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Faris, Robert Bollen Kenneth A. "Race, social networks, and school bullying." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,825.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Sociology." Discipline: Sociology; Department/School: Sociology.
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Sutton, Jon. "Bullying : social inadequacy or skilled manipulation?" Thesis, Goldsmiths College (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299893.
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Alaslawi, Hamad A. "WORKPLACE BULLYING IN KUWAIT." UKnowledge, 2017. https://uknowledge.uky.edu/csw_etds/18.
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Workplace bullying (WPB) is a pervasive problem in contemporary society, inflicting detrimental repercussions upon employees, employers, and organizations alike. It affects the physical, psychological, and financial wellbeing not only of its victims, but also their families, their communities, and society as a whole.
Research into this phenomenon has evolved significantly over the past two decades. While related to the physically violent phenomenon of schoolyard bullying, WPB is primarily a psychological phenomenon, manifesting as abusive power in workplace relationships, rather than as interpersonal conflict. Bullying at work comes in many forms, has many faces, and occurs in many places. It ranges from subtle to overt acts, with subtle forms occurring more regularly. The rubric of bullying can include: harassment, mobbing, scapegoating, social exclusion, repudiation, humiliation, and/or workplace mistreatment or abuse. Corresponding to a lack of attention on bullying among adults, WPB seems to occur everywhere—from businesses and factories to colleges and hospitals.
To address this phenomenon, this study a) explored the prevalence of WPB in Kuwait and its association with employee demographics, b) evaluated the sample’s views regarding professional social workers in the workplace, and c) explored the relationship between these variables and absenteeism. This non-experimental, quantitative study employed a cross-sectional survey with correlational analyses and prediction research designs.
Using the snowball sampling method via social media platforms, the researcher distributed the Negative Acts Questionnaire-Revised (NAQ-R) survey and a demographic questionnaire to an anonymous, non-randomized sample of employees. The target sample included any adult, volunteer participant who was working in Kuwait for at least six months before receiving the survey. From a total of 8,531 recorded surveys, 3,725 surveys with missing data and 119 surveys that did not meet the inclusion criteria were excluded, leaving 4,687 (53.9%) complete surveys used for the analysis.
The majority of participants were males ranging between 30-39 years old. The vast majority were Kuwaiti, married, bachelor degree graduates, employed in lower-level positions within the governmental sector, earning 800-1,399 KD monthly income. Seventy percent of targets were dissatisfied with management, compared to 50% of the general participants. Similarly, 50% of targets were dissatisfied with their daily supervisors, compared to 35% of the general participants. Around two-thirds of both targets and general participants agreed with the importance of having a social worker or psychologist at the workplace to address WPB. The vast majority of targets were bullied by their immediate superiors (50%) or other superiors (45%).
Based on a criterion of a minimum of three negative acts monthly, the results of this study indicated a 39% prevalence rate of WPB in Kuwait. This percentage corresponded with the percentage of the targets who labeled themselves as victims. Regarding demographics, a large majority of targets reported being bullied by someone of the opposite gender. Among female targets, 92.7% were bullied by male perpetrators, and among male targets, 82.8% were bullied by female perpetrators. Females were more often reported as perpetrators, and males more often as targets. Non-Kuwaiti employees, the young, the divorced, those working in low-level positions, and those earning low income had the highest rate of exposure to WPB. Regarding prediction, those more likely to experience WPB included: females, the young, non-Kuwaiti employees, and workers in middle-level positions with low education or low income, who were dissatisfied with management, their daily supervisors, or their own jobs, and those who expressed a need for a counselor in the workplace. In terms of predicting WPB-related absenteeism, males, the divorced, and those working in lower-level positions with low income, low education, dissatisfaction with their job, or dissatisfaction with their daily supervisors were more likely to report high absenteeism.
The high rate of WPB has implications in the workplace, calling for concerted efforts to identify the elements that trigger and escalate WPB. This study was the first of its kind to measure such elements of WPB in Kuwait. By using the NAQ-R scale, the demographic questionnaire, and a modified operational definition of WPB, this study has provided a template for needed research in the Arabian Gulf region.
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Jones, Cheryl. "Certified Nursing Assistants' Experiences Regarding Resident-to-Resident Bullying in Nursing Homes." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1541.
