Th e aim of the study was to map teachers' preferred approaches to handling bullying among students. Th e scaled Handling Bullying Questionnaire (Bauman et al., 2008) was used. Th e structure of the research tool was determined using exploratory factor analysis indicating the existence of 5 dimensions. Th e good fi t of the model to the actual data was verifi ed using confi rmatory factor analysis returning very good values of the good fi t indices (CFI, TLI, RMSEA, SRMR, GFI). 696 teachers of the elementary school second level participated in the research. Th eir mean age was 46.53 years (SD = 9.34) and the mean length of their experience was 21.10 years (SD = 10.44). Male teachers scored statistically signifi cantly higher on the dimension "Disciplining the bully"; teachers who had obtained their qualifi cation through a supplementary pedagogical study scored statistically signifi cantly lower on the dimension "Ignoring the incident" and higher on the dimensions "Enlisting other adults" and "Disciplining the bully"; class teachers scored statistically signifi cantly higher on the dimension "Working with the bully"; teachers having received anti-bullying training within their continuing education scored statistically signifi cantly higher on the dimensions "Working with the bully" and "Enlisting other adults"; teachers with functions aimed at sorting out students' problem behaviour scored the lowest on the dimension "Ignoring the incident". Neglectful and weak eff ects were identifi ed of the diff erences in resulting values. Also, a weak direct dependence appeared between working with the bully as the preferred approach and the length of teachers' experience.

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The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.

Sex workers suffer considerable marginalization, which is assumed to limit their choices and make them more likely to be exposed to various types of harm. Given this, it is relevant to examine sex workers’ professional agency and how it is associated with their quality of life. In the current study, we investigated professional agency, quality of life, and problematic substance use among sex workers in Finland. We surveyed 136 sex workers contacted through sex-work organizations and social media platforms. As expected, professional agency was strongly positively associated with quality of life (β = .86, p < .001) and negatively associated with problematic alcohol (β = −.38, p = .002) and drug (β = −.69, p < .001) use. Professional agency explained as much as 73% of the variance in quality of life. Most sex workers rated their quality of life as either good or very good. The results highlight that professional agency is essential to sex workers’ well-being. However, as most of the respondents were Finnish-born ciswomen, our results might not generalize to foreign-born, male, and trans sex workers.

Príspevok sa zaoberá problematikou špecifík rizikového sexuálneho správania u dospievajúcich. Napriek závažnosti problematiky rizikového sexuálneho správania vnímame, že sa jej v súčasnosti nevenuje primeraná pozornosť, z toho dôvodu prezentujeme v príspevku výskum zameraný na vybrané formy rizikového sexuálneho správania dospievajúcich a jeho prevenciu.Kľúčové slová: sexuálne správanie dospievajúcich, rizikové sexuálne správanie dospievajúcich, špecifiká prvého pohlavné styku dospievajúcich, antikoncepčné správanie dospievajúcich. Specifics of risky sexual behavior of adolescents and possibilities of its preventionThe study deals specifies of risky sexual behavior in adolescents. Despite the seriousness of this problem of risky sexual behavior, we perceive that it is not currently receiving adequate attention, for this reason, we present in the paper research focused on specifies of risky sexual behavior of adolescents and its prevention.