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1
Hällström, Jessica, and Therese Olsson. "The Impact of Personality Traits and Physical Punishment on Bullying." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67648.
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Bullying is a phenomenon occurring all over the world. Previous research shows that youthswho are being physically punished by their parents are at higher risk for being involved inbullying. There are four groups when it comes to bullying, the neutrals, bullies, victims, andbully-victims. A limitation of previous research was that no one has examined why youthswho are being exposed to physical punishment by their parents often become a part ofbullying. Our focus was on the four bullying groups of youths in the ages 13 to 15. Weproposed that in order to understand how parents’ use of physical punishment against theiryouths is connected with being a bully or a victim at school, we need to take the personalitytraits self-esteem and impulsivity under consideration. The results showed that when parentsused physical punishment against their youths and the youths had certain personality traits,the risk for being a part of bullying increased. In conclusion, the youths were at higher risk ofbeing victims of bullying if they had low self-esteem, they were at higher risk of being bulliesif they were impulsive, and they were at higher risk of being bully-victims if they were bothimpulsive and had low self-esteem, meaning that we need to investigate further differentpersonality traits and their effect on youths bullying involvement in school.Mobbning är ett fenomen som inträffar över hela världen. Tidigare forskning visar att närungdomar blir fysiskt bestraffade av sina föräldrar ökar risken för inblandning i mobbning.Det finns fyra grupper när det kommer till mobbning, de neutrala, mobbare, offer och bullyvictims.En svaghet med tidigare forskning var att ingen har undersökt hur inblandning imobbning ser ut för dem som blir utsatta för fysisk bestraffning av sina föräldrar. Vårt fokusvar på de fyra grupperna inom mobbning för ungdomar mellan åldrarna 13 till 15. Viföreslår att för att förstå hur föräldrars fysiska bestraffning på sina ungdomar hängersamman med att vara mobbare eller offer i skolan, behöver man ta hänsyn till ungdomarnassjälvkänsla och impulsivitet. Resultaten visade att om föräldrar slår sina ungdomar samt omungdomarna besitter en viss typ av personlighetsdrag, ökar risken för att de blir inblandade imobbning. Sammanfattningsvis, ungdomarna riskerade att bli offer för mobbning om de hadedåligt självförtroende, de riskerade att bli mobbare om de var impulsiva, och de riskerade attbli bully-victims om de samtidigt hade dåligt självförtroende och var impulsiva. Detta innebäratt vi behöver fortsätta undersöka olika personlighetsdrag och deras påverkan på ungdomarsinblandning inom mobbning i skolan.
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Spruill, Brent. "Association Among Bullying, Excessive Television Watching, and Physical Activity Among Adolescents." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/482.
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Increasing obesity rates among adolescents in the State of Massachusetts are of concern to public-health professionals. High bullying rates may contribute to obesity. Guided by Maslow's safety component and Bandura's social-cognitive theory, this study investigated a relationship between hours spent television watching, bullying, and meeting physical-activity guidelines among Massachusetts adolescents. The association between the dependent variable--physical inactivity--and the independent variables--hours spent watching television andbullying--was explored using data from the 2009 Massachusetts Youth Risk Behavior Survey. Participants were 2,601 Massachusetts adolescents aged 13 to 18. Statistical analysis included chi-square, the Kruskal-Wallis Test, Mann-Whitney U, and Spearman correlation. Results revealed a significant negative correlation between television watching and physical activity, suggesting that the more hours students spent watching television, the less active they tended to be. The Kruskal-Wallis test showed a significant difference in hours of television watching by level of physical activity. To determine where the statistical differences lay, 3 pairwise Mann-Whitney U tests were conducted; 2 were shown to be statistically significant. Physical activity and bullying were significantly associated. The results of the Mann-Whitney U test were significant, indicating that levels of activity for students who were not bullied were higher than those for students who were bullied. The social-change potential of this study is a better understanding of the relationship between bullying and physical inactivity among public health professionals in an increased effort to remove barriers to physical inactivity, help limit bullying, and increase health and welfare of adolescents.
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Wijtenburg, Lidwina Helena. "Parent and Teacher Attitudes Toward Bullying in School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/425.
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Parent and Teacher Attitudes Toward Bullying in School
by
Lidwina Wijtenburg
MA, Walden University, 2008
BS, Florida Atlantic University, 2005
Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
School Psychology
Walden University
March 2015
Bullying is a problem in elementary schools and has been shown to negatively affect a student's academic performance, friendships, and attitudes towards bullying. Previous research has indicated that parents' and teachers' attitudes toward bullying and victimization can influence elementary children's views of bullying, yet little research has compared parents' and teachers' attitudes toward these bullying behaviors of children in elementary school. The purpose of the quantitative study was to compare parent and teacher attitudes toward physical and verbal bullying and victimization of these behaviors. Guided by the social cognitive theory, the current study used the Reynolds Bullying Victimization Scales and the seriousness of 6 bullying vignettes to measure the participants' attitudes toward bullying in school. The between subjects design included parents with children in kindergarten through 5th grade (n = 30) and teachers teaching students in these grades (n = 30). Data were analyzed using independent sample 2-tailed t tests and descriptive statistics. Results indicated that teachers rated physical and verbal bullying and victimization from these behaviors more seriously than did parents, but the difference was not statistically significant. Social change initiatives may occur when parents and teachers are aware of each other's attitudes toward bullying and victimization in elementary school, which may facilitate collaborative relationships between the groups, provide a safe environment, and improve children's academic performance and overall well-being.
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Woods, Sarah. "Individual differences in physical and relational bullying roles : implications for intervention initiatives." Thesis, University of Hertfordshire, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440187.
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Bush, Tiffany. "An Analysis of the Effects of Bodies, Rurality, and Social Capital on Physical Bullying." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1618610230505902.
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Avraamidou, Maria. "Physical, verbal, and relational bullying of pupils with learning difficulties in Cypriot primary schools." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/54147/.
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The present thesis explores main issues regarding school bullying, based firstly on an extensive literature and research review, and secondly on a research study which took place within a period of two academic years, in Nicosia, Cyprus. The study aimed to explore and compare bullying experiences among pupils with learning difficulties (LDs) and typically developing (TD) pupils as match controls, and identify whether learning disabled pupils are bullied on a higher frequency or severity compared to their non-disabled peers. Types of bullying (verbal, physical, and particularly relational) and several factors underpinning these, were investigated. The study also aimed to explore school staff’s views and experiences regarding bullying, and to examine gender and age issues regarding the experiences of the sample in bullying. In addition, it aimed to examine bullying mental health effects on the victims, with a particular focus on its relational type. Lastly, a survey with 620 pupils from the sample schools, aged 9 to 12 years, was conducted to investigate the nature of bullying across the whole population of pupils in these schools at these ages. The sample included six primary inclusive schools located in Nicosia, a number of pupils who participated in the bullying survey (n=620), 12 pupils with LDs and 12 TD pupils aged 9 to 12 years as the main focus groups, and six head teachers and 37 teachers from the sample schools. The data collection tools included the Life in School Questionnaire (LIS) to examine generally the bullying experiences of the samples, the Reynolds Bully Victimization Scales to examine involvement in physical and verbal bullying, and specifically involvement in relational aggressive incidents and mental health effects on the victims. Also, semistructured interviews were conducted to explore in depth the samples’ experiences regarding bullying in their schools. The results showed that similar numbers of pupils with and without LDs reported victimization and generally no statistically significant differences were found when comparing the two focus groups. The interviews, on the other hand, identified interesting factors underpinning the LD pupils’ victimization were identified, and important data regarding bullying in Cypriot primary schools were collected.
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Brown, Sareta Valdez. "Middle School Teachers' Perspectives of Classroom Bullying." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/135.
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Teachers are faced with numerous interruptive bullying behaviors in middle school classrooms, which brought the quality of education into question. Bullying victims have shown decreased rates of academic success, measured by lower grades, compared to those not involved in bullying. The purpose of this basic interpretative qualitative study was to explore the phenomenon of classroom bullying from the perspectives and experiences of 10 middle school teachers. The research questions examined teachers' experiences in witnessing bullying in their classrooms and the strategies they used to identify and effectively avert bullying in school. Bandura's theories of moral disengagement and social learning theory of aggression informed and provided a framework for the research process. Information was gathered from 10 purposefully selected middle school teachers through personal interviews. Data analysis included coding, categorizing, and thematic analysis. The resulting themes revealed that teachers and school counselors played the most important role in bullying prevention. Physical, verbal, and cyberbullying were perceived as the major types of bullying in the middle school. Teachers reported that more bullying professional development was needed. Given the negative short and long term outcomes associated with bullying, the bullying phenomenon merits serious attention for preventive intervention. Social change will be realized when teachers become more knowledgeable of specific school bullying policies and are able to respond effectively to bullying incidents in schools. Subsequently, students will be able to enter peaceful, productive classrooms and schools.
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Mcvean, Melanie. "Physical, Verbal, Relational and Cyber-Bullying and Victimization: Examining the Social and Emotional Adjustment of Participants." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6897.
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Cyber-bullying has been gaining in popularity as online technology use has greatly expanded in the past decade. There has been quite a bit of research on traditional forms of bullying, which has demonstrated links to various demographic and psychosocial factors. Participation in cyber-bullying and victimization has been linked to some characteristics that are different from other types of bullying. There has been some discussion in the literature regarding whether cyber-bullying is significantly different from other forms of bullying. The literature has also noted the need for more studies utilizing peer-report data. This study utilized peer-report bullying data to examine self-reported psychosocial and emotional adjustment correlates of physical, verbal, relational and cyber-bullying and victimization in middle school. Adjustment indices included self-esteem, depression, prosocial behavior, perceived parental support, and variables measuring friendship adjustment (e.g., number of friends, perceived friendship quality, antisocial peer group, perception of peers, social goals). Cross-sectional associations between peer-reported bullying status and self-reported social and emotional adjustment were examined in adolescents. The data supported many of the hypotheses regarding various social and emotional adjustment indices being linked to the different forms of bullying and victimization. Results have theoretical and practical implications for understanding the social and emotional impact of bullying. Limitations and future directions are discussed.
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Chiware, Jeremiah Tendayi. "An investigation of the relationship between bullying and physical activity at one high school in the Western Cape." University of the Western Cape, 2018. http://hdl.handle.net/11394/6427.
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Magister Educationis - MedAccording to Morrison (2007), bullying is considered a critical issue in the Western Cape Schools as well as in South African schools in general. This phenomenon of bullying can affect learners in schools and may lead to several problems such as low esteem, poor academic performance, depression, absenteeism and eventually dropping out of school. In addition, numerous studies in psychology have revealed that physical activity has positive effects on learners, (Ajay, 2011; Shaffer, 2002). This is because it increases self-esteem in learners, boosts confidence and builds the physical, social, emotional, moral and intellectual composition in an individual. This study will aim (1) to determine the relationship between bullying and physical activity among South African learners in one high school in the Western Cape, (2) to measure the frequency of bullying at that high school, (3) to measure the frequency of bully-victimization in the school among South African learners in that high school in the Western Cape, and (4) to establish the level of physical activity by the learners in the high school. This study used a quantitative method and a descriptive survey as research design. The participants were mostly black South African adolescent learners, aged between 14 and 20 years.
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Brandão, Cirlei da Aparecida. "Cyberbulling no espaço escolar : uma interpretação do fenômeno no âmbito da Educação Física." Universidade Federal de Mato Grosso, 2014. http://ri.ufmt.br/handle/1/680.