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Elder bullying is on the rise and occurs in many contexts such as senior living communities and nursing homes, causing concern for the well-being of the residents by families, staff, themselves, and society in general. Although research has been limited, it does reveal that resident-to-resident bullying in nursing homes is a problem warranting further scholarly attention. The purpose of this study was to investigate the experiences of certified nursing assistants (CNAs) regarding resident-to-resident bullying in nursing homes. The theory of reasoned action and the theory of reflective equilibrium provided a conceptual lens from which to explore and describe the importance of the CNAs' attitudes and behavior when recognizing, observing, and addressing bullying incidences. A phenomenological research design was employed. Using open-ended questions, 10 CNAs were individually interviewed. One major discovery of the study was that 100% of the CNAs interviewed indicated that they experienced resident-to-resident bullying and that it was a major problem in the nursing home. The findings of this study presented many possibilities for positive social change across all levels, from individuals and families to nursing home organizations and society as a whole, but most importantly, it increased awareness about bullying across nursing homes as the ultimate goal was for the improvement on the quality of life experienced by residents in nursing homes.
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Lagerlöf, Hélène. "Bullying in schools : The multi aspect problem." Thesis, Stockholm University, Department of Social Work, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-336.
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Everyday thousands of children and teenagers live through the hell of bullying. This theoretical research essay describes analyses and gives a literature overview of the phenomenon of bullying from eight different ideal-typical aspects based on Max Weber’s concept of Ideal types as a tool to make text analysis. The essay also investigates and compares three studies with focus on what methodological tools the researchers have employed to come to their conclusions. With the results from this investigation the research essay discusses possible explanations to why results, conclusions and understanding on the self-concept and self-esteem of perpetrators of bullying are so contradictory between researchers. Findings suggest that differences in gender in the sample, sample-size and age-group variations could be possible explanations to why results differ between studies. The essay discusses bullying from a power theory perspective and presents thoughts on how such a perspective could be employed in future research. It also suggests more research in the sociological discipline and investigations on a contextual and organisational level considering that the present study has shown that the academic field of bullying have not been researched to a great extent from this perspective.
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Caparanis, Lacey B. "Adolescents' Interpretations of Bullying." Marietta College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1430096196.
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Qureshi, Sairah Sajjad. "Perceptions of school bullying and racist bullying in a Northern city." Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/9224/.
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Kohm, Amelia Margaret. "Bullying and social dilemmas : the role of social context in anti-social behaviour." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548959.
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Research and interventions concerning anti-social behaviour have neglected the bad behaviour of “good” people or those who typically behave pro-socially. Additionally, past and current research and practice in this area have often neglected how factors in one’s current environment influence behaviour. Instead, the focus has been on how individual characteristics—borne of the interplay of genetic composition and environmental influences over time—result in anti-social behaviour. However, evidence suggests immediate contexts can foster even atypical behaviour, behavior not correlated with genetic and long-term environmental influences. The thesis is presented in four parts. Part One introduces the idea that immediate group context can have a significant effect on anti-social behaviour, particularly that of “good” people. Part Two reviews research on the impact of social dynamics on behaviour. Part Three presents the empirical study on the role of a particular group dynamic, social dilemmas, in relation to a specific type of anti-social behaviour, bullying. Finally, Part Four considers the implications of the thesis for future research and practice. Social dilemmas are situations in which individual motives are at odds with the best interests of the group and help to explain why individuals sometimes make anti-social decisions. The study at the core of this thesis tested two hypotheses: 1) both individual and group factors are associated with behaviour in bullying situations; and 2) attitudes, group norms, and social dilemmas each have a unique contribution to predicting behaviour in bullying situations. Participants were 292 middle school students at a residential school in the U.S., and data were analysed using multi-level modelling. The primary findings were, in general, consistent with the two hypotheses. The research suggests that social dilemma dynamics might be an important group factor in predicting behaviour in bullying situations.
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Shumka, Ellen. "The social facilitation of bullying : a multilevel analysis." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43517.
