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Dissertations / Theses on the topic 'Bullying'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Side, Jeremy. "Understanding bullying." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529818.

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2

Ferrinho, Susana Natividade de Almeida. "Combate ao bullying." Master's thesis, Universidade da Beira Interior, 2010. http://hdl.handle.net/10400.6/1945.

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O conceito de bullying começa a ser mais audível na sociedade portuguesa, à medida que as pessoas vão ganhando maior consciência da sua envolvência, e ao mesmo tempo que vão sendo gradualmente destronadas ideias de que este fenómeno faz parte do universo de crescimento das crianças e jovens. Porventura a maior frequência e a maior exposição que é conferida aos casos existentes nas escolas portuguesas, que têm vindo a público através dos órgãos de comunicação social, têm contribuído para a alteração da percepção que a generalidade das pessoas tem deste fenómeno, colaborando assim para que as si

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3

Ireland, Jane Louise. "Bullying amongst prisoners." Thesis, University of Central Lancashire, 2010. http://clok.uclan.ac.uk/21901/.

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The present research addresses bullying behaviours among adult men and women prisoners in relation to personal/descriptive and prison-related behavioural characteristics (e.g. behaviours indicative of non-compliance with the regime), differences in social problem-solving, social self-esteem and assertiveness. The research was conducted in two phases. In phase one, male and female prisoners (n = 406) completed a self-report behavioural checklist that addressed indications of bullying behaviour at their present institution, and also a questionnaire that provided them with five different bullying

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4

Sakellariou, Tass. "Boys and bullying : electronic and non-electronic bullying and teacher perceptions /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19198.pdf.

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5

Sartain, Suzy S. "Workplace bullying| Protective mechanisms between bullying and post-traumatic stress disorder." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589460.

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<p> This quantitative replicated study was adapted from Nielson et al. (2008). It explored the relationship between exposure to bullying and symptoms of post-traumatic stress disorder as experienced by Licensed Professional Counselors (L PCs), who are themselves targets or have witnessed bullying in the workplace. The research questions probed (a) incidences of workplace bullying of LPCs, (b) the occurrence of post-traumatic stress disorder (PTSD) symptoms because of workplace bullying, and (c) the manner in which sense of coherence moderates PTSD-related symptoms for counselors experiencing

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6

Qureshi, Sairah Sajjad. "Perceptions of school bullying and racist bullying in a Northern city." Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/9224/.

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7

Jones, Cheryl. "Certified Nursing Assistants' Experiences Regarding Resident-to-Resident Bullying in Nursing Homes." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1541.

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Elder bullying is on the rise and occurs in many contexts such as senior living communities and nursing homes, causing concern for the well-being of the residents by families, staff, themselves, and society in general. Although research has been limited, it does reveal that resident-to-resident bullying in nursing homes is a problem warranting further scholarly attention. The purpose of this study was to investigate the experiences of certified nursing assistants (CNAs) regarding resident-to-resident bullying in nursing homes. The theory of reasoned action and the theory of reflective equilibr

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8

Stevens, Scott K. "Bullying the student perspective /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1155927409.

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9

Tagliabue, Andrew. "FROM BULLYING TO BUYING." MIT Japan Program, 1999. http://hdl.handle.net/1721.1/7541.

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10

Golembiewski, Sara. "Bullying is everybody's problem." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006golembiewskis.pdf.

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11

Rayner, Charlotte A. L. "Bullying in the workplace." Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488235.

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12

Madsen, Kirsten C. "Differing perceptions of bullying." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265580.

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13

Forsberg, Camilla. "Students’ Perspectives on Bullying." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123925.

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The aim of the present thesis was to listen to, examine and conceptualise students’ perspectives on bullying. Students’ perspectives have not been commonly heard in research and less qualitative research has been conducted. This study contributes with students’ perspectives on bullying using semi-structured interviews with students from fourth-to eighth grade. This thesis includes four studies. The aim with paper I was to investigate how bystander actions in bullying situations and reasons behind these actions were articulated. Paper II was a comparison study between Sweden and US, focused on

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14

Roland, Erling. "School influences on bullying." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/1047/.

