of comparison of emotional disorders and brings findings from this particular problem coming from case studies. We also discuss some specifics and problems of work of professional school staff at primary school, mainly school psychologist, in the field of solving emotional problems of pupils at primary school in this contribution. School psychologist focuses on strengthening social and psychic skills of pupils, improving communication, human relationships, making a value system of pupils. From the school psychological practice results that the core of the work of school psychologist in the field of emotional problems and disorders of pupils is mainly: Identification - diagnostics of social problems of pupils; screening examination of classes of the first grade with the goal to make a survey of occurrence of adaptive and emotional problems of children; observation in classrooms with the goal to make a survey and subsequent solution of problems of pupils and of social climate of classrooms; cooperation with classroom teachers when gaining information about pupils with emotional problems and about pupils recommended for the next psychological and special pedagogical diagnostics; counselling - consulting activity with pupil, parents, and teachers in an individual form; individual consultations with parents of problem pupils with the aim to solve this particular problem together; individual work with pupils in the field of their personality, emotional, social and professional development, as well as in the field of their individual psychological and special-pedagogical needs; intervention activity which is based on solving individual problems of pupils, as well as the social atmosphere and social relationships within classrooms. School psychologist focuses on strengthening social skills of pupils, improving communication, human relationships, making a value system of pupils.

Fire-fighters often meet hard conditions on the spot of an accident or fire. Besides the serious material damage they also have to face with physically and/or mentally injured people and without appropriate psychological and communicational methods they can not handle the situations professionally. After all, these questions are in the background in the education system. In present days the importance of crisis intervention and disaster psychology turns up very rarely in fire-fighters' training. As a fire-fighter officer and PhD student in the field of psychology in the same time, in this paper I would like to give a short introduction and draw attention to this question.

Formal education of physicians involves communication with patients, but only teaches the ways of surface acting, where those involved are consciously behaving in a socially acceptable way which is frequently dissonant with their genuine emotions - that they are hiding. This level of emotional labour is proved to bring about psychical and/or somatic illnesses in those involved. On the other hand, there is a way - through deep acting - to lessen the negative side effects of the emotive dissonance. There are techniques that enable physicians to feel - and not only fake - the required emotions. Then again, these techniques are not taught at universities, but obtained on the job thanks to a supporting work environment, or attained the hard way, through trials and errors, through personal experiences.

As education is conditioned life of the individual in the community, and the shaping of an individual in the community subject to a fundamental education. Educational function enables the individual to the Inter responsible behavior in the social structure and fellowship. Moral social behavior is related to the formation of positive interpersonal moral characteristics to social integration and preventing social exclusion of the individual. Complexity of teacher's role in moral education consists of practical realization of demands: in moral education child should become active participant in developing of its own moral qualities. Pedagogical function of teacher in educational work is very complex, but final success depends on coordination of educational factors in school and beside school. In our research we discuss teachers' attitudes about role of the school in moral development among students and youth, we discuss methods for their realization, their opinion about efficiency of those methods, about relations among variables. Development of moral values will be the most efficient if school environment and social community will be organized better. But, there is one unanswered question - Is the education in this area efficient or not? Our work is a contribution towards the establishment of an active attitude towards the moral education through the preparation of teachers and children for democratic, pluralistic, in which the partnership will be implemented starting from the different models of social integration, social rehabilitation, minimal intervention, respect for differences, treatment and transformation behavior of all that in order for the moral upbringing of the individual social behavior.

The analysis of the contributions and harms of technology in the field of education has attracted a great amount of attention since the first applications of the information technology in this scholar realm. Unfortunately, the scientific discussion doesn't seem to have arrived to final, sound conclusions on behalf of the real value of the latter and is actually unable to supply neither theoretical nor practical advice on technology related policy.

This paper examines the impact of an immersion experience on the professional development of four non-native speaker (NNS) pre-service English as a foreign language (EFL) teachers in a one-year full-time Postgraduate Diploma in (Secondary) Education (PGDE) program in Hong Kong. The participants had no or limited teaching experience upon their entry into the program. They received all their education in Hong Kong and did not have any previous study abroad experience; moreover several of them had never travelled to any English-speaking countries before the PGDE sojourn in the UK. During the six-week immersion program, they stayed with a host family and participated in a specially-designed academic program, school visits, and social and cultural activities. Data was collected at strategic intervals throughout their program: in-depth, semi-structured, individual interviews, documents (e.g. reflective writings, personal blogs, Facebook notes/ status, field notes), and survey questionnaires. The analysis and triangulation of qualitative and quantitative data helped trace the development and changes of the participants' self-perceptions as professional NNS EFL teachers, and EFL learners over time. Discussion focuses on their expectations for and noticed/ unnoticed pedagogical knowledge gains from the immersion program in relation to their previous learning experience, their self-perceptions of their English proficiency, and identities as EFL teachers and EFL learners, as well as the formal teacher training they received in Hong Kong and the UK. It was found that their development as professional NNS EFL teachers was influenced by: (1) socio-contextual factors (e.g., community, school, parents); (2) the participants' evolving expectations for themselves as EFL teachers and learners; (3) their learning and teaching experience in the teacher training program; (4) the community/ support group they formed with other preservice teachers; and (5) their perceived roles of professional EFL teachers. Implications for the education of NNS preservice EFL teachers and teacher educators are discussed.

This paper presents the results of a recently completed research on the effectiveness of Comenius 1 school projects based on a comprehensive analysis of their educational and social dimensions. The research methodology integrates the advantages of the Logical Framework Approach (LFA) applied to 58 successfully completed Comenius projects, with the case-study method, focusing on two selected projects with similar priorities and contrasting efficiency. Data analysis shows that poorly designed and structured school projects with unbalanced logical framework bear a greater risk of disrupting coherence between their educational and socio-cultural aims and effects. According to the case-study data, the educational aspects and effects of the school project are the first to suffer in case of inaccurate or poor project analysis, planning and implementation. With regard to the specifics of the Comenius projects, the results of this research give some good reasons to revisit and rethink the Program's priorities, evaluation criteria and procedures.