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It is well documented that bullying is harmful and relatively common among children and adolescents. Children report understanding that bullying is wrong, yet bullying continues to be a persistent problem in schools. The goal of the present study was to examine whether children’s bullying behaviours were socially facilitated by group norms and beliefs. Children’s justifications and rationalizations for engaging in wrongful behaviour, a phenomenon referred to as moral disengagement (MD), have been linked to bullying behaviour at the individual level. Specifically, children who report engaging in bulling tend to report more MD than those who do not. Only one study to date, however, has examined MD at the group level and results indicated that group levels of MD, over and above individual levels, predicted engagement in bullying. Group level processes, especially group norms supporting aggression and bullying, have also been linked to greater bullying perpetration. The current investigation extended this research by examining how group levels of MD and normative beliefs about deviancy influenced bullying using two unique samples of schoolchildren. The first study examined the influence of two group level variables (MD and normative beliefs about deviancy) on bullying over a school year in a sample of 376 students (surveyed in Grade 5 and 6) from 38 schools in Southern Ontario. The second study examined the influence of group MD on 1128 students across 74 classrooms in Vancouver, British Columbia. Results across both studies did not support the hypothesis that group levels of MD (Study 1 & 2) and normative beliefs about deviancy (Study 1 only) influenced engagement in bullying. The findings suggest that further investigations are required in order to better understand the effects group level MD and normative beliefs on bullying behaviour.
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Soylu, Soydan. "Workplace bullying in Turkey : a social psychological perspective." Thesis, London School of Economics and Political Science (University of London), 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551347.
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Workplace bullying is an issue of practical importance and theoretical interest. Not only is workplace bullying of increasing concern to employers and employees, it is also the focus of empirical research and analysis. However, there are few studies which examine workplace bullying in Turkey. This study aims to investigate the nature of bullying in Turkish workplaces and to examine the association of bullying with paternalistic leadership and various work-related attitudes. The study uses both qualitative and quantitative techniques. Twenty-eight semi-structured interviews were conducted with Turkish employees to explore in depth the nature of workplace bullying, with a thematic analysis indicating that polarisation at work and institutionalised bullying were major problems in Turkish organisations. In the second phase of the study, a questionnaire focusing on the nature of bullying and its potential determinants was completed by employees in both the public and private sectors in Turkey (n=142). Findings from both the interview study and an exploratory factor analysis of the questionnaire data were used to adapt the Negative Acts Questionnaire-Revised (NAQ-R) for use in Turkey. In the final stage, the adapted questionnaire was completed by a sample of public and private sector employees in Turkey (n=708). Confirmatory factor analyses were used to examine the components of bullying and their relation with dimensions of paternalistic leadership. Hierarchical regression analyses revealed that loyalty-seeking paternalism is positively related to the experience of bullying, whereas familial paternalism is negatively related to the experience of bullying. In addition, negative associations were observed between organisation-based selfesteem and all the components of bullying, except for experience of non-work related criticism. Finally, intention to leave was found to be positively associated with experience of task pressures and work related criticism. This study contributes to the bullying literature by exploring the nature of workplace bullying in Turkey using complementary methods.
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Smalley, David A. "A social goals perspective on bullying in schools." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6918/.
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Contrasting approaches to explaining the social-cognitive contributors to bullying in schools have stressed the importance of a child‘s social goals in determining whether he or she will bully. In spite of this, the social goals of bullies and victims have not been adequately investigated in empirical research. This thesis aimed to address this issue by investigating the social goals associated with bullying/victimisation, determining whether these goals were able to predict bullying/victimisation even after other social processing biases and theory of mind had been taken into account, and considering the influence social goals have on children‘s response to provocation. In a series of six studies, 583 children from Primary schools in the UK completed several measures aimed at assessing their engagement in behaviours related to bullying and being victimised, their social goals (both as general interpersonal goals and also specific to hypothetical social scenarios), and other social-cognitive factors (including theory of mind). Although the pattern of results across studies was not always uniform, there was a general trend for bullying in boys to be associated with situation-specific goals that protected their physical dominance within their peer group, while bullying in girls was better predicted by an overall concern for maintaining an image of popularity. Interestingly, victimisation in boys was predicted by an inappropriate concern for others‘ feelings in certain scenarios, while victimisation in girls was associated with a low level of concern for behaving prosocially. Importantly, these kinds of social goals remained predictive of bullying and victimisation even after controlling for variance accounted for by theory of mind and other social information processing biases. Finally, social goals were found to mediate the relationship between bullying/victimisation and aggressive/submissive response strategies. Findings are discussed in relation to the existing literature as well as to their potential impact on intervention strategies.