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CAPES
FAPEMAT
O presente trabalho teve como objetivo interpretar as situações de violência entre alunos do 6º ao 9º ano do Ensino Fundamental na forma de bullying e cyberbullying no âmbito da Educação Física Escolar, com vistas a produzir dados que possam orientar futuros projetos de intervenção educativa na área. Para tanto, realizou-se um levantamento bibliográfico que apresentou aspectos conceituais, origem, causas da violência e da violência escolar. Discutiu-se ainda, o bullying e a variante cyberbullying na ambiência da Educação Física escolar, incidência, causas, modos de manifestação, distinções, perfil dos protagonistas, bem como suas consequências. Como metodologia adotou-se o estudo de caso, a pesquisa quali-quanti, numa perspectiva fenomenológica, tendo como universo de pesquisa uma escola particular de Mato Grosso, sendo sujeitos 119 alunos do Ensino Fundamental, do 6º ao 9º ano, cujas idades estão compreendidas entre 10 a 15 anos; professores de Educação Física e das demais disciplinas; equipe diretiva e equipe técnica. Utilizou-se como instrumento de pesquisa a aplicação de inquérito online, na plataforma SurveyMonkey, respondido pelos alunos. Outro instrumento de pesquisa adotado foi a técnica de grupos focais com os alunos, professores e equipe diretiva, cuja modelagem foi uma análise interpretativa. Constatou-se que na ambiência da Educação Física, quando as aulas priorizam a competição, torna-se um ambiente facilitador de ocorrência bullying, que pode se desencadear em cyberbullying, e que na maioria dos casos, nem a escola e nem os professores ficam sabendo, portanto não são tomadas medidas adequadas.
This study aimed to construe the situations of violence among students from 6th to 9th grade of Elementary School in form of bullying and cyberbullying as part of physical education, in order to produce data as guidelines for future educational intervention programs in the area. With this goal, we performed a bibliographic survey that showed conceptual aspects, origin, causes of violence and school violence. We also discussed bullying and cyberbullying variant in the ambience of Physical Education, incidence, causes, manifestations, distinctions, profile of protagonists as well as their consequences. The methodology adopted was the case study, qualitative and quantitative research with a phenomenological perspective, with the universe for a particular school in Mato Grosso, being subject 119 elementary school students, from 6th to 9th grade, whose ages were between 10 through 15 years, physical education teachers and other disciplines, management and technical staff. Survey on SurveyMonkey platform was used as on line research tool, answered by the students. Another survey instrument used was the technique of focus groups with students, teachers and management team, whose model was an interpretive analysis. It was found in the ambience of physical education when classes prioritize competition, it is a facilitator of bullying occurrence, which can be unleashed on cyberbullying, environment, and that in most cases, neither the school nor the teachers are told, so appropriate attitudes are not taken.
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Olsen, Noemi E. "Bullying Trends and Reporting Preferences Among an Urban, Suburban, and Rural School." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2418.
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Every student has the right to a safe learning environment, yet so many students have been targets of or witnesses of bullying incidents. In spite of school administration efforts to create effective reporting systems and to implement anti-bullying programs, many students remain silent victims. The present study analyzes data collected from a School Safety Survey through SchoolTipline. This data was used to determine the bullying trends, reporting trends, and reporting preferences of 562 7th and 8th grade students at an urban, suburban, and rural school. The results of this study indicate that bullying continues to be a prevalent issue that students face, but a great majority still fail to report these bullying incidents to school personnel. The results also indicate that there are significant differences in regard to bullying among the urban, suburban, and rural schools, which warrant further research.
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Chapanar, Taylor M. "Predicting Resilience from Previous Bully Victimization from Middle Adolescent Students." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1430735504.
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Tangi, Felista [Verfasser], Margit Akademischer Betreuer] Stein, and Marco [Gutachter] [Rieckmann. "Physical and psychological bullying in secondary schools in Mwanza Region, Tanzania / Felista Tangi ; Gutachter: Marco Rieckmann ; Betreuer: Margit Stein." Vechta : Universitätsbibliothek Vechta, 2019. http://d-nb.info/1184988366/34.
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Tangi, Felista [Verfasser], Margit [Akademischer Betreuer] Stein, and Marco [Gutachter] Rieckmann. "Physical and psychological bullying in secondary schools in Mwanza Region, Tanzania / Felista Tangi ; Gutachter: Marco Rieckmann ; Betreuer: Margit Stein." Vechta : Universitätsbibliothek Vechta, 2019. http://nbn-resolving.de/urn:nbn:de:101:1-2019050103474239182610.
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Pousard, Cecilia, Emelie Claesson, and Stina-Li Danielsson. "Physical bullying and safety : The commonality of perpetration and victimization among upper secondary school students along with the interpretation of resources and safety within the school environment." Thesis, Mittuniversitetet, Avdelningen för samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-31978.
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The aim and overall purpose of this study was to investigate how common physical bullying (perpetration and victimization) was, in the perception of 221 upper secondary school students between the ages of 16 and 20 years old in the middle parts of Sweden, and how they interpreted the resources and safety available within the school environment. The study was quantitative with a cross-sectional research design, and the data was obtained via a questionnaire that the authors made specifically for this study. The data was analysed with the chi-square test to find possible statistical significance. The results indicated that almost one out of five of the students participating in this study had perpetrated at least one violent act against another student, and that one out of five students had been victimized of at least one violent act by another student. The routine activity theory, Moffitt's developmental theory and the lifestyle theory was used to get a better understanding of why physical bullying occurred, why some students chose to use physical violence against other students, and why some students were being victimized of physical bullying in the school environment. More research is needed in physical bullying, and bullying in general as well, among school students in Sweden.2017-06-01
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Patel, Jessica. "En kvalitativ undersökning om mobbning : En studie om skillnader och likheter mellan organisationen Friends och skolans arbetsmetod att motverka mobbning." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5678.
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This qualitative study is about the differences and similarities between the organization Friends and schools’ methods to prevent bullying. Aggression, bullying and discomfort in schools result in that many students do not dare to go to school because of their fear that they might get attacked and become systematically bullied. Bullying is a universal and persistent problem. In this study the reader will receive a better understanding and get an insight into the problems that teachers and students experience and struggle with every day in dealing with bullying in schools. Bullying has been a major problem among children for a long time. It was about 40 years ago the word bullying was first employed. Despite all the measures and methods to address bullying, the problem of bullying still remains. This study focuses on the problem of bullying in multicultural schools. The research is based on two multicultural schools in Botkyrka municipality. It examines how they work to prevent bullying and their collaboration with the organization Friends.
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Balevičiūtė, Rimvyda. "Moksleivių fizinio aktyvumo, patirtų traumuojančių įvykių ir sveikatos nusiskundimų sąsajų tyrimas." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130910_104301-66159.
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Tyrimo objektas: Fizinio aktyvumo, patirtų traumuojančių įvykių ir sveikatos nusiskundimų sąsajos.
Tyrimo tikslas: Įvertinti sąsajas tarp moksleivių fizinio aktyvumo, patiriamų traumuojančių įvykių ir sveikatos nusiskundimų.
Tyrimo uždavinai: 1. Palyginti mergaičių ir berniukų fizinio aktyvumo, gyvensenos rizikos veiksnių, patirtų patyčių mokykloje ir sveikatos nusiskundimų dažnį. 2. Įvertinti sąsajas tarp moksleivių patirtų patyčių mokykloje ir psichologinės būsenos rodmenų, sveikatos nusiskundimų bei kūno masės indekso. 3. Įvertinti sąsajas tarp moksleivių gyvenimo eigoje patirtų traumuojančių įvykių ir patyčių mokykloje, psichologinės savijautos, sveikatos nusiskundimų bei žalingos elgsenos. 4. Įvertinti sąsajas tarp moksleivių patiriamo streso ir fizinio aktyvumo lygio bei nesveikos mitybos. 5. Įvertinti sąsajas tarp moksleivių fizinio aktyvumo lygio ir patiriamų patyčių mokykloje, psichologinės būsenos rodmenų bei žalingų įpročių.
Tyrimo rezultatai: Fiziškai aktyvesniais mokykloje buvo berniukai, palyginus su mergaitėmis (p<0,0001). Moksleiviai patyrę traumuojantį įvykį gyvenimo eigoje dažniau skundėsi galvos, skrandžio skausmais(p=0,013), nugaros skausmais (p=0,001), liūdesiu ir nerimu (p=0,005), bloga nuotaika (p=0,011), nemiga (p=0,015) bei galvos svaigimu (p=0,014), palyginus su nepatyrusiais traumuojančio įvykio gyvenimo eigoje moksleiviais.
Išvados: 1. Fiziškai aktyvūs dažniau buvo berniukai, nei mergaitės. Blogą savijautą mokykloje dažniau nurodė berniukai, nei... [toliau žr. visą tekstą]The object of research: Physical activity,traumaticevents andhealthcomplaintsinterfaces. The aim: To evaluate the associations between students’ physical activity, life-time traumatic events and health complaints. Objectives of the study: 1. Compare girls and boys physical activity level, lifestyle risk factors for school bullying and health complaints frequency. 2. To evaluate the relationship between children experienced bullying at school, and psychological status readings, health complaints, and body mass index. 3. To evaluate the association between children course of life-time traumatic events and experienced bullying at school, psychological well-being, health complaints. 4. To evaluate the association between school-related stress, and level of physical activity and unhealthy nutrition. 5. To evaluate the association between students’ physical activity level and experienced bullying at school, psychological status, and unhealthy life style. The results: The boys compared with girls were more physically active at school (p<0,0001). Children experienced traumatic event in the course of life often complained of headaches, stomach pain (p=0,013), back pain (p=0,001), sadnessand anxiety (p=0,005), depressed mood (p=0,011), insomnia (p = 0,015) and head dizziness (p= 0,014) compared within experienced traumatic event during their life children. Conclusions: 1. Boys were more physically active than girls. Poor performance in school was more common among boys than girls. Weak... [to full text]
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Ferreira, Xanthe Rune. "An exploratory investigation on the subsequent experiences of emotional, verbal and physical abuse by learners on the well- being of high school teachers in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12414.
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The main aim of this study was to investigate and explore how the emotional, verbal and or physical abuse of teachers by learners could impact on the general well-being of high school teachers in the Port Elizabeth region.This study asked how does the emotional, verbal and or physical abuse of teachers by learners impact on the general well-being of teachers? It also set out to find out what types of abuse teachers experience the most, how frequently teachers are exposed to abuse by learners and if there are any solutions to teacher abuse that can be offered. A teacher should be seen as someone who imparts knowledge, a person that creates an atmosphere for learning, a facilitator. Teachers are there to teach, although this is sadly not the case in schools anymore. Teachers are being abused by their learners in the classrooms and very few incidents are ever reported as teachers fear the repercussions of perhaps being told that because a class is misbehaving that they lack the necessary skills to be proficient teachers. There is limited literature available on the topic especially with regards to teacher abuse by learners in South Africa as the main focus used to be how teachers could be abusive to the learners and not the learners being abusive towards their teachers. This situation as is in South Africa at the moment can be seen as a silent epidemic. This study made use of a pragmatic paradigm that included both quantitative and qualitative research and data collection methods and an explanatory design was used to display the findings.
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Goes, Val?ria Maria Soares Silva de. "Reflex?o sobre agressividade, viol?ncia e bullying na escola: perspectivas de contribui??o das pr?ticas corporais cooperativas." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14541.