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15

Batista, Díaz Yasna Jackelinne, Figueroa Griselda Andrea Román, Santander Pamela Natalia Romero, and Cataldo Isabel Andrea Salas. "Bullying, niños contra niños." Tesis, Universidad de Chile, 2010. http://www.repositorio.uchile.cl/handle/2250/106279.

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La presente investigación trata de abordar comprensivamente el fenómeno del bullying, el cual se ha instalado y apoderado de nuestras escuelas. Hoy por hoy nuestros/as niños/as son partícipes activos de un fenómenos con repercusiones a nivel social, que involucra a la globalidad de culturas. Es ante este tópico que nos hemos de plantear como problema de investigación el ¿Cómo es vivenciado, percibido e interpretado el fenómeno del bullying por los/as niños/as de NB1 y la respuesta que la comunidad educativa tiene para con el fenómeno en un centro educacional de nivel socio-económico y cultural

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16

Stevens, Scott Kevin. "Bullying: The Student Perspective." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1155927409.

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17

Caparanis, Lacey B. "Adolescents' Interpretations of Bullying." Marietta College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1430096196.

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18

Cottello, Jacqueline M. "Bullying in the schools." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008cottelloj.pdf.

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19

Alaslawi, Hamad A. "WORKPLACE BULLYING IN KUWAIT." UKnowledge, 2017. https://uknowledge.uky.edu/csw_etds/18.

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Workplace bullying (WPB) is a pervasive problem in contemporary society, inflicting detrimental repercussions upon employees, employers, and organizations alike. It affects the physical, psychological, and financial wellbeing not only of its victims, but also their families, their communities, and society as a whole. Research into this phenomenon has evolved significantly over the past two decades. While related to the physically violent phenomenon of schoolyard bullying, WPB is primarily a psychological phenomenon, manifesting as abusive power in workplace relationships, rather than as interp

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20

Maeda, Rie. "Empathy, emotion regulation, and perspective taking as predictors of children's participation in bullying /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7779.

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21

Kutlu, Funda. "The Effect Of Bullying Management Training On Bullying Behaviours Of Elementary School Students." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606249/index.pdf.

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The present study consists of two phases. The first phase includes the development of the Turkish Bully Scale to identify bully, victim and bully/victim groups and to describe the incidence of bullying among the elementary school students. The second phase of the study evaluates the effect of the Bullying Management Training Program on reducing bullying behaviours of bully/victim elementary school students. In the development of the Bully Scale a pilot (N=453, sixth grade students) and a main study (N=519, sixth grade students) were conducted to examine the validity evidence and the reliabili

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22

Trach, Jessica. "Witnessing bullying at school : the influence of bullying and victimization on bystander behaviour." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36465.

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Bullying at school is a widespread and persistent problem facing Canadian youth today (Craig & Harel, 2004). In addition to the small but significant minority of students who are involved directly as bullies and victims, more than two thirds of youth are bystanders or witnesses to school-based violence ( Craig & Pepler, 1997; Salmivalli, Lagerspetz, Björkqvist, & Osterman, 1996; Salmivalli, Lappalainen, & Lagerspetz, 1998). Given the high probability that students will at some point in their school career witness bullying, it is important to examine the risks and responsibilities associated wi

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23

Henry, Sally. "The powerhouse for bullying : the relationship between defensive self-esteem, bullying and victimisation." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/5304.

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Studies which examine conflict have identified coping strategies as potent variables for the social competencies of children. To extend these ideas to more specific indicators of social adjustment this study examined emotional impairments and coping strategies of victims and bullies. Inventories measuring emotional impairment: depression, anger, anxiety and self-concept were completed by 103 primary school children aged 9-11. A questionnaire measured five coping strategies: problem solving, social support seeking, distancing, externalising and internalising. Bully and victim nominations identi

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24

Mercado, Rázuri Sebastián. "Teorías subjetivas sobre el bullying y el rol docente en casos de bullying." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2020. http://hdl.handle.net/20.500.12404/17599.