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Nordling, Jamie Koenig. "Pathways to bullying: early attachment, anger proneness, and social information processing in the development of bullying behavior, victimization, sympathy, and anti-bullying attitudes." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1371.
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Bullying is a pervasive problem among children and adolescents worldwide, but relevant research, although growing, lacks coherence. The proposed study is the first to integrate three large bodies of research - on children's attachment, anger, and Social Information Processing (SIP) - in a comprehensive, developmentally informed, multi-method, multi-trait design to elucidate the origins of bullying behavior, victimization, and anti-bullying attitudes and emotions. It was predicted that (1) children's early attachment insecurity would be linked to their maladaptive SIP patterns and to higher anger proneness; (2) higher anger proneness would be associated with maladaptive SIP; (3) anger proneness and maladaptive SIP would both predict greater parent-reported aggression; (4) parent-reported aggression would predict both bullying behavior and victimization; (5) lower anger proneness and more adaptive SIP would be associated with anti-bullying attitudes and sympathy for victims of bullying. A series of path analyses revealed overall well-fitting models; however, the analyses of the specific pathways described in the hypotheses above were less conclusive. Theoretical and empirical evidence suggests that attachment security, anger proneness, and social information processing each plays a role in the development of positive or negative peer relations, but how these factors come together needs to be further elucidated.
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Elfstrom, Jennifer L. "Bullying and Victimization: School Climate Matters." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1186089056.
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Henry, Sally. "The powerhouse for bullying : the relationship between defensive self-esteem, bullying and victimisation." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/5304.
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Studies which examine conflict have identified coping strategies as potent variables for the social competencies of children. To extend these ideas to more specific indicators of social adjustment this study examined emotional impairments and coping strategies of victims and bullies. Inventories measuring emotional impairment: depression, anger, anxiety and self-concept were completed by 103 primary school children aged 9-11. A questionnaire measured five coping strategies: problem solving, social support seeking, distancing, externalising and internalising. Bully and victim nominations identified almost 5 times as many male bullies compared to girls therefore findings which specifically relate to bullying refer to boys only. Emotional impairments were identified as predictory variables for bullying and victimisation particularly for boys where anger was identified as moderating the relationship between externalising and bullying behaviour while anxiety was identified as a mediating variable between problem solving and victimisation. Findings here also suggest that all children learn how to cope with negative emotions through their experiences with adults. For bullies internalisation as a result of poor experiences during problem solving with adults makes problem solving with peers less likely.
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Duro, Daniela Patrícia Pedro. "Bullying e aceitação social em adolescentes do 7ºano de escolaridade." Master's thesis, ISPA - Instituto Universitário, 2013. http://hdl.handle.net/10400.12/2817.
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Dissertação de Mestrado em Psicologia Clínica apresentada ao ISPA - Instituto UniversitárioEstudos realizados na infância e adolescência apontam para uma associação entre a manifestação de comportamento agressivo e a aceitação social. Procurando alargar, o conhecimento sobre o papel da agressividade e da vitimização na aceitação social, o presente trabalho teve como objectivo estudar a relação entre a prática de bullying e a aceitação pelos pares, em jovens adolescentes. Os participantes são 762 adolescentes (381 do sexo feminino e 381 do sexo masculino), com idades compreendidas entre os 10 e os 15 anos (M=13,16, DP=1,04), estudantes do 7º ano de escolaridade, de escolas da região da Grande Lisboa. A aceitação social assim como a agressividade e a vitimização foram avaliadas através do Extended Class Play (Rubin, Wojslawowicz, Rose-Krasnor, Booth-LaForce & Burgess, 2006a). Foram encontradas diferenças significativas entre adolescentes agressivos e adolescentes vitimizados ao nível da aceitação pelos pares.