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Previous issue date: 2012-09-24Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The present dissertation tells a proposal of based pedagogical intervention in the use of practical corporal cooperatives during lessons of physical education in intention to create situations that allow to educating to reflect on the violence and its consequences in the social relations in the school. For in such a way, we leave from the following question of study: which perspectives of the physical education to contribute to minimize the aggressive and violent attitudes of the pupils in the school? Centered in the objective to reflect on the aggressiveness, the violence and bullying in the school, the light of a theoretical recital and in the perspectives of contribution of practical the corporal cooperatives for the reduction of its effect in the pertaining to school environment, in particular in the lessons of physical education, we search among others to involve the pupils in activities that stimulated the expression of human values as solidarity, respect and cooperation. In this intention, we opt to a ethnographic study for the possibility of next interaction between investigator and the investigated one. Our research is directly on to the social aspects that involve the problems of the society in a general way, in the attempt to diminish the decurrent problems of aggression situations, that they happen in one definitive municipal school of the city of Natal/RN, the sample being constituted of pupils of 6? year of Basic Education. It analyzes the practical situations lived deeply by the pupils had revealed efficient to minimize the aggressive attitudes in the pertaining to school space, as well as it opens perspectives so that the educators deal better with such attitudes, using to advantage them to educate the pupils in the direction to stimulate the good relations. We believe that with this research, to be able to of course share with other schools our experiences in the attempt of resolution of similar problems regarding thematic of the aggressiveness, respecting the specificity of each school in particular
A presente disserta??o relata uma proposta de interven??o pedag?gica embasada na utiliza??o de pr?ticas corporais cooperativas durante aulas de educa??o f?sica, no intuito de criar situa??es que permitam ao educando refletir sobre a viol?ncia e suas consequ?ncias nas rela??es sociais na escola. Para tanto, partimos da seguinte quest?o de estudo: quais as perspectivas de a educa??o f?sica contribuir para minimizar as atitudes agressivas e violentas dos alunos na escola? Centrado no objetivo de refletir sobre a agressividade, a viol?ncia e o bullying na escola, ? luz de uma fundamenta??o te?rica e nas perspectivas de contribui??o das pr?ticas corporais cooperativas para a diminui??o dos seus efeitos no ambiente escolar, em particular nas aulas de educa??o f?sica, buscamos envolver os alunos em atividades que estimulavam a express?o de valores humanos, como solidariedade, respeito e coopera??o, entre outros. Nesse intuito, optamos por um estudo etnogr?fico, devido ? possibilidade de intera??o pr?xima entre investigador e investigado. Nossa pesquisa est? diretamente ligada aos aspectos sociais que envolvem os problemas da sociedade de uma maneira geral, na tentativa de diminuir os problemas decorrentes de situa??es de agress?o que acontecem numa determinada escola municipal da cidade de Natal/RN, sendo a amostra constitu?da por alunos do 6? ano do Ensino Fundamental. A an?lise das situa??es pr?ticas vivenciadas pelos alunos mostrou-se eficaz para minimizar as atitudes agressivas no espa?o escolar, bem como abrem perspectivas para que os educadores lidem melhor com tais atitudes, aproveitando-as para educar os alunos no sentido de estimular as boas rela??es. Acreditamos, com esta pesquisa, podermos compartilhar com outras escolas nossas experi?ncias, na tentativa de resolu??o de problemas semelhantes a respeito da tem?tica da agressividade, respeitando naturalmente a especificidade de cada escola em particular
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Kallenberg, Karla. "Mobbning : En undersökning om lärares syn och förståelse av problemet mobbning i grundskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-20991.
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According to the national curriculum in Swedish schools, teachers have the responsibility to prevent and discourage psychological and physical harassment (Lgr 2011). This study focuses on 7 teachers with their viewpoint and understanding of bullying as a human based social problem. The teachers, as the informants, give their personal explanation on how they act, prevent and discourage bullying in their school. The research places the emphasis, based on, interviews from which teachers are telling, relating and explaining on how they say that they are preventing and discouraging bullying. The conclusion from this study is that the interviewed teachers do, from their viewpoint, understand bullying as psychological and physical harassment problem which is based on a question of interpretation in regards to the victim. The informants do place different emphasis on what causes the problem, if it is a question of the individual or of it is a problem based on the socialization between individuals. The conclusion is also that the teachers know how they should and would act in the prevention and discouragement of bullying in school by continuously making conversation with students about bullying and their behavior. Further more the conclusion is that teachers within their school cooperate and that they receive support from their schools by further-education in how to work with the prevention and discouragement against bullying.
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Dahlberg, Nylund Ingrid. ""Det kräver bara lite mer tid och det kräver bra personer omkring dig." : Unga vuxna med rörelsehinder berättar om sin skoltid." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-90968.
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Utifrån Normaliseringsprincipen och demokratiska strömningar under andra hälften av 1900-talet påbörjades på skolområdet en integreringsprocess. Begreppet inkludering introducerades senare för att markera skolans ansvar i frågan. Trots inkluderingsuppdraget har avskiljande lösningar inom skolan åter blivit vanliga. Studier om rörelsehindrade barns skolvardag visar att det förekommer många exkluderande situationer i skolan, ofta omedvetna och i tron att dessa är bäst för eleven. Dessa situationer är en följd av att skolan inte arbetar på organisationsnivå med inkluderingsfrågor. Syftet med denna studie har varit att belysa inkluderingsaspekter i skolan för elever med rörelsehinder. Deltagarna i studien var tre unga personer med rörelsehinder som gått inkluderade i skolan. Studien har en livshistorisk ansats där deltagarna berättade om sina skolminnen, som sedan analyserades utifrån Tangens modell om fyra dimensioner: tid, mening, relationer, samt självbestämmande och kontroll. Deltagarna bedömer att de i den inkluderade skolverksamheten utvecklats, men att de många gånger fått kämpa för sin rätt och ibland fått lösa uppkomna situationer själva. De har alla haft elevassistent. De unga vuxna som deltagit i studien är positiva till inkludering och menar att detta har gett dem bättre möjligheter i deras vuxna liv. Vidare forskning kan vara longitudinella studier om elever med funktionsnedsättningar och fortsatta studier, hur den marknadsanpassade skolan påverkar elever med funktionsnedsättningars möjligheter att gå inkluderade, studier om elevassistentens funktion samt hur inkluderande idrottsundervisningen ska bedrivas för elever med rörelsehinder.Based on the Normalization Principle and democratic movements in the second half of the 1900s an integration process considering school began. The concept of inclusion was introduced later to mark the school's responsibility in the matter. Despite the inclusion mission separation solutions for school has again become common. Studies on disabled children's school day shows that there are many exclusive situations in school, often unconscious, and in the belief that these are the best for the student. These situations are a result of schools not working at the organizational level with inclusion issues. The purpose of this study was to illuminate the inclusion aspects of the school for students with disabilities. Participants in the study were three young people with disabilities who have included the school. The study has a life-historical approach in which participants talked about their school memories, which were then analyzed based on Tangen´s model in four dimensions: time, meaning, relationships, and self-determination and control. The participants believe that they included in the school system evolved but they often had to fight for their rights and sometimes had to resolve arisen situations themselves. They have all had a student assistant. The young adults who participated in the study are positive towards inclusion and believe that this has given them better opportunities in their adult lives. Further research may be longitudinal studies of students with disabilities and further studies, how the market-school affects students with disabilities and their ability to be included at school, studies on student assistant's function and how inclusive physical education should be conducted for students with disabilities.
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YEN, KAI-CHUN, and 嚴凱軍. "Effect of Bullying Victimization and Mental Health in Students with Physical Disability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/01108359261682557560.
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碩士國防醫學院
公共衛生學研究所
104
Background: According to the statistical data from Ministry of Health and Welfare in 2015 second quarter, there are nearly 1.14 million disability people, 4.88% of the total population. Among all the people with disability, people with physical disabled has the largest people about 376,109, and people with visual disability about 57,136, and people with hearing disability about 122,268. Overall, the people with disability compared to 2014 showed an increasing trend in the number of people. Moreover, studies indicate that adolescents with disabilities often suffer from varying degrees of exclusion and isolation and categories, resulting in future mental health problems. Therefore, this study selected adolescents with visual disability, adolescents with hearing disability and adolescents with physical disabled three disabilities to investigate if the victimization experience among adolescents will influence their mental health. Object : Purposes in this study are to investigate: (1) the characteristics of adolescents with physical disability including demographic related variables, family background, school environment and their mental health status,(2) the the victimization experience among adolescents with visual impairment, hearing impairment, and physical handicaps,(3) the relation between the victimization experience and mental health status among adolescents with physical disability. Methods: This is one cross-sectional study. Sample cases mainly come from Special Needs Education Longitudinal Study (SNELS) released data of Academia Sinica including 7th, 10th and 12th grader high students with physical disability. Results: In this study, higher proportion of bulling victimization experience was found in adolescents with physical disability. Overall, there are 56.9% students had bully victimization experience during school time, and the victimization experience was significantly associated with their psychological distress. In addition, delayed bed time, worse child-parent relationship, having quarrelsome with parent, worse peer relationship and dislike school environment were found significant for their psychological distress. Conclusion: In this study, students with victimization experience were found to have worse mental health outcome than those who without victimization experiences. Furthermore, there is no significantly on bully victimization experience in adolescents with visual impairment. And bed time, child-parent relationship, peer relationship and school environment are the important factors to psychological health among adolescents with physical disability. The result may serve as a practical guide for parents and teachers for adolescents with physical disability to prevent being bullied and promote their mental health.
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LIAO, YI-JYUN, and 廖羿竣. "Preliminary study of students with disabilities bullying and physical and mental stress factors." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/44521713402949712450.
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碩士國立新竹教育大學
特殊教育學系碩士班
104
In the current social changes violently, but also a sense of the current students with disabilities were bullied News layers of constantly broke several cases of serious bullying of the whole country - the southern special education schools, collective bullying and eight in the German event, in recent years, domestic few bullying studies for students with disabilities to do so for domestic bullying status and possible factors to understand the real necessary place, so the study of long-term tracking database through the special Education (special Needs Education Longitudinal Study, SNELs) where 99 year junior high school student questionnaires, parents and teachers will be part of the questionnaire is divided into three groups of background variables, gender, high occurrence rate disorders, bullying roles classification, four potential variables case (subject to bullying, hyperactive behavior traits, internalized behavior traits, physical and mental stress), to explore how behavioral traits affected by bullying situation and the physical and psychological pressure and multivariable regression model, ANOVA statistical methods through multiple groups and SEM analysis, statistics techniques for analysis, the results show indeed exists between the sexes, high rates of disorder appears different regression models (p <.000), the ANOVA analysis of simple main effects is true, but in between each set of physical and mental stress were no differences, however, in predicting that the groups are on the bullying situation and the predictive value of physical and psychological pressure to varying degrees, and the high occurrence rate of women and non-hyperactive disorder in the inner qualities of behavior prediction by bullying situations and physical and mental stress on the return value, range and high occurrence rate than men in the return value to be twice as large, and the results of such research literature exploring different places, that the greater the degree of male hyperactive traits that supposedly predict bullying situation should have a higher predictive value, but this is only women as previously agreed, hyperactive traits more obvious in the case of the higher forecast bullying by the addition hyperactive behavior prediction by bullying and physical and mental conditions the opposite direction of the pressure, which requires follow-up studies to explore the progress, and this study also suggest that continued research may be used PLS, Mplus, HLM for further analysis, this study limitation is that the centralized school students in special classes missing questionnaire result the results can not be inferred to the centralized special classes school, followed by the background variables - bullying role categorical dependent clickers trend can not be included in the SEM for analysis, so this study in SEM analysis results are not by inference to that bully and other roles being and look forward to the follow-up study to explore accordingly.