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La presente investigación tuvo como objetivo conocer las teorías subjetivas de un grupo de docentes de una institución educativa pública de educación básica regular de Lima Metropolitana sobre el bullying y su rol en este. Para ello, se entrevistó a 6 docentes de una Institución Educativa Pública de Lima Metropolitana. Posteriormente, se realizó el análisis de la información recogida siguiendo la propuesta de la teoría fundamentada, a lo cual se incorporó los procesos de análisis pertinentes para las teorías subjetivas. Las teorías encontradas en el presente estudio evidenciaron una falt

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25

Spencer, Rebecca Lyn. "Bibliotherapy and Bullying: Teaching Young Childrento Utilize Peer Group Power to Combat Bullying." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3727.

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Bullying is a major concern for school-age children. This study compares the use of bibliotherapy and didactic instruction techniques for teaching anti-bullying strategies to young children. The study explores 36 first graders' perceptions of bullying and their perceptions of their roles and responsibilities in bullying situations. In comparison to the control group, students who were taught specific bully intervention skills, both through didactic instruction and bibliotherapy, reflected an increased understanding of bullying, used a larger bully vocabulary, and demonstrated more specific and

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26

Kendrick, Michelle Marie. "Evaluating the Effects of the Olweus Bullying Prevention Program on Middle School Bullying." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1606.

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This project study addressed the problem of bullying, victimization, and the awareness of these activities at a public suburban middle school in Northwest Georgia. The study school implemented the Olweus Bullying Prevention Program (OBPP) in 2009, yet had not evaluated the program to identify whether or not it met its goals after 1 year of implementation. Using a quasiexperimental, goal-free program evaluation, the research questions explored whether or not the OBPP succeeded in reducing the student reported rates of bullying and victimization while also increasing awareness of such activities

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27

Blust, Katherine Eileen. "Middle School Teachers' Perceptions of Bullying and Their Practices in Reporting Bullying Incidents." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2522.

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Student self-report surveys showed bullying behaviors were problematic among students in one Midwest middle school. Despite implementing a version of the Olweus Bullying Prevention Program, students continued to self-report bullying behaviors that occurred on school property during school hours. It is crucial that educators are proactive in intervening and preventing bullying to establish a safe environment for academic success. The purpose of this study was to describe teachers' perceptions of bullying behaviors and their practices in reporting bullying incidents. Bandura's social learning an

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28

Nordling, Jamie Koenig. "Pathways to bullying: early attachment, anger proneness, and social information processing in the development of bullying behavior, victimization, sympathy, and anti-bullying attitudes." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1371.

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Bullying is a pervasive problem among children and adolescents worldwide, but relevant research, although growing, lacks coherence. The proposed study is the first to integrate three large bodies of research - on children's attachment, anger, and Social Information Processing (SIP) - in a comprehensive, developmentally informed, multi-method, multi-trait design to elucidate the origins of bullying behavior, victimization, and anti-bullying attitudes and emotions. It was predicted that (1) children's early attachment insecurity would be linked to their maladaptive SIP patterns and to higher ang

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29

Lay, Debra J. "Exploring how teachers' personal experiences with childhood bullying influence their response to student bullying." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570206.

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<p> The results of the study provided a unique perspective of 20 teachers and how their personal childhood bullying experiences influenced their response to student bullying. Teachers who participated in this study acknowledged that they had a heightened awareness of student bullying, felt their positive attitude was due to their Olweus training as well as a sensitivity towards students who are bullied, indicated that they were aware of the negative impact on their self-esteem, and identified the role empathy played in their response to student bullying. The question of self-efficacy in fourte

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30

BragadoÌttir, Brynja. "Bullying in hospital settings : the nature of bullying, prevalence rates and occupational health outcomes." Thesis, University of Kent, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404549.

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31

Hurley, Cynthia Tallis. "Middle School Principals' Responses to Bullying: Comparing School Bullying Incidents and Their Perceived Seriousness." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/242400.