ABSTRACT: Studies conducted in childhood and adolescence point to an association between aggressive behavior and social acceptance. Looking to expand, the knowledge about the role of aggressiveness and victimization in social acceptance, the purpose of the present study was to examine the relationship between the practice of bullying and peer acceptance, in young adolescents. The subjects were 762 adolescents (381 females and 381 males), aged between 10 and 15 years (M = 13.16, SD = 1.04), students from 7th grade, in schools in the Lisbon greater area. Social acceptance, aggressiveness and victimization were assessed using the Extended Class Play (Rubin Wojslawowicz, Rose-Krasnor, Booth-LaForce & Burgess, 2006). Significant differences were found between agressive and victimized adolescents at the level of social acceptance.
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Tavares, Francesca Stephan. "Estudo compreensivo da associação entre bullying e ansiedade social." Universidade Federal de Juiz de Fora (UFJF), 2011. https://repositorio.ufjf.br/jspui/handle/ufjf/2490.
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O presente trabalho estudou a interrelação entre episódios de Bullying na infância e adolescência e Ansiedade Social\Fobia Social na idade adulta. O Bullying é um tipo específico de violência entre pares descrito como um abuso de poder continuado ao longo do tempo, com a intenção clara de afligir, intimidar e agredir outra pessoa no convívio permanente em locais coletivos, ocorrendo, preferencial, mas não exclusivamente, nas escolas. Bullying pode então ser considerado como um fator de forte interferência negativa para o desenvolvimento. A Ansiedade Social\Fobia Social é caracterizada como um quadro patológico no qual uma pessoa teme a convivência social por estar preocupada em ser humilhada e constrangida. A dificuldade em situações sociais durante a infância e adolescência pode influenciar no desenvolvimento de habilidades sociais necessárias para posterior funcionamento acadêmico, social e profissional. É necessário um maior entendimento entre dificuldades de socialização na infância e adolescência, e o desenvolvimento de Fobia social na idade adulta. Com o objetivo de analisar a relação que os participantes estabelecem entre as experiências de Bullying na infância e adolescência e os sintomas atuais de Ansiedade Social, foram realizadas entrevistas semiestruturadas com pacientes fóbico sociais do Programa de Transtornos de Ansiedade da Secretaria Municipal de Saúde do Município de Juiz de Fora. Foram realizadas trinta entrevistas, duas com cada um dos quinze participantes da pesquisa. Como resultados podemos destacar o número importante dos participantes pesquisados que tiveram experiências significativas de vitimização escolar. Grande parte dos participantes foi alvo de apelidos durante todo o período escolar, e também sofreram experiências de isolamento ou exclusão. Essas experiências em sua maioria ocorreram em sala de aula, e os participantes não contaram para ninguém os episódios sofridos. Os relatos de perseguição na escola, humilhação, insegurança e exclusão também foram exemplificados em situações de convivência familiar e no trabalho.
This study examined the interrelationship between episodes of bullying in childhood and adolescence and Social Anxiety \ Social Phobia in adulthood. Bullying is a specific type of peer violence described as an abuse of power continued over time, with the clear intention of distressing, intimidating and assaulting another person in the permanent coexistence of local collectives, occurring preferred, but not exclusively, on schools. Bullying can then be considered as a strong negative interference factor for development. The Social Anxiety \ Social Phobia is characterized as a pathological picture in which a person fears the social life to be worried about being humiliated and embarrassed. The difficulty in social situations during childhood and adolescence may influence the development of social skills needed for later academic functioning, social and professional. A greater understanding of difficulties of socialization in childhood and adolescence and the development of social phobia in adulthood is needed. In order to analyze the relationship established between the participants experiences of bullying in childhood and adolescence and current symptoms of social anxiety, semi-structured interviews were conducted with social phobic patients in the Anxiety Disorders Program of the Juiz de Fora Municipal Health Secretary. As a result we can highlight the large number of survey participants who had significant experiences of school victimization. Most of the participants was target of nicknames throughout the school year, and also suffered experiences of isolation or exclusion. These experiences mostly occurred in the classroom, and participants did not tell nobody suffered episodes. The reports of harassment in school, humiliation, insecurity and exclusion were also exemplified in situations of family and work.
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Armstrong-Romero, Kyla A. "Cultural influences and the impact of workplace bullying." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253570.