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Anderson, Gail Alice. "The impact of bullying on the adolescent’s sense of self." Diss., 2008. http://hdl.handle.net/2263/27435.
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The goal of this study was to investigate the impact of physical, verbal and social bullying in high school on the adolescent’s sense of self, thereby improving the knowledge base and insight of counsellors who work with victims of bullying. The objectives of this study were: - To build a knowledge base on the problem of bullying using existing literature. The knowledge base was used to form a holistic picture of the problem.
- To empirically investigate the impact that bullying in the school has on the adolescent’s sense of self.
- To provide conclusions and recommendations for teachers of school A as well as counsellors who, in the counselling setting, work with bullied children.
- Physical bullying does not affect any parts of the sense of self of the female adolescent but does affect the physical and creative self of the male.
- Social bullying impacts every part of the female adolescent self but only affects the emotional, behavioural and creative sense of self of the male.
- Verbal bullying has an impact on every part of the female adolescents sense of self and affects all parts of the male sense of self except the physical and intellectual sense of self.
Dissertation (MSD)--University of Pretoria, 2008.
Social Work and Criminology
unrestricted
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Hoglund, Wendy Lorraine. "Mediating effects of social-cognitive errors and skills for children experiencing peer relational, physical and ethnic victimization." 2005. http://hdl.handle.net/1828/641.
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Rahey, Leila (Leila Anne) 1971. "The direct and moderating effect of bullying on adolescent health." Thesis, 2007. http://hdl.handle.net/1974/447.
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In the last two decades, research has established a negative association between involvement in bullying and emotional health difficulties. Few studies, in comparison, explore the relationship between bullying and victimization and physical health. Moreover, studies are lacking on the influence of bullying on health in adolescence. Three studies were conducted to explore the association between bullying and adolescent positive and negative health behaviours. Using an ecological model, we examined the influence of bullying and victimization on physical activity and health status, risky sexual behaviours and sexual coercion, and dating violence perpetration and victimization. Each study explored how bullying influenced the relationship between environmental factors and adolescent health. Results suggest that both bullying and victimization can have a negative influence on risky health behaviours. As well, the findings suggest that relationships with adults may protect youth involved in bullying from negative health experiences. These results support a model of co-occurring health behaviours in youth, including involvement in bullying. Hence, we propose that teen health promotion programs target overall lifestyle choices rather than solely focusing on individual health behaviours. As well, we recommend that bullying prevention programs need to address engagement in unhealthy habits during adolescence, while being sensitive to the complex relationship between environmental and bullying factors that can influence physical health in adolescence.Thesis (Ph.D, Psychology) -- Queen's University, 2007-07-18 21:11:08.184
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Sá, Carla Iolanda Londa de. "Coordenação motora, composição corporal e Bullying, que relação?" Master's thesis, 2018. http://hdl.handle.net/1822/58411.
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Relatório de estágio de mestrado em Ensino de Educação Física nos Ensinos Básico e SecundárioO relatório de estágio tem como principal objetivo a prática refletiva como professora estagiária. Tendo o aluno como centro do ensino, cabe ao professor planear todas as aulas de educação física de maneira exigente, promovendo nos alunos a aquisição de valores, autonomia, sociabilidade, disciplina e fair play, ao mesmo tempo que desenvolvem as suas capacidades motoras. Neste relatório está descrita a forma como realizei as atividades ao longo do ano, incluindo as técnicas que utilizei para organizar e gerir o fenómeno de ensino aprendizagem, quais as atividades realizadas que envolveram a participação ativa na vida da escola e a relação com a comunidade. Na última parte, debrucei-me sobre uma investigação que realizei ao longo do ano letivo, onde averiguei a relação entre coordenação motora, composição corporal e o bullying, numa amostra de 73 alunos, do 5º ano de escolaridade de uma escola EB2,3 de Braga. Para a determinação da composição corporal utilizou-se os dados do FITescola, para a avaliação da coordenação motora utilizou-se a baterias de testes KTK, já para verificar a participação dos alunos em ato de bullying utilizou-se o Questionário de Olweus, adaptado por Pereira. Na investigação não se verificaram associações estatisticamente significativas entres as variáveis, contudo verificou-se que não ouve relação entre os fatores.
The main goal of this internship report is the reflective practice as an intern teacher. Having the student as the center of the teaching is up to the teacher to plan all the physical education classes in a demanding way to promote to the students the values of autonomy, sociability, discipline and fair play, but always with the objective of developing their physical capabilities. In this report it will be transcribed the way how I will realize the activities throughout the year and how I plan to organize and run the schooling and learning, which are the activities to run through the year to demonstrate my participation in the school and my relation with the community. In the last part I will focus on the investigation that was done throughout the school year. With the realization of the study I pretend to check the relationship between motor coordination, body composition and bullying within a sample of 73 students of the 5th grade of basic school in Braga. For the determination of the body composition, the data from FITescola was used, to evaluate the motor coordination the KTK tests were used, to see how the students participate in bullying, the Olweus Questionnaire adapted by Pereira was used. In the investigation no significative associations between the variables were found, no relation between the factors were found.
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Kukaswadia, Atif. "Social Consequences of Obesity Among Canadian Youth." Thesis, 2009. http://hdl.handle.net/1974/5070.
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Background: The prevalence of obesity is increasing in all segments of our society. While research exists on the physical consequences of obesity, the social implications of childhood obesity require study. Those who are obese are visibly different from their peers and are more likely to experience physical and verbal abuse when compared with their normal weight peers.
Objectives: The objectives of the two studies comprising this thesis were to examine, 1) the temporal sequence between adiposity class and bullying involvement, and, 2) to determine whether the relationship between adiposity class and weapon carrying is mediated by bullying.
Methods: Objective 1. Participants were administered the Health Behaviour in School-Age Children Survey (HBSC) in 2006 and 2007. Study outcomes were self reports of: 1) physical bullying victimization and perpetration, and 2) relational bullying victimization and perpetration. Relationships between adiposity and the four forms of bullying were investigated in separate analyses using a repeated measures design. Objective 2. A cross-sectional analysis of the health experiences of 7877 Canadian children (11-15 years) using the 2006 HBSC survey was conducted. Relationships between adiposity status and weapon carrying were evaluated using multi-level logistic regression. Mediation by bullying involvement was assessed using standard methods.
Results: Objective 1. Adiposity class was shown to precede bullying involvement, with obese males reporting 2-fold increases in both physical and relational victimization, while obese females reported 3-fold increases in perpetration of relational bullying. Objective 2. Results suggest that overweight and obese males report increased odds of weapon carrying compared to their normal weight peers. Among obese males, partial mediation of this relationship was observed by acts of: physical victimization, relational victimization and physical perpetration. No such relationships were observed among female students.
Conclusions: Objective 1. Our study demonstrates the importance of adiposity status as a determinant of poor interpersonal relationships. These findings are congruent with previous cross-sectional studies, and confirm that obese youths are at increased risk of social consequences attributable to their appearance. Objective 2. Overweight and obese male students appear to be more likely to carry weapons for defensive and offensive purposes, a behavior mediated in part by bullying involvement.Thesis (Master, Community Health & Epidemiology) -- Queen's University, 2009-08-20 14:56:57.616
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(6060729), El Zahraa Majed. "THE IMPACT OF POSITIVE YOUTH DEVELOPMENT-PHYSICAL ACTIVITY BASED INTERVENTIONS ON BULLYING AMONG ADOLESCENTS: A SYSTEMATIC REVIEW." Thesis, 2019.
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Background. Despite on-going efforts to reduce bullying among adolescents, this phenomena remains a persistent public health problem (Espelage & Colbert, 2015). Positive youth development (PYD)-physical activity based programs have the potential to target health risk behaviors by focusing on positive psychological assets and promoting personal growth (Fraser-Thomas, Côté, & Deakin, 2005). Similarly, physical activity has been associated with physical and psychosocial benefits as it enhances the process of development, promote life skills, and foster personal and interpersonal skills through peers and non-parental adult interactions (Fraser-Thomas et al., 2005; Weiss, Smith, & Stuntz, 2008). While we know quite a bit about PYD programs and understand the importance of physical activity related to its influence on bullying behaviors, we know far less about the effectiveness of anti-bullying programs that combine both PYD with physical activity components. However, addressing this gap in the literature could inform prevention science research efforts as it would enhance understanding on how such interventions might decrease bullying in youth. This study aimed to evaluate the effectiveness of positive youth development (PYD) physical activity based interventions on bullying behaviors among pre- and young adolescents (8 - 14 years old). Methods. A systematic review was conducted and included a search of five databases (PsycINFO, PubMed, Cochrane Library, ERIC and CINAHL), and reference lists of included studies and reviews from 2003 to 2017. Additional information was requested from study authors. The study inclusion criteria included interventions that used both PYD and physical activity components, recruited participants who ranged in age from 8 to 14, and that targeted bullying behaviors (bullying, victimization, and bystander). Two independent reviewers assessed studies, and extracted data, and one reviewer evaluated risk of bias using the Cochrane risk of bias tool (Higgins, Sterne, Savović, Page, & Hróbjartsson, 2016). Studies were placed into two groups based on type of study (quasi-experimental and experimental). To determine effect sizes for the quasi-experimental designs and experimental designs, Pearson’s correlation coefficient (r) and standardized mean differences (SMD) were used, respectively. Results. Seven studies met the inclusion criteria, of which three were quasi-experimental and four were experimental studies. For bullying outcome, the quasi-experimental studies were found to have a small effect size (r = -.24 to -.22) while experimental designs had small, medium, and large effect size (SMD = -.68 to -.27). For victimization, a medium effect size was found in one study (SMD = -.53), and for bystander involvement, a medium effect size was found for unadjusted model (r = .37), and a small/negligent effect size was found for the adjusted model (r = -.05). Reductions in bullying and victimization, and increase in prosocial bystander behavior were found across the physical activity-based, PYD interventions, which utilized a combined approach of PYD components (e.g., caring, empathy, respect), and physical activity context, as well as the use of an interactive and supportive approach to deliver the program’s PYD component between the participants and staff. Selection bias, lack of blinding bias, attrition to follow-up bias, and failure to control for confounding were found across the studies, with experimental study designs reporting generally better quality than quasi-experimental. Conclusion. PYD-based, anti-bullying interventions with a physical activity component are promising in reducing bullying among adolescents. Findings revealed that the further interventions should be structured into a physical activity-based PYD setting that foster youth’s psychosocial development and provide them with opportunities to develop these PYD components in a mastery-oriented climate, which in turn may reduce problem behaviors The small number of studies identified strongly suggests that there remains a critical need for PYD-physical activity based interventions that target bullying behaviors.
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Hsu, Hsin-Fang, and 許馨方. "Mediating Effects of Teacher Intervention on the Relationship between Teacher Support, Teacher Justice and Adolescent Physical Bullying." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/71152802280158238380.