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Research on principals' perceptions and responses to school bullying is scarce. This study investigated the perceptions of seven middle school principals and their responses to six hypothetical vignettes depicting incidents of physical, verbal, or relational bullying. During interviews, respondents were asked to rate the seriousness of each incident and describe how they would respond. Respondents rated all the incidents, regardless of the form of bullying, as moderately serious, serious, or very serious. When asked to describe how they would respond to incidents, all responded they would t

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32

Sizemore, Erica D. "Youth Bullying: From Traditional Bullying Perpetration to Cyberbullying Perpetration and the Role of Gender." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2543.

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Youth bullying is a common form of youth violence; and recently, this behavior has diverged into two forms: traditional bullying and cyberbullying. Bullying has typically occurred within the context of school; however, with the aid of electronic devices and the Internet, youth are now able to bully beyond the schoolyard. Cyberbullying is a transmutation of traditional bullying earmarked by anonymity, a lack of guardianship, and physical distance. Using data from the 2009-2010 Health Behaviors of School-aged Children survey, this study examines the relationship between traditional bullying perp

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33

Tokarick, Karen. "The Effect of Bullying Prevention Programs on the Perceptions of Bullying Among Female Youth." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/288.

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Bullying has become a widespread social issue. Previous research has focused on both genders and various grade levels; it has shown that programs reduce bullying and improve social climates and attitudes toward academics. The effect of these programs, specifically on female youth, has not been studied. This study addressed the effect of bullying prevention programs on perceptions of bullying among female youth in Grades 5-7 in 2 schools in rural eastern Pennsylvania. One school utilized a prevention program while the other did not. Teachers and administrators were also interviewed to gain insi

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34

Jadambaa, Amarzaya. "Bullying in Australia: Prevalence, health outcomes, cost outcomes, and economic evaluation of bullying prevention." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206147/1/Amarzaya_Jadambaa_Thesis.pdf.

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Bullying among children and adolescents is a major public health problem. The negative consequences of bullying are not limited to health problems, nor to experiences in childhood and adolescence, and can persist into adulthood. This research found that one in seven Australian children experienced bullying victimisation; bullying victimisation contributes a significant proportion of the burden of disease; a substantial annual cost to Australian society results from bullying; and further investment in bullying prevention is an efficient use of scarce healthcare resources. This thesis makes an i

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35

Correia, Írís Alexandra Lopes. "Manifestações e motivos do bullying homofóbico: um estudo no ensino secundário." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29819.

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O presente estudo tem como principais objetivos aprofundar o estudo do bullying homofóbico nas suas variadas manifestações e os motivos que o despoletam, no Ensino Secundário. Para tal, foram utilizadas duas escalas: a Escala de Comportamento de Observadores de Bullying – ECOB (Melo & Pereira, 2017) e a sua adaptação para o estudo do bullying homofóbico. Esta escala permite identificar o papel que os/as observadores/as assumem durante as situações de bullying e de bullying homofóbico; e a Escala de Observação de Manifestações e Motivos do Bullying Homofóbico – EOMMBH, construída propositadamen

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36

Matsuda, Takeshi. "Bullying among children and adolescents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ49642.pdf.

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37

Soo, Wai-man, and 蘇慧雯. "Primary students' perception of bullying." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961903.

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38

Yim, Yeuk-chi Gigi, and 嚴若芝. "Parental shaming and school bullying." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45014632.

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39

Connell, Patricia Anne. "Bullying among incarcerated young offenders." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266330.

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40

Malahy, Sandra. "Workplace bullying| Teacher-to-teacher." Thesis, Western Illinois University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739757.

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<p> Researchers on bullying have given little attention to workplace bullying. This study examined the frequency among teacher-to-teacher bullying in the public school environment. From a sample of 318 teachers in 18 elementary, five high school, and three unit districts, rates of bullying were identified by three negative act sub-factors—work-related, person-related, and physically intimidating related bullying. Teacher demographics were utilized to determine if certain subsets of the population were more susceptible to bullying than others. </p><p> This study collected and analyzed d

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41

SANTOS, Jullyane Jocilene Souza. "Apego, autoconsciência e bullying escolar." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17681.