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Workplace bullying is a topic that impacts many people in many different disciplines. Research has shown that workplace bullying affects upwards of half of all workers during their work histories, and once it becomes an entrenched pattern, targets, witnesses, and human resource managers, alike, face difficulties in effectively addressing or abating the issue. This quantitative study used a non-experimental design to explore whether there was any relationship between the following variables: minority status, acculturation, workplace satisfaction, perceived bullying, and perceived acculturation. Learned helplessness theory and minority stress theory were the theoretical foundations utilized to investigate workplace bullying and the role of culture. The General and Racial/Ethnic Bullying Scale, The Negative Acts Questionnaire-Revised (NAQ-R), and the Stephenson Multigroup Acculturation Scale (SMAS) were used to measure participant’s experiences. The results revealed that workplace bullying had been experienced by both minority and non-minority individuals; however, the assumption that minorities are at a greater risk for workplace bullying than non-minorities could not be substantiated by the data.
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Blazevska, Elena, and Emira Mustafa. "Mobbning i skolan / bullying in school." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33667.
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Abstrakt Syftet med det här examensarbetet är att undersöka hur lärare och pedagoger arbetar för att motverka mobbning i skolan. Det empiriska materialet är insamlat på en F- 5 grundskola i en större kommun i södra Skåne. En grundskollärare och skolsköterskan på skolan intervjuades, de är både en del av trygghetsgruppen på skolan, en grupp som består av rektor, specialpedagog, kurator, skolsköterska, lärare och fritidspedagoger. Innan intervjuerna observerade vi ett trygghetsmöte. Vår undersökning visade att personalen på vår skola arbetar med ett salutogent tänkande genom att lyfta det positiva i verksamheten och genom att inspirera eleverna till att agera med andras bästa för ögonen, det vill säga ett prosocialt beteende. Personlen på skolan har även genom en enkät tagit reda på vilka platser på skolan eleverna anser som riskfyllda och ökat pedagogtätheten på dessa platser. Personalen implementerar styrdokumenten i deras dagliga arbete, genom att arbeta med värdegrunden i alla ämnen. Syftet besvarades med hjälp av följande frågeställning:Hur arbetar lärare och pedagoger för att förebygga mobbning på skolor? Vad gör skolan för att involvera eleverna i arbetet mot mobbning?Hur används styrdokumenten i lärarnas och pedagogernas arbete?Hur utbildade är lärare och pedagoger i att kunna hantera och upptäcka mobbning?I vår undersökning har vi arbetat med begrepp som mobbning, salutogent tänkande, prosocialt beteende och lekvärdar. Nyckelord: mobbning, salutogent tänkande, prosocialt beteende.
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Vieira, Rafael Rodrigues. "Bullying : estudo de caso em escola particular." reponame:Repositório Institucional da UnB, 2009. http://repositorio.unb.br/handle/10482/18566.
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O presente estudo tem como objetivo investigar os comportamentos relacionados ao bullying entre adolescentes - que são manifestações freqüentes e duradouras de atos que visam desestabilizar, humilhar, ofender e agredir, provocando danos de natureza tanto física quanto psicológica. Apesar deste fenômeno não ser novidade no ambiente escolar, apenas recentemente começou a despertar a atenção para as conseqüências negativas que advém destes comportamentos, o que vem provocando aumento das pesquisas da área. A revisão da literatura buscou levantar aspectos que relacionassem o bullying com a violência, em suas diferentes manifestações, tentando demonstrar a complexidade e a amplitude desta interação. Esta pesquisa se apresenta como um estudo de caso, envolvendo uma escola particular de uma cidade-satélite de Brasília com alta concentração de renda. Como abordagem metodológica foram utilizadas observações diretas sistemáticas e entrevistas semi-estruturadas individuais com alunos e professores. Os dados resultantes foram tratados a partir da análise de conteúdo categorial temática, destacando as percepções e vivências dos envolvidos no que se refere ao bullying. Como principais resultados, destacamos que os entrevistados entendem o conceito de bullying, o relacionam com a imaturidade dos adolescentes, já testemunharam ou forma vítimas de bullying (mesmo aqueles que também são autores) e traçam estratégias de enfrentamento (geralmente) individuais. Concluímos com algumas considerações e recomendações para a prevenção e o combate às ocorrências deste fenômeno. ______________________________________________________________________________ ABSTRACT
This study aims to investigate the behaviors related to bullying among teenagers – they are also frequency and enduring acts intended to destabilize and humiliate, abuse and assault, causing physical and psychological damage. Although this phenomenon is not new to the school only recently started to attract attention to the negative consequences that comes from such conduct, which has led to increased research in the area. The literature review sought to raise issues that related to bullying with violence in its various forms, trying to demonstrate the complexity and breadth of this interaction. This research is presented as a case study involving a private high school in Brasilia’s suburb with a high concentration of income. Methodological approach was used direct observation and systematic semi-structured interviews with individual students and teachers. The data were treated from the content analysis categories and themes,highlighting the perceptions and experiences of those involved in relation to bullying. As main results, we emphasize that respondents understand the concept of bullying, relate to the immaturity of teenagers, have witnessed or as victims of bullying (even those who are also bully) and plot strategies for coping (usually) individual. We conclude with some considerations and recommendations for the prevention and combating the occurrence of this phenomenon.