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碩士國立交通大學
教育研究所
101
This study investigated the relationship teacher support, teacher justice, teacher intervention and adolescent physical bullying, and the effects of bully roles and situations on these variables. Moreover, the mediating effects of teacher intervention on the relationship between teacher support, teacher justice and adolescent physical bullying were also examined. The data were collected through the questionnaire and 709 students from 8 public junior high schools in Taiwan participated in this study. Descriptive statistics, correlation analysis, ANOVA analysis, MANOVA analysis and regression analysis were used to analyze the data. The results of this study showed as follows: 1. Students’ percerptions of support and justices from teachers were significantly different by bully roles. 2. Students’ perceptions of intervention frequency from teachers were significantly different by bully situations. 3. There was a significant positive correlation between students’ perceived procedural justice and intervention effects from teachers, and a significant negative correlation between students’perceived interactional justice from teachers and adolescent physical bullying. 4. The interactional justice had significant positive prediction on the reasonable intervention frequency from teachers, and a significant negative prediction on the passive intervention frequency from teachers. Moreover, the procedural justice had a significant negative prediction on the punitive intervention frequency from teachers, and a significant positive prediction on the reasonable, punitive and passive intervention effects from teachers. 5. The mediating effects of teacher intervention on the relationship between teacher support, teacher justice and adolescent physical bullying were not significant. Based on the findings, this study has provided some suggestions for teachers and researchers in regard to teacher-student interaction.
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Schaffner, Sylvia Hanne Christa. "An exploratory study on how factors such as gender, age groups and race affect incidence and type of bullying in a private high school in Pretoria." Diss., 2010. http://hdl.handle.net/2263/28239.
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The purpose of the study was to investigate the frequency and type of bullying behaviours experienced in a Pretoria private high school in the past six months. The aim was to determine how factors such as gender, age and ethnicity influenced the frequency and type of bullying experienced. The different types of bullying behaviours were categorised into physical, indirect, verbal and cyber-bullying. A quantitative method was applied and a self-report questionnaire was administered to 367 learners ranging from ages 12 – 18 (Grade 8 to Grade 12). The results of the study indicated that indirect bullying (such as malicious gossip) was the highest form of bullying reported in the study and occurred equally throughout the grades. However a high amount of bullying in all categories was found in the grade 9 group. Females reported higher frequencies of indirect bullying than males but no differences were found with regards to gender and the other types of bullying. No differences were found between the ethnic groups and physical violence as well as cyber-bullying. Caucasians seem to experience higher frequencies in bullying behaviours when it came to indirect bullying compared to African and Asian learners. Indian learners were also more prone to experience indirect bullying than Asians. Caucasians were also more likely to experience verbal bullying than Asian learners. It was found that racial bullying might occur in the school but that it does so at a minimal level.Dissertation (MA)--University of Pretoria, 2010.
Psychology
unrestricted
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Thompson, Lisa Dawn. "Sharevision collaboration between high school counselors and athletic educators to stop LGBTQ bullying." 2013. https://scholarworks.umass.edu/dissertations/AAI3589192.
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The purpose of the study was twofold: to explore how school counselors and athletic educators experienced implementing the 2010 Massachusetts Anti-bullying law and to explore how participants experienced using the Sharevision structured group reflection process as the format for group discussions. The Sharevision structured group reflection process provided the safety and support school counselors and athletic educators said they needed. Participants eagerly shared their experiences with one another. They used the Sharevision process to discuss the list of participant generated questions they posed during the individual interviews. They exchanged ideas and were able to generate new ways to respond to anti-LGBTQ bullying and gender-based harassment as a result of their reflective group discussions. The participants said that the Sharevision meetings relieved stress, were productive and inspired them to continue working together to take action on their ideas. After the study was over, members of the group met over the summer with the GSA Advisor to continue to work together. They designed and then co-facilitated their fall orientations for incoming students, athletes and parents proactively promoting diversity, their GSA and a positive LGBTQ school climate.
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Hsiao, Shao-Ho, and 蕭少禾. "Cognitive Differences towards Bullying Behavior in Junior High School Physical Education Class-From the Perspective of Neutralization Theory." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/n367af.
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碩士臺北市立大學
運動教育研究所
105
Purpose: The purpose of this study was to explore whether or not neutralization skill was a mediating variable for perceived bullying behavior in classroom contexts. Method: With a junior high school athlete specialist class and a general class as research participants, 400 questionnaire copies were distributed. Among them, 374 questionnaires were administrated, and 351 questionnaires were valid questionnaires. Through the path analysis method, the effect of the mediating variable was explored. Results: 1. The athlete specialist class showed higher identity than the general class, reaching significant difference; 2. The athlete specialist class’s perceived bullying behavior was lower than that of the general class, also reaching significant difference; The higher the class identity, the lower the perceived bullying behavior, thus leading to higher susceptibility to bullying behavior; 4. The neutralization theory is not a mediating variable but a moderator variable. Conclusion: The results in this study will allow physical education teachers, students, and coaches to gain an insight into problems that will possibly arise. Recommendations were proposed to serve as a reference for relevant units and schools with athlete specialist classes in order to prevent deviant bullying behavior due to student athletes’ need to pursue achievement.
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Guillory, Laurice Ann. "An exploratory study of students and teachers attitudes toward three types of bullying: Physical, verbal and social exclusion." 2013. https://scholarworks.umass.edu/dissertations/AAI3589028.
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The primary purpose of this study is to explore student and teacher attitudes toward three types of bullying (physical, verbal and social-exclusion) in elementary schools. The secondary purpose of this study was to explore the role of gender and grade in attitudes towards the three types of bullying. An ANOVA design was used to investigate the research questions. The population consisted of third and fifth grade students and their classroom teachers in mid to large inner city school districts. The data sets are attitudes, i.e. seriousness and empathy toward three types of bullying (physical, verbal and social exclusion) and a personal data questionnaire was used to gather demographic information and additional information about the participants. Six vignettes were used to assess student judgment about seriousness of the incident and empathy for the victim. The ANOVA for the seriousness of the incident revealed significant differences with regard to grade level but not gender. There was no interaction between grade level and vignette and gender and vignette. With regard to empathy, there were significant differences with regard to gender and grade level. Again, there was no interaction between grade level and vignette and gender and vignette. A post hoc analysis revealed significant differences between the vignettes. Students in the study identified hitting and the threat of being hit as the most serious bullying incidents.
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peng, Wang jia, and 王嘉鵬. "The Study of Associations between Family Upbringing and Junior High School Students’ Attitudes toward Physical Bullying in Northern Hualien." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/5694jj.
Full textAbstract:
碩士慈濟大學
社會工作學系碩士班
104
Taiwan society due to a piece of school events for "bullying" has become a hot discussion topic. Following the beginning of the victim, then gradually the focus to bullying issues themselves, and to explore the role of spectator, from the different faces to explore the phenomenon of bullying. Discussion degree angle from the giant bullying, contains other policies face or community, also discuss the impact of micro-view system for bullying incidents to discuss individual to family and other systems. This Research on by sociology, social learning theory and family upbringing types investigate high school students face when limbs bullying attitude. Suppose the students face physical bullying countries have different types of attitudes. Impact of from different personal traits, peer relationships, family conflict and a different type of family upbringing. Through review of these factors to understand the relationship between these factors for physical bullying among junior high school students face. The results showed that the majority of the Hualien District junior high school students face bullying attitude of the majority of physical protectors type attitude to the majority, where the proportion of women than men. Select victims attitude junior high school students belong to a lack of confidence inward. Select bullying of junior high school students who are good at expressing emotions and good friends along, there was enough to support a friend. Follower or henchman attitudes junior high school students are more self-confidence, has enough support friends. However, there may protector and bystanders not involved chose to wait and see. Main reason comes from the lack of sufficient support of friends, fear of becoming the next victim of physical bullying. When the junior high school students or their parents had one hit quarrel family conflict spoken on both sides, junior high school students to become protectors of higher probability.For parents of students at State control is not enough, easy to make in the face of physical birth country bullying attitude, the attitude of those who choose bullying.Junior high student family emotional link may protector will choose to face physical bullying attitude.
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Singh, Gunam Dolan. "Developing a model to curb bullying in secondary schools in the Uthungulu District of KwaZulu-Natal." Thesis, 2016. http://hdl.handle.net/10500/20318.
Full textAbstract:
This study investigated the severity of bullying perpetration in secondary schools in the Uthungulu District of KwaZulu-Natal. The study further sought to establish the various types of bullying that were rife in secondary schools, the factors that contributed to bullying perpetration and the negative impact of bullying behaviour on all stakeholders of the school system. An in-depth literature study was conducted in this regard. Accordingly, various theories relevant to the phenomenon were explored exhaustively. A qualitative research design and methodology was employed to investigate the phenomenon through interviews with participants from five secondary schools, including the circuit manager of the circuit concerned. Strict ethical principles were adhered to throughout and the study was also evaluated for reliability and validity. The study found that the factors that contributed considerably to the problem of bullying in secondary schools were embedded at the level of the family, the school and the community. In addition, the study established that the impact of bullying was so severe that it affected the day- to- day functioning of the school from a management perspective where a considerable amount of time was spent managing the problem, substantially reducing valuable teaching time. The impact was also felt significantly among victims who experienced low self-esteem, humiliation, embarrassment and palpable levels of stress and anxiety that ultimately led to appreciable rates of absenteeism, truancy, dropping out of school, transfers to other schools, ill-health, depression and even suicide. On the basis of the findings of the literature study and the empirical investigation, a model to curb bullying was developed, which required all stakeholders of the secondary schools in the Uthungulu District of KwaZulu-Natal to work collectively as a team to manage the problem effectively and efficiently.Educational Leadership and Management
D. Ed. (Educational Management)
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Melim, Fernando. "Na escola, tu és feliz? Estudo sobre as manifestações e implicações do bullying escolar." Doctoral thesis, 2012. http://hdl.handle.net/1822/20777.
