PSYb2883 Relationship dynamics in classrooms

Faculty of Social Studies
Spring 2026
Extent and Intensity
0/2. 4 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. Jana Fikrlová (lecturer)
Mgr. Adam Klocek, Ph.D. (lecturer)
doc. PhDr. Lenka Kollerová, Ph.D. (lecturer)
Tomáš Lintner, Ph.D. (lecturer)
Guaranteed by
Mgr. Adam Klocek, Ph.D.
Department of Psychology – Faculty of Social Studies
Supplier department: Department of Psychology – Faculty of Social Studies
Prerequisites (in Czech)
PSYb1020 Personality Psychology
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 30 student(s).
Current registration and enrolment status: enrolled: 0/30, only registered: 76/30, only registered with preference (fields directly associated with the programme): 73/30
fields of study / plans the course is directly associated with
Course objectives
The course connects theoretical approaches (evolutionary, social-psychological, developmental) with practical applications (school prevention, programs and educational policies, work of school psychologists and prevention specialists) and with research in this field.
The subject therefore has two main objectives (students choose the level of difficulty between 2a and 2b):
(1) To acquaint students with current empirical findings on the dynamics of peer relationships in small social groups, such as school classes — with a specific focus on bullying and related phenomena (e.g., social status, aggression, moral disengagement, trust, peer relations in general).
(2a) To provide knowledge and skills for evaluating programs aimed at improving school climate, building adaptive relationship structures in classrooms, and preventing bullying within whole-school contexts.
(2b) Includes all of 2a + gaining basic knowledge and skills for social network analysis.
Learning outcomes
After successfully completing the course, the student will be able to:
- navigate the main theories and empirical findings on the formation, maintenance, and dissolution of peer relationships within a closed group;
- understand the main theories and empirical findings on bullying and its phases (onset, escalation, consequences);
- distinguish between aggression, bullying, and other forms of hostile behavior;
- describe the relationships between social status, group dynamics, and manifestations of bullying;
- know the main components of the most well-known or Czech-evaluated evidence-based prevention programs and be able to critically assess their benefits and risks;
- if choosing option (2b): analyze data from sociometric measurements (e.g., basic principles of ERGM or more advanced longitudinal SAOM models);
- be familiar with relevant documents and recommendations issued by the Ministry of Education, National Pedagogical Institute, Czech School Inspectorate, and other institutions;
- design and reflect on group work techniques (e.g., defender training, working with bystanders, recognizing signs of bullying).
Syllabus
  • Peer relationships in the classroom
  • Social status, power, and group dynamics in the classroom
  • Developmental and evolutionary theories of aggression and dominance
  • Introduction to the study of school bullying and early warning signs of bullying
  • Empirical research on bullying and related phenomena – design, methods, data interpretation
  • Roles in the classroom
  • Cognitive and moral processes and the spread of attitudes
  • Consequences of bullying and adjustment
  • Peer relationships through the lens of complexity science
  • Prevention programs and programs focused on building classroom relationships (and their evaluation)
  • Social network analysis (SNA)
Literature
    required literature
  • Burger, C., Strohmeier, D., & Kollerová, L. (2022). Teachers can make a difference in bullying: Effects of teacher interventions on students’ adoption of bully, victim, bully-victim or defender roles across time. Journal of youth and adolescence, 51(12),
  • Cígler, H., Fikrlová, J., & Tancoš, M. (2022). Ověřovací studie preventivního programu Dobronauti: Zpátky v čase. Výzkumná zpráva.
  • Huitsing, G., Snijders, T. A., Van Duijn, M. A., & Veenstra, R. (2014). Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks. Development and psychopathology, 26(3), 645-659.
  • Klocek, A., Kollerová, L., Havrdová, E., Kotrbová, M., Netík, J., & Pour, M. (2024). Effectiveness of the KiVa anti-bullying program in the Czech Republic: A cluster randomized control trial. Evaluation and program planning, 106, 102459.
  • Klocek, A., Kollerová, L., Netík, J., Havrdová, E., D'Urso, G., & Pour, M. (2025). Longitudinal network associations between risk and protective factors for bullying, victimization, and well-being: Effects of an antibullying intervention. Personality and
  • Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, health & medicine, 22(sup1), 240-253.
  • Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior: Official Journal of the International Societ
  • Sijtsema, J. J., Veenstra, R., Lindenberg, S., & Salmivalli, C. (2009). Empirical test of bullies' status goals: Assessing direct goals, aggression, and prestige. Aggressive Behavior: Official Journal of the International Society for Research on Aggressi
  • Veenstra, R., Lindenberg, S., Huitsing, G., Sainio, M., & Salmivalli, C. (2014). The role of teachers in bullying: the relation between antibullying attitudes, efficacy, and efforts to reduce bullying. Journal of Educational Psychology, 106(4), 1135.
  • Veenstra, R., Lindenberg, S., Munniksma, A., & Dijkstra, J. K. (2010). The complex relation between bullying, victimization, acceptance, and rejection: Giving special attention to status, affection, and sex differences. Child development, 81(2), 480-486.
    recommended literature
  • Ripley, R. M., Snijders, T. A., Boda, Z., Vörös, A., & Preciado, P. (2025). Manual for RSiena.
  • MŠMT. (2008). Metodický pokyn. Ministra školství, mládeže a tělovýchovy k prevenci a řešení šikanování mezi žáky škol a školských zařízení.
Teaching methods
Theoretical lectures, discussions, data analysis in R, reading, presentations by guest professionals in the field
Assessment methods
Students are evaluated based on an exam and a submitted seminar paper.
Language of instruction
Czech
Further Comments
The course is taught only once.
The course is taught every week.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/fss/spring2026/PSYb2883