The article examines the challenges faced by students with disabilities in schools with inclusive education, focusing on bullying experiences. Relationships between students with and without disabilities are examined, while students with disabilities are shown to be at a higher risk of being targeted by their peers, often encountering various forms of bullying, including psychological, physical, and cyberbullying, along with microaggressions. We conducted a thematic analysis of data gathered through in-depth semi-structured individual interviews with 13 young people with disability forming part of inclusive education in Slovenia. The results reveal that although students with disabilities report positive relationships with their peers, instances of various types of bullying are also present. Psychological bullying included teasing, name-calling, and social exclusion. Physical violence was confirmed as well, manifesting in a direct form and also indirectly by tampering with students’ disability aids. Bullying often occurred at school and involved small groups of students. Even though cyberbullying was detected in only one case, the research showed that students with disabilities employ several measures to prevent it (e.g., to limit their use of social media, hide their disability in online communication). The study also explores the coping strategies relied on by students with disabilities, like seeking support from friends and teachers, which have been found effective. At the same time, there were some cases of inappropriate responses or a lack of response from teachers, which made situations worse for the bullied students. The article emphasizes the need for systematic interventions, greater awareness, and ongoing training for school staff to effectively prevent and address bullying in inclusive educational settings.

The use of leading questions as part of interrogation techniques and the factors associated with the witness suggestibility are well researched in the scientific literature. Nevertheless, literature on suggestibility in intentionally or unintentionally poorly designed social opinion surveys and push polls is scarce. The objective of this paper was to test how easily the public is swayed by leading questions in poorly designed surveys, whether certain group types of respondents in terms of their susceptibility exist, and to investigate the relationship between several demographic and personality characteristics and susceptibility. For this purpose, an online self-administered survey was conducted, containing a block of neutral and several blocks of leading questions about the respondents’ opinions on minority groups. The results indicated that the negative wording in questions was reflected in a more negative opinion on minority groups, while there are differences between respondents in their level of suggestibility. Three groups of respondents exist, i.e., non-suggestible (with no shift in opinion), suggestible (who express a more negative opinion on minorities following the suggestion), and contra-suggestible respondents (who react on the contrary and give a more positive opinion after a negative suggestion). Susceptibility to suggestion is associated with respondents’ age, openness to experience, conscientiousness, and social desirability. The results suggest that contra-suggestibility might counterbalance the error made by the leading questions, at least when more controversial topics are being surveyed.

Let's go, statistics! The textbook presents the basic statistical concepts and the calculation of descriptive statistics, and illustrates the use of statistical programs PSPP and SPSS for this purpose. It presents statistics in a contemporary way focusing on interpretation and understanding of results obtained by statistical programs. The acquired knowledge is crucial for student’s preparation of the final thesis. Učbenik predstavlja osnovne statistične pojme in izračune opisne statistike, za katere so prikazani tudi postopki izračunov v programih PSPP in SPSS. Gre za publikacijo, ki statistiko predstavi na sodoben način, z uporabo statističnih programov ter daje poudarek interpretaciji rezultatov. Pridobljeno znanje je ključno za samostojno pripravo zaključnih del.

This chapter focuses on cyberbullying research methods and approaches and reflects on them through the positivistic notion that social phenomena can be studied and measured. This requires thorough and systematic work at every stage of the research process. Our aim is to identify the fundamental characteristics of research methods and approaches used in the research on cyberbullying, while also examining their weaknesses and proposing potential improvements in research planning, design, conceptualization and operationalization. We highlight the existence of terminological confusion and challenges in translating the term cyberbullying. Further, authors employ different definitions, and there is a lack of precise operationalization. Consequently, comparisons of research findings become problematic, and the label cyberbullying often encompasses diverse social phenomena. Additionally, we reflect on the potentialities and limitations of both quantitative and qualitative methods in cyberbullying research. Our review demonstrates the dominance of the quantitative research approach, which addresses only part of the whole problem and overlooks important details and causalities. Therefore, we present arguments for the employment of integration of quantitative and qualitative methods, which can ensure greater validity and reliability of the collected data while fostering a comprehensive understanding of peer relations. Given that cyberbullying involves sensitive topics related to victimization and harm and a vulnerable population comprising school children and youth, we also address the importance of adhering to basic ethical recommendations in cyberbullying research. <!----> <!----> <!----> <!---->

Background/Objectives: Workplace violence is a recognised psychosocial risk across many professions but remains insufficiently investigated in veterinary practice. Evidence on workplace violence among veterinary employees in Slovenia is limited. This study aimed to examine reported exposure to different forms of workplace violence involving animal owners, co-workers, and supervisors among employees of veterinary organisations in Slovenia and to assess associated emotional responses. Methods: A cross-sectional online survey was conducted between December 2024 and April 2025 among employees of all 182 registered veterinary practices and clinics in Slovenia. Of 1351 eligible employees, 178 completed the questionnaire (overall response rate: 13.17%), including 155 of 873 eligible veterinarians (veterinarian response rate: 17.75%). Respondents rated their agreement with statements describing verbal, physical, and psychological violence involving animal owners, co-workers, and supervisors, as well as associated negative emotional responses. Data were analysed using one-sample and paired-samples t-tests, principal component analysis, and multiple linear regression. Results: Respondents reported exposure to workplace violence involving animal owners, co-workers, and supervisors, with verbal and psychological forms particularly evident in interactions with animal owners. Fear, helplessness, and uncertainty were prominent emotional responses associated with violence involving animal owners, while violence involving co-workers and supervisors was also associated with negative emotional responses. Greater work experience was significantly associated with less intense negative emotional responses across all three perpetrator groups. Higher education and male gender were additionally associated with less intense emotional responses to violence involving animal owners. Conclusions: Workplace violence represents an important psychosocial concern in Slovenian veterinary organisations and may originate from both external and internal sources. Training, written protocols, and organisational and psychological support may warrant consideration as potential preventive measures; however, their effectiveness was not evaluated in this study and requires further investigation. The low response rate and potential non-response and self-selection bias limit the generalisability of the findings. Further research using validated event-based measures and stronger recruitment strategies is warranted.