Full textAbstract:
Tese de doutoramento em Estudos da Criança (ramo de conhecimento em Educação Física, Lazer e Recreação)O bullying infelizmente já não é novidade, nem para alunos, pais ou professores, nem para os próprios meios de comunicação social. Porém, a sua emergente investigação tem ainda um vasto caminho a percorrer até ser possível consolidar, internacionalmente, uma identidade comum deste problema. Com diferenças substantivas que provêm de variáveis culturais e/ou metodológicas, a realidade é que, até hoje, o bullying tem sido detetado em todos os países em que foi investigado. Em Portugal, o bullying, como fenómeno dissociado do conceito mais abrangente de violência escolar, ainda não é uma realidade indubitável no âmbito das políticas nacionais para o combate aos problemas de agressão e violência no meio escolar. A sua constante associação com outros comportamentos, igualmente reprováveis, como a indisciplina, o vandalismo, a marginalidade e outros tipos de agressividade, como que diluem a sua peculiar natureza insidiosa e fatídica. Esta investigação pretende contribuir para um maior conhecimento sobre as manifestações e implicações do bullying na população estudantil, para a descrição dos perfis característicos dos alunos que são vítimas e agressores e para a associação entre o bullying e aproveitamento escolar nas disciplinas de Educação Física, Português e Matemática, assim como, entre o bullying e a participação desportiva dos jovens. Este é um estudo analítico de delineamento transversal que incide sobre os comportamentos de bullying, numa amostra de 1.818 alunos, do 5º ao 9º ano de escolaridade, pertencentes a escolas públicas dos 2º e 3º ciclos da Região Autónoma da Madeira (R.A.M.). A média de idades situa-se nos 12,8 anos com um desvio padrão de 1,75. A amostra de acordo com o género é constituída por 914 raparigas (50,3%) e 904 rapazes (49,7%). Para a recolha de dados foi utilizado um questionário original de Olweus (1989), adaptado para a língua portuguesa e validado para a população escolar por Pereira e Tomás (1994 cit. em Pereira, 2008) e revisto para este estudo em 2010. Foram incluídas nesta adaptação questões relativas à Educação Física e à prática desportiva dos alunos. Considerando os resultados obtidos, podemos concluir que a agressão, verbal ou física, direta ou indireta, está disseminada nas relações interpessoais dos alunos e que os acompanha ao longo do seu percurso escolar até ao secundário. Embora a vitimização e a agressão mais frequentes registem ainda valores médios não alarmantes, tem na nossa opinião todas as condições para aumentar no futuro, dada a abrangência e estabilidade evidenciadas pelas expressões menos recorrentes e densas deste comportamento entre a população estudada. Por outro lado, o valor total de alunos envolvidos no bullying, como vitimas ou agressores, é consideravelmente elevado. Estatisticamente, as raparigas e os rapazes não diferem ao nível da incidência da vitimização, mas os rapazes estão significativamente mais envolvidos neste problema. Esta situação explica-se porque os rapazes quando envolvidos, assumem muito mais o papel de agressores ou vítimas agressoras, grupos que atingem níveis preocupantes. Foi possível comprovar que os alunos que relatam vivências de bullying possuem menor aproveitamento escolar do que os colegas que não relatam tais experiências. Na Educação Física, os alunos vitimados por este flagelo possuem menos gosto e mais dificuldade nesta disciplina e todos os jovens envolvidos (vítimas e agressores) possuem uma expectativa mais baixa em relação à importância dos conteúdos da mesma. Finalmente, da análise entre a participação em situações de bullying e a prática desportiva, concluímos que a influência do desporto não é tão relevante e benéfica como suponhamos. Contudo, após pesquisa mais aprofundada, percebemos que esta imagem menos positiva do desporto fica a dever-se, sobretudo, à predominância masculina entre os desportistas da amostra, assim como ao facto do futebol ser a sua modalidade de eleição.
Nowadays bullying is unfortunately a recurrent and familiar matter, for either students, parents and teachers, as for the media themselves. However, the emerging research still has far to go before it is possible to consolidate, internationally, a common representation of this problem. With substantial differences, which come from cultural and/or methodological variables, the reality is that until today bullying has been detected in every country in which it was investigated. In Portugal, bullying, as a phenomenon dissociated from the more comprehensive concept of school violence, is not yet an irrefutable reality within the framework of national policies to oppose the problems of aggression and violence in the school environment. Its constant association with other behaviors, equally reproachable, such as indiscipline, vandalism, delinquency and other types of aggressiveness, masks its peculiar, insidious and fateful nature. This research aims to contribute to a greater understanding of the manifestations and implications of bullying on the student population, to the description of the characteristic profiles of the students that are either victims or aggressors and to the link between bullying and school performance in the subjects of Physical Education, Portuguese and Mathematics, as well as, between bullying and involvement in youth sport activities. This is an analytical study of transversal delineation that focuses on bullying behaviors in a sample of 1,818 students from 5th to 9th grades, who attend public primary and secondary schools of the Autonomous Region of Madeira (A. R. M.). The average age is around 12.8 years with a standard deviation of 1.75. The sample according to the gender it’s consisted of 914 girls (50.3 %) and 904 boys (49.7%). For the collection of data it was used an original questionnaire by Olweus (1989), adapted to Portuguese and validated for the school population by Pereira and Tomás (1994 cited in Pereira, 2008), and revised for this study in 2010. Issues relating to Physical Education and sports of students were included in this adaptation. Considering the results, it may be concluded that the verbal or physical aggression, in a direct or indirect manner, is widespread in the students’ interpersonal relations and accompanies them throughout their school lives. Although the more frequent victimization and aggression still register not alarming average values, it has, in our opinion, the conditions to increase in the future, given the scope and stability evidenced by less recurrent expressions of this behavior within the population under analysis. On the other hand, the total value of students involved in bullying, as victims or aggressors, is considerably high. Statistically, girls and boys do not differ in terms of incidence of victimization, but the boys are significantly more involved in this problem. This situation is explained because the boys, when involved, more frequently assume the role of aggressors or bully-victims, groups which reach worrying degrees. It was possible to verify that the students who reported their bullying related experiences have lower school performance than their colleagues who do not report such experiences. In Physical Education, students who have become victims of this scourge show less interest and greater difficulties in the subject and all the young people involved (victims and aggressors) have lower expectations concerning the importance of its syllabus. Finally, from the analysis of the link between the participation in bullying situations and the practice of sport, we conclude that the influence of sport is not as relevant or beneficial as supposed. However, after more thorough research, we realise that this less positive image of sport is mainly attributable to the male predominance among the sports practitioners in the sample, as well as the fact that football is their preferred modality.
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Hager, Alanna D. "Growing Pains: Exploring the Concurrent and Prospective Effects of Peer Victimization on Physical Health across Adolescence and Young Adulthood." Thesis, 2014. http://hdl.handle.net/1828/5629.
Full textAbstract:
Extensive research documents the deleterious effects of being victimized by peers on adolescents’ mental health. In contrast, the impact of peer victimization on physical health remains largely unexplored. Studies suggest that peer victimization is a salient interpersonal stressor for adolescents that interferes with discrete aspects of physical health. However, past studies typically collapse the various forms of victimization together (i.e., physical, relational); examine single health indicators; and fail to test the effects of victimization prospectively. A limited understanding of the nature and course of physical health across adolescence and young adulthood also hinders the existent research. The present study tests the structure, stability, and patterns of change in a multidimensional model of physical health among a large, representative sample of young people across a six-year period and four waves of data. It then examines the concurrent and prospective associations between physical and relational victimization and physical health outcomes (physical symptoms, subjective well-being, health-risk behaviours, and health-promoting behaviours) across adolescence and young adulthood. Data from the Healthy Youth Survey (HYS) were collected four times between 2003 and 2009. Participants were 662 young people (aged 12 to 18 years at Time [T] 1; 342 girls). By T4, participants were 18 to 25 (n = 459). Age at T1 and SES were covariates, and models compared effects for males and females. Latent growth curve modeling was performed. Confirmatory Factor Analysis supported the structure of five distinct health outcomes that were invariant over time and by sex. Univariate latent growth curve modeling established linear patterns of change in each health outcome across time. Peer victimization was examined as a time-varying covariate of health, whereby the repeated victimization measures predicted concurrent and longitudinal health outcomes over and above the average growth trajectory of that outcome. Each time-varying covariate model fit the data well. As expected, physical and relational victimization were associated with poorer physical health both within and across time; however, effects varied by victimization type, by sex, and by health outcome. Relational and physical victimization were associated with more concurrent physical symptoms, but only relational victimization predicted more symptoms at subsequent time points. Relational and physical victimization predicted poorer subjective health and fitness within and across time. Physical victimization was associated with poorer nutrition for the whole sample. Findings suggest that peer victimization puts adolescents at risk of several immediate and long-term physical health difficulties. This study highlights the unique effects of physical and relational victimization and that males and females respond differently to victimization experiences.Graduate
0622
0620
ahager23@uvic.ca
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Duarte, Cláudio Domingos Gomes. "Associações entre o índice de massa corporal e as categorias de Bullying em crianças." Master's thesis, 2016. http://hdl.handle.net/1822/43640.
Full textAbstract:
Relatório de estágio de mestrado em Ensino de Educação Física nos Ensinos Básico e SecundárioO presente documento procura evidenciar uma descrição, análise e reflexão acerca das atividades desenvolvidas e aprendizagens ocorridas ao longo do meu estágio. Este relatório encontra-se dividido em dois capítulos, em que o primeiro corresponde ao enquadramento contextual da Prática de Ensino Supervisionada, que se apresenta com um enquadramento pessoal que aborda as expetativas iniciais e um enquadramento institucional que carateriza o meio, a escola e a turma em que o professor está inserido. Já o segundo capítulo corresponde ao enquadramento pedagógico e engloba três áreas. A primeira área diz respeito à intervenção pedagógica no processo de ensino e aprendizagem e abarca a conceção, planeamento, realização e avaliação do ensino, enquanto a segunda área aborda o envolvimento do professor estagiário com a comunidade escolar. Em ambas as áreas são descritas todas as dificuldades inerentes a cada processo ou atividade desenvolvida, bem como as suas estratégias de resolução. Por último, a terceira área refere-se à formação e investigação educacional, isto é, ao trabalho de investigação desenvolvido ao longo do ano de estágio, apresentando a relação entre o índice de massa corporal (IMC) e as categorias de bullying em crianças. O estudo tem como objetivo analisar as associações entre as categorias de bullying e a composição corporal em crianças, identificar e caraterizar a investigação desenvolvida nos últimos anos, acerca do bullying e do IMC e analisar e discutir as possíveis relações entre as categorias de bullying e o IMC. Os dados fazem parte do “Bracara Study”, um estudo de caráter transversal desenvolvido em crianças do 4.º ano de escolaridade, oriundos de escolas do 1º Ciclo do Ensino Básico localizadas na zona de Braga. A amostra foi constituída por 546 alunos, dos quais 267 são raparigas (48,9%) e 279 são rapazes (51,1%), com idades entre os 9 e 12 anos. Os resultados obtidos no estudo indicam que não se verificaram relações estatisticamente significativas entre as variáveis IMC e as categorias relacionadas com o bullying. Para finalizar o documento, são apresentadas as considerações finais, onde é efetuada uma reflexão sobre o estágio e a importância deste para o futuro.
The present document aims to evidence a description and analysis of the developed activities, past learning experiences and the entire Supervised Teaching Practice's course. This report divides itself into two chapters, wherein the first one corresponds to the Supervised Teaching Practice's contextual framework, which presents itself with a personal framework, approaching the initial expectations, and an institutional framework, featuring the teacher's surroundings and describing the intervention class. The second chapter corresponds to the pedagogical framework and includes three fields. The first one is related to the pedagogical intervention in teaching process and learning, and embraces the teaching's conception, planning, execution and evaluation, whereas the second one approaches the trainee teacher's involvement with the school community. Both fields describe all the inherent difficulties in each process or developed activity, as well as their resolution strategies. Last but certainly not least, the third field refers to the formation and educational research, in other words, the developed research work over the traineeship's year, presenting the relation between body mass index (BMI) and children bullying categories. The study's objectives are to analyze the relation between the bullying categories and BMI among kids, to identify and characterize the developed investigation, in the last years, about bullying and body mass index (BMI) and to analyze and discuss the possible connection between bullying categories and BMI. The data belong to "Bracara Study", a developed crosssectional study in matriculated children of the fourth grade in school, from Braga primary schools. The sample has 545 students, which 267 (48,9%) are girls and 279 (51,1%) are boys (between 9 and 12 years old). The results obtained from the report indicate that there were no statistically significant relations between the variables BMI and bullying categories. To end the document, the final considerations are presented, where is made a reflexion about the internship to the future.
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Gomes, Leandra Evangelina Alves. "O desempenho motor global de alunos do 5º e 6º anos e o seu envolvimento no bullying escolar." Master's thesis, 2014. http://hdl.handle.net/1822/38046.