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Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-08-15T12:21:11Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Original. 16.08.pdf: 878189 bytes, checksum: ad94d84427d40e7d6e650cf040c79384 (MD5)<br>Made available in DSpace on 2016-08-15T12:21:11Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Original. 16.08.pdf: 878189 bytes, checksum: ad94d84427d40e7d6e650cf040c79384 (MD5) Previous issue date: 2015-02-20<br>O bullying escolar é um compo

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42

Soo, Wai-man. "Primary students' perception of bullying." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278928.

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43

Dahlheimer, Janell M. "Teachers' perceptions of bullying behavior." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004dahlheimerj.pdf.

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44

Ashford, Christian. "Childhood bullying and paranoid thinking." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/424649/.

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Childhood bullying is associated with a wide variety of adverse consequences, including psychological distress and psychopathology. In this paper, the literature investigating the association between being bullied by peers in childhood and negative outcomes in adulthood will be reviewed and evaluated. Previous research largely utilising retrospective measures of bullying have found a consistent association between being bullied in childhood and experiencing a range of adverse effects in adulthood, particularly depression, body image dissatisfaction and low self-esteem. However, there are numer

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45

Jack, Alexander Henry. "Childhood bullying and paranoid thinking." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47423/.

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Psychotic phenomena are prevalent in non-clinical populations, with a continuum existing between psychotic-like experiences (PLEs) and incidence of clinical relevance. Phenomena-associated distress often demarcates a threshold whereby individuals seek help, and experiential risk factors are consistent at both ends of the continuum. Increased exposure to stressors may predict the transition from transient, to persistent and impairing psychotic-like symptoms. PLE-specific trajectories have been noted in the literature, with childhood bullying victimisation mooted to predict the development of pa

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46

Disque, J. Graham. "Approaches to Bullying in Schools." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2812.

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47

Johnson, Sinsey Elaine. "Organizational Characteristics Influencing Workplace Bullying." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3038.

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Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Sinsey E. Johnson has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Gabriel Telleria, Committee Chairperson, Public Policy and Administration Faculty Dr. George Larkin, Committee Member, Public Policy and Administration Faculty Dr. Tanya Settles, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 201

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48

Francioli, L. "WORKPLACE BULLYING, ANTECEDENTS AND MECHANISMS." Doctoral thesis, Università degli Studi di Milano, 2015. http://hdl.handle.net/2434/265059.

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RIASSUNTO Introduzione Il fenomeno del mobbing, la cui frequenza si stima essere di circa il 15% a livello mondiale, è ampiamente riconosciuto come uno dei maggiori fattori di stress nelle organizzazioni di lavoro. Il mobbing comporta una serie di conseguenze negative per chi ne è vittima ma anche per i testimoni ed i colleghi, con costi rilevanti per le organizzazioni lavorative e la societa’ nel complesso. Alla luce della “work environment hypothesis” del mobbing - un approccio teorico che enfatizza lo stretto legame tra la presenza di un ambiente di lavoro psicosociale sfavorevole e l’eme

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49

Pintabona, Yolanda Christine. "Frequently bullied students: outcomes of a universal school-based bullying preventive intervention on peer victimisation and psychological health." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1060.

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Bullying occurs to some extent in all schools. Study 1 investigated and screened for frequently bullied students in a randomly selected and stratified sample of Year 4 students in 29 primary schools using multiple informants and a comprehensive measure of bullying. Using self- and/or parent-report, 16.3% of students were identified as frequently bullied, defined as 'about once a week' or more. There were no sex differences in the proportion of students identified as frequently bullied, however, frequently bullied boys were more likely to experience physical bullying and having money or other t

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50

Topcu, Cigdem. "The Relationship Of Cyber Bullying To Empathy, Gender, Traditional Bullying, Internet Use And Adult Monitoring." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610134/index.pdf.

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The present study aimed to investigate the cyber bullying and empathy relationship with respect to gender by utilizing the traditional bullying and empathy relationship. Additionally, the predictive role of traditional bullying, frequency use of information and communication tools, and adult monitoring of the Internet use on cyber bullying was examined. The sample consisted of 717 adolescents (411 females, 302 males) with a mean age of 16.83 (SD=1.46). Cyber Bullying Inventory (Erdur-Baker &amp<br>KavSut, 2007) was revised, Traditional Bullying Questionnaire was developed and Basic Empathy

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