Full textAbstract:
Relatório de estágio de mestrado em Ensino de Educação Física nos Ensinos Básico e SecundárioO presente relatório surge no campo de ação do estágio profissional, inserido no plano de estudos do Mestrado em Ensino da Educação Física nos Ensinos Básicos e Secundário da Universidade do Minho. O seu propósito visa retratar de forma reflexiva a prática de ensino supervisionada na realidade escolar. Neste seguimento, o relatório de estágio apresenta aquilo que são as expetativas iniciais para o estágio, assim como uma breve caraterização do contexto real onde se desenrola a prática pedagógica. Prossegue com a exposição e descrição da intervenção pedagógica efetuadas em três áreas distintas: a gestão e organização do ensino e da aprendizagem, onde ocorre a delineação das metodologias e de todo o processo ensino-aprendizagem; a participação na escola e na comunidade escolar, que pretende dar a conhecer a participação ativa do professor estagiário e suas as contribuições na comunidade escolar. Por último, a investigação científica, que através de um estudo sobre as relações existentes entre o desempenho motor de alunos do 2º Ciclo do Ensino Básico e o seu envolvimento no bullying escolar, permitiu verificar que não houve associações entre a participação no bullying escolar e os níveis de desempenho motor global.
This report refers to the traineeship included in the Master's degree in Physical Education Teaching in the Elementary and Secondary School study’s plan, at the University of Minho. This document seeks to portray the supervised teaching practice in the school’s reality. Following this, this report presents the initial expectations for the internship as well as a brief description of the actual context in which the pedagogical practice develops. It continues with the description of pedagogical intervention made in three distinct areas: the management and organization of teaching and learning, where the delineation of the methodologies and the entire teaching-learning process occurs; the participation in school and in the school community, which aims to publicize the active participation of the trainee teacher and their contribution to the school community. As a final point, a scientific research shows through a study of the relationship between the motor performance of students in the 2nd cycle of the elementary school and their involvement in school bullying, that there are no associations between the participation in school bullying and the global motor performance levels.
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Mushambi, Charles. "Understanding bullying in three inclusive secondary schools in Johannesburg : a wellness perspective." Diss., 2016. http://hdl.handle.net/10500/26474.
Full textAbstract:
This research is about bullying in schools. The aim of the study was to investigate how
the problem of bullying is understood in schools, its causes, types, effects, general
patterns and strategies to curb this bullying problem in schools derived from the bioecological theory, through interviewing teachers, learners and principals at secondary
school level.
Qualitative approach and a case study were used. This qualitative research was
conducted at three inclusive secondary schools in Johannesburg North District in
Gauteng province in South Africa through engaging eighteen learners in Grade Eleven
and Twelve in focus groups. One focus group composed of six learners was conducted
at each of three participating schools. Nine teachers, three from each of the three
participating schools were involved in semi- structured interviews to solicit data on how
they understand bullying, its causes, types, effects, general patterns and ways of
addressing bullying in schools. Three principals, one from each of the selected schools
also participated in this study. All the participants participated in this research through
invitation to voluntary participation after being made aware of the purposes of the study
by the researcher. Thus, a purposive sample of three principals, nine teachers and
eighteen learners was used by the researcher. Semi- structured interviews and focus
group interviews were used as research instruments in this study. Teachers and
principals were engaged in semi- structured interviews and learners were involved in
focus group interviews. The bio- ecological theory and the wellness theory were used
as theoretical frameworks in this research to understand bullying, its causes, types,
effects and general patterns, so as to come up with strategies to address bullying that
target the learners’ social contexts rather than the learners themselves as is with the
case with the psychological model.
Before conducting this research, the researcher obtained ethics clearance from the
University of South Africa’s ethics committee, clearance was also obtained from
Gauteng Department of, clearance from Johannesburg North District as well as
acceptance letters from participating inclusive secondary schools.
The researcher also obtained assent from the eighteen Grade eleven and twelve
learners who participated in this study. Assent was also obtained from parents of learners who participated in this research. Consent was also obtained from the nine
teachers and three principals who participated in this research.
After conducting focus group discussions and semi- structured interviews with
teachers and principals, the researcher transcribed data verbatim for the purposes of
analysing it. After transcribing data, it was colour coded, then categorised and
categories were further fused into themes which were discussed in chapter five in
relation to literature reviewed in chapter two.
Some interesting findings were discovered in this research. Lack of resources,
violence and violent video games were found to be causes of bullying in schools.
‘Gangsterism’ and peer influence were said to be general patterns of bullying in
schools. Low academic performance and absenteeism were said to be effects of
bullying in schools. Physical bullying, verbal bullying, emotional bullying, social
bullying, sexual bullying, teacher- learner bullying, learner to learner bullying, gender
based bullying and cyber bullying were said to be some types of bullying prevalent in
schools. Working with various stakeholders in education such as organisations like
Love Life, S.E.N.C.A, South African Police Services and Community Based Youth
Centres as well as other professionals like social workers, psychologists and specialist
teachers was found to be helpful address bullying in schools. Findings also indicated
that involving parents and community leaders in school activities assist to address
bullying in schools. Installing cameras and suggestion boxes, reporting all forms of
bullying installing cameras, bullying awareness campaigns, training staff and having
bullying lessons in the school timetable were mentioned effective methods of
eradicating all forms of bullying in all schools.
However, the study recommends that, teachers and principals be staff developed on
issues related to how bullying is understood in schools in relation to its causes, types,
effects, general patterns and strategies to stop it in school.Inclusive Education
M. Ed. (Inclusive education)
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SU, PEI-JIN, and 蘇佩瑾. "Using Social Support as a Moderating Variable in Relationships between Workplace Bullying, Workplace Stress, and the Physical and Mental Health of Nurses at a Teaching Hospital in Taichung." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/d7g253.
Full textAbstract:
碩士弘光科技大學
健康事業管理研究所
105
Incidence of workplace bullying has increased gradually in Taiwan. This type of behavior creates serious work stress for individuals and affects their physical and mental health. The impact of workplace bullying cannot be underestimated. However, previous studies have overlooked the correlation between workplace bullying and physical and mental health, as well as the moderating effects of relevant variables. This study applied affective events theory to explore the correlation between workplace bullying and physical and mental health among hospital nurses. In addition, this study examined the mediating effect of work stress on the relationship between workplace bullying and physical and mental health, the moderating effect of social support on the relationship between workplace bullying and work stress, and the moderating effect of social support on the relationship between work stress and physical and mental health. Medical care institutions are high-risk settings for workplace bullying; the odds of experiencing workplace bullying in such environments are three times the odds in other industries. Therefore, this study focused on full-time nurses with experiences of service longer than 6 months who were employed at a teaching hospital in Taichung City, Taiwan. Through purposive sampling, a total of 937 questionnaires were distributed and 859 responses collected. Of these, a total of 691 valid responses were included in analysis, yielding a valid response rate of 73.7%. This study analyzed collected data with analysis methods such as descriptive statistics using SPSS, reliability tests, and Pearson product-moment correlation. Hierarchical regression analysis was conducted to verify each hypothesis. The findings were as follows: 1.Workplace bullying significantly and negatively affects physical and mental health. 2.Work stress mediates the relationship between workplace bullying and physical and mental health. 3.Social support can moderate the relationship between workplace bullying and physical and mental health, but cannot moderate the negative effects of workplace bullying on physical and mental health.
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Magalhães, Joana de Fátima Fernandes. "Relações existentes entre o desempenho motor das habilidades locomotoras e o seu envolvimento no bullying escolar em crianças de 10 a 12 anos." Master's thesis, 2014. http://hdl.handle.net/1822/38118.
Full textAbstract:
Relatório de estágio de mestrado em Ensino de Educação Física nos Ensinos Básico e SecundárioO relatório de estágio tem como principal objetivo refletir e descrever as minhas vivências enquanto professora estagiária de Educação Física. Neste sentido, é exposto o enquadramento pessoal e institucional da prática de ensino supervisionada; a organização e gestão do processo de ensino-aprendizagem articulada com a minha estratégia de intervenção; a participação na escola e envolvência com a comunidade educativa, através da explicitação das atividades em que participei e dinamizei no decorrer do ano letivo; e a investigação educacional em Educação Física. A investigação teve como objetivo compreender as relações existentes entre o desempenho motor e o seu envolvimento em comportamentos de bullying escolar, em crianças de 10 a 12 anos. A amostra é constituída por 65 alunos de ambos os sexos, estudantes do 2º Ciclo do Ensino Básico (5º e 6º ano de escolaridade), pertencentes a duas escolas do distrito de Braga. Sendo que, para a análise do desempenho das habilidades locomotoras foi utilizado o TGMD-2, modificado por Ulrich (2000) e quanto ao bullying foi aplicado o questionário de Olweus (1989), adaptado para a língua portuguesa e validado para a população portuguesa por Pereira e Tomás (1994 citado em Pereira, 2008) e revisto em 2010. Os resultados evidenciaram que o desempenho motor das habilidades locomotoras não é preditor de envolvência no bullying escolar. Deste modo, recomenda-se que novos estudos sejam realizados com crianças mais novas para compreender se existe relação entre o desempenho das habilidades locomotoras e o bullying.
This practicum report has its main objective to reflect and describe my personal experiences as a teacher trainee of Physical Education. In this way, I present the personal and institutional framing in the practice of supervised teaching, the organization and management of the teaching and learning process in articulation with my strategy of intervention and my participation and involvement in school as well as with with the educational community through the explanation of the activities which I have participated and organized along the school year. The research aimed to understand the relationship between the motor performance and its involvement in school bullying behaviour in children from 10 to12 years of age. The sample includes 65, both genders, students, from the 5th and 6th grades, from two public schools of the district of Braga. For the analysis of performance of locomotors skills the TGMD-2 was used, modified by Ulrich (2000). Regarding bullying, the questionnaire of Olweus (1989) was applied, adapted to the Portuguese language and validated for the Portuguese population by Pereira and Tomás (1994 cit. in Pereira, 2008) and revised in 2010. The results showed that the motor performance of locomotors skills is not a predictor of the involvement in school bullying. Thus, it is recommended that further studies with lower ages should be done to understand the relationship between the motor performance of locomotors skills and its involvement in bullying.
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Höiseth, Borg Veronica. "Mobbning i skolan : En undersökning om elevers uppfattningar av mobbning inom ämnet idrott och hälsa." Thesis, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-2146.
Full textAbstract:
Bullying is a serious problem for many children and youths in today’s society. Surveys have shown that more than 145 000 children and youths are concerned by the problem as a victim or as bullies. The purpose with this survey is to obtain a clear picture of the students’ views of bullying in physical education and health.
The main questions in this study are:
· Does bullying occur in a bigger extent within the subject physical education and health than within other subjects?
· In which elements during physical education lessons is the risk highest to be exposed to bullying?
· Are there any differences concerning the students’ views of physical education in relation to what age they are.
To acquire an understandable picture of bullying I have chosen to do a literature study where different kinds of definitions are presented. There are also different varieties of bullying such as physical or social. Further, to answer my research questions, I have done interviews with students in secondary school.
Physical education and health is a subject where bullying is more common than in other school subjects according to my results. Further the survey shows that lessons in swimming is an element where the risk to be exposed to bullying is highest.
Since bullying is a big problem in today`s school I think that it`s important that the staff has good knowledge when it comes to bullying. With open eyes and a big commitment I think that we can go far when it comes to the problems with bullying.
Mobbning är i dagens samhälle ett allvarligt problem för många barn och ungdomar, och då framförallt i skolan men även på fritiden. Undersökningar har visat att mer än 145 000 barn och ungdomar är berörda av problemet som offer eller som mobbare. Syftet med den här undersökningen är att få en inblick i elevers uppfattningar angående mobbning inom ämnet idrott och hälsa.
Frågeställningarna jag använt mig av är:
· Förekommer mobbning i större utsträckning inom ämnet idrott och hälsa än inom övriga ämnen?
· Under vilket moment inom ramarna för idrott och hälsa är det störst risk att bli utsatt för mobbning?
· Hur skiljer sig uppfattningarna i årskurserna 5-9 åt då det gäller mobbning under lektioner i idrott och hälsa?
Jag har genomfört en litteraturundersökning för att få en klarare bild av begreppet mobbning. I denna undersökning presenteras olika definitioner, liksom att det finns olika typer av mobbning såsom fysisk och social. För att få svar på mina frågeställningar har jag gjort en intervjuundersökning med elever i årskurserna 5-9. Enligt mina resultat är ämnet idrott och hälsa ett ämne där mobbning förekommer i större utsträckning än inom övriga ämnen. Vidare visar också min undersökning på att bad är det moment inom ämnet där risken att bli utsatt för mobbning är som störst
Eftersom mobbning är ett stort problem i dagens skola anser jag att det är viktigt att all berörd personal har goda kunskaper om mobbning. Med öppna ögon och ett stort engagemang tror jag att det går att komma långt med mobbningsproblematiken.
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Bastos, José Américo Baptista. "Desempenho de habilidades motoras de manipulação de objetos, em crianças do 2º Ciclo do Ensino Básico, e o seu envolvimento no bullying escolar." Master's thesis, 2014. http://hdl.handle.net/1822/38043.
Full textAbstract:
Relatório de estágio de mestrado em Ensino de Educação Física nos Ensinos Básico e SecundárioEste documento tem como objetivo relatar todos os acontecimentos relativos ao meu ano de estágio numa escola do distrito de Braga. É resultante de inúmeras reflexões que se espera do professor atual, um professor reflexivo proporcionado pela dinâmica dos contextos no qual está inserido, contextos se alteram com rapidez, exigindo do professor uma capacidade de rapidamente arranjar soluções e alternativas para problemas inesperados. O ano de estágio, momento em que o professor finalmente pode colocar todas as suas aprendizagens teóricas em prática, é um momento fundamental e de extrema importância para a aprendizagem do candidato a professor e o relatório de estágio uma ferramenta essencial para organizar e direcionar todos os seus pensamentos e reflexões. Durante este ano tive a meu cargo uma turma do 6º ano letivo, sendo que também acompanhei uma turma do 5º ano, uma direção de turma, além de colaborar nas aulas de motricidade motora para alunos do pré-escolar e 1º ciclo do ensino básico, e também nas atividades organizadas e dinamizadas pelo grupo de educação física da escola. O relatório divide-se em três partes: a primeira diz respeito à organização e gestão do processo de ensino e da aprendizagem; a segunda parte diz respeito à participação na escola e relação com a comunidade; a terceira parte diz respeito à investigação e desenvolvimento profissional. Nesta última parte pretendeu-se estudar as relações entre o desenvolvimento motor de habilidades de manipulação de objetos e o envolvimento em situações de bullying, de crianças do 2º ciclo do ensino básico de duas escolas do distrito de Braga. Verificamos que não existem relações entre o bullying e o desempenho de habilidades motoras de manipulação de objetos (p>0,05). Contudo, as crianças envolvidas em situações de bullying, como vítima e/ou agressor, apresentaram melhores desempenhos, tanto para a manipulação de objetos como para o desempenho motor geral.
This document aims to report all events related to my internship year in a school of the district of Braga. It is the result of numerous and diverse reflections expected from actual teacher, a reflective professional in response of the quick’s changes of the dynamics of the context, requiring the ability to quickly find solutions and alternatives for unexpected problems. The internship year, as the time when the teacher can finally put all their theoretical learning into practice, is fundamental and extremely important for learning. This report represents an essential tool to organize correctly all their thoughts and reflections. During this year I had in charge a class of 6th grade, and also accompanied a class of 5th grade, a direction of class, besides collaborating in classes of motor development for students in preschool and 1st basic education, and also took part in the organization of several activities developed by the group of physical education. The report is divided into three parts: the first relates to the organization and management of the teaching and learning; the second part concerns about the participation in school and community relations; the third part concerns about the research and professional development. In this last part we intended to study the relationships between the developing motor skills object manipulation and involvement in bullying situations, in children of the 2nd cycle of basic education in two schools of the district of Braga. We observe that there are no relationships between bullying and performance of motor skills of objects manipulation (p> 0.05). However, children involved in bullying as a victim and/or perpetrator, were better for both the objects manipulation as for general motor performance.
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Vieira, Jonathan Renato Ramos. "Relatório final de estágio pedagógico : relatório final de estágio pedagógico realizado na Escola Básica e Secundária Gama Barros." Master's thesis, 2017. http://hdl.handle.net/10400.5/14107.
Full textAbstract:
O presente relatório consiste no último documento realizado no âmbito do Estágio Pedagógico do segundo ano do mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário na Escola Básica e Secundária Gama Barros, no ano letivo de 2015/2016.
É feita uma descrição, análise, reflexão e projeção acerca deste processo de estágio, abrangendo as quatro áreas de intervenção: Área 1 - Organização e Gestão do Ensino e da Aprendizagem; Área 2 - Inovação e Investigação Pedagógica; Área 3 - Participação na Escola; e Área 4 - Relação com a Comunidade.
O ano de estágio aumentou a minha autoeficácia, por abordar áreas que nunca antes foram dominadas. O contexto existente levou ao estudo do fenómeno de Bullying nesta escola. A participação no núcleo de voleibol e o contacto com alunos com necessidades educativas especiais foi fundamental para o meu desenvolvimento enquanto professor e pessoa. No que diz respeito à relação com a comunidade, foi valorizada a realização das atividades para o agrupamento de escolas, a participação em visitas de estudo, e ainda, a coadjuvação com a direção de turma.This report refers to the final document produced for the Pedagogical Internship, of the respective Master degree, lived on 2015/2016. It was done a description, an analysis, a reflection and projection of the internship encompassing the four areas of intervention: Area 1 – Organization and Management of the Teaching-Learning Process; Area 2 – Innovation and Pedagogical Research; Area 3 – School Participation; Area 4 – Relationship with Community. The internship year increased myself efficacy on areas, on which I used to had difficulties. The living context took the group to study the Bullying phenomenon on this school. The participation on the Volleyball club and the contact with students with disabilities was crucial to my development as a teacher and human being. The relationship with community is valued for the promotion of activities to the group of schools, the participation on field trips, as well as the assistance of the class management.
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Brijraj, Arthie. "Managing physical abuse among learners in a girls high school in KwaZulu-Natal : a case study." Diss., 2016. http://hdl.handle.net/10500/20313.
Full textAbstract:
This study focuses on the manner in which the School Management Team (SMT) manages physical abuse among learners, providing guidelines on how to act in a proactive and constructive manner.
A qualitative approach was used and the research was designed as a single case study. National education specific law and policy regulating learner misconduct, the SMT’s management of physical abuse of learners as well as the KwaZulu-Natal Department of Basic Education’s policies were used to benchmark my evaluation of current management practices with regard to physical abuse among learners against such laws and policies. The research findings on the current management practices, factors that contribute to physical abuse, reasons and effects of physical abuse and the role of the SMT in handling physical abuse were based on an analysis of School A’s Code of conduct for learners and its Discipline Policy and information extracted by means of interviews.Educational Leadership and Management
M. Ed. (Education Management)
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Gomes, João Diogo Morais Cardoso Pereira. "Relatório final de estágio realizado na Escola Básica e Secundária de Gama Barros." Master's thesis, 2017. http://hdl.handle.net/10400.5/14132.
Full textAbstract:
O estágio revelou-se como o momento mais importante e decisivo no meu processo de formação inicial enquanto futuro professor de educação física. A qualidade do processo ensinoaprendizagem revelou-se dependente dos processos de planeamento, condução e avaliação formativa. Ficou também saliente a importância da atuação de um professor em diversas áreas, além das questões relacionadas estritamente com o ensino. A investigação realizada na escola, acerca do bullying, surgiu após debate acerca do tema em conselho pedagógico e permitiu verificar que os resultados, embora abaixo dos valores nacionais, são alarmantes por afetarem aproximadamente 270 alunos da escola, numa população de 1426 alunos. A coadjuvação num núcleo de desporto escolar de futsal resultou num contributo significativo para a evolução do grupo-equipa. Foi realizada uma ação de formação para os professores do grupo acerca da inclusão nas aulas da disciplina, incluindo modalidades como o boccia e o slalom em cadeira de rodas, e que possibilitou o contacto direto com alunos da unidade de multideficiência da escola. Ao nível da relação com a comunidade, fica saliente a importância do desenvolvimento das competências relacionadas com a direção de turma e com a organização e participação em visitas de estudo e outras atividades.The internship proved to be the most important and decisive moment in my initial formation as a future physical education teacher. At teaching level, the quality of the teaching-learning process revealed itself dependent of the processes of planning, conducting and formative evaluation. It was also emphasized the importance of a teacher's performance in several areas, instead of issues related strictly to teaching. The investigation carried out in the school, about bullying, came after a debate about the subject in the pedagogical advice, and showed that the results, although below the national values, are alarming because they affected 270 students of the school, in a population of 1426. Coordination in a futsal school sports center has made a significant contribution to the evolution of the team group. A training action was conducted for physical education teachers about the inclusion in the class of the discipline, including modalities such as boccia and wheelchair slalom, that permited direct contact with students of the unit. At the level of the relationship with the community, the importance of the development of the competences related to the direction of the class and with the organization and participation in study visits stands out as very important too.
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KUBÍČEK, Petr. "Sociální sítě a sociální šikana." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-173092.
Full textAbstract:
In my thesis I have focused on the issue of social networks and (social) bullying at elementary schools. In the first part of my paper I summarize the theoretical background and provide an overview of findings and opinions published by experts in relation to the issue of bullying and cyber-bullying, while in the second part of my paper I analyze the results of a research performed with the use of an anonymous questionnaire at four (4) elementary schools in the South Bohemia Region (Jihočeský kraj). The schools involved in the research were: two (2) schools with less than 270 pupils in the Prachatice region, one school with more than 270 pupils in the town of Prachatice and one school with more than 270 pupils in the city of České Budějovice. The purpose of the questionnaire investigation was to collect information on the extent in which aggressive behavior and cyber-bullying appear among pupils attending the 5th through 9th grades of the elementary school (age range 11-15). In the final part of the thesis I provide an overview of the results obtained through the research with the use of a BPAQ questionnaire (BussPerry Aggression Questionnaire and aggressive acts).
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Singh, Gunam Dolan. "Managing learner aggression in rural secondary schools in the Empangeni District of KwaZulu-Natal." Diss., 2012. http://hdl.handle.net/10500/7041.
Full textAbstract:
The aim of this study was to investigate the causes and consequences of learner aggression in rural secondary schools in the Empangeni District of KwaZulu-Natal. The study also sought to establish the management strategies required to manage learner aggression in rural secondary schools. An in-depth literature study was conducted in this regard. A qualitative research design and methodology was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. This study found that the causes of learner aggression were rooted in the family, the environment and the school. It was further established that the consequences of learner aggression were so serious that it resulted in victims experiencing intense fear, anxiety, tension, depression and ill-health. Furthermore, the findings of the empirical investigation concurred, to a large extent, with the findings of the literature study. Based on these findings, recommendations were made regarding the management of learner aggression in rural secondary schools.Educational Leadership and Management
M. Ed. (Education Management)