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ALBUQUERQUE, Florrie Fernandes. "O Bullying nas Revistas: a representação social do bullying em Veja e Isto É de 2001 a 2012." universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/15042.
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FLORRIE 25 01 2015 - versão impressão.pdf: 1592553 bytes, checksum: 81127183a28e8bc1c02ce60d8136c393 (MD5)Made available in DSpace on 2016-02-02T12:20:39Z (GMT). No. of bitstreams: 3 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) FLORRIE 25 01 2015 - versão impressão.pdf: 1592553 bytes, checksum: 81127183a28e8bc1c02ce60d8136c393 (MD5) FLORRIE 25 01 2015 - versão impressão.pdf: 1592553 bytes, checksum: 81127183a28e8bc1c02ce60d8136c393 (MD5) Previous issue date: 2015-04-27
O presente trabalho teve por objetivo investigar as representações sociais do bullying na mídia, especificamente nas matérias de duas revistas de grande circulação nacional - Isto É e Veja. Este trabalho surge a partir da experiência profissional na área de Educação, cenário frequente de identificação do fenômeno e de uso constante do termo bullying. No contato direto com a comunidade educativa e seus discursos sobre o bullying, foi possível perceber que para propagação do termo bullying, a mídia impressa representou um importante papel. Constituiu-se em uma investigação que fez uso dos recursos teórico-metodológicos da Teoria das Representações Sociais, dentro da perspectiva da dialogiciadade. Trata-se de uma pesquisa documental, que para a construção dos dados, foram reunidas as matérias (físicas), disponibilizadas virtualmente, das revistas Veja e Isto é, que faziam uso do termo bullying. Foram um total de 40 matérias, sendo 19 da revista Veja e 21 da Revista Isto é. Optamos por uma análise plurimetodológica, que reúne os métodos qualitativo e quantitativo. No delineamento metodológico, foram utilizados a Análise de Conteúdo de Bardin (1977/2012), enquanto análise temática, juntamente com o programa ALCESTE (análise lexical). A análise temática, recurso da Análise de Conteúdo, gerou seis categorias. Na análise lexical foram formadas cinco classes divididas em 3 eixos, dados que foram cruzados para a investigação mais aprofundada das representações. Os resultados evidenciaram que, embora o bullying esteja pautado na dicotomia vítima-agressor, a perspectiva da vítima tem sido muito mais explorada. Identificamos ainda que massacre, tragédia e chacina também comtempla uma forte representação do fenômeno. Além disso, percebemos uma disputa de campo conceitual entre o bullying e o assédio moral, que passam a descaracterizar o bullying enquanto fenômeno próprio do ambiente escolar. A presente pesquisa representa apenas uma possibilidade de estudo sobre a temática, observando que os estudos do bullying ainda necessitam de maiores reflexões, tendo apenas iniciado seu percurso científico. Ficamos na esperança de que esse trabalho contribua para as discussões futuras sobre o fenômeno.
The present work aimed to investigate the social representations of bullying in media, specifically in articles of two important magazines in Brazil – Isto É and Veja. This work comes out from the professional experience in the area of Education, a frequent scenario of identification of the phenomenon and of the constant usage of the term ‘bullying’. With the direct contact with the school community and with their discourses on bullying, it was possible to realize that media played an important role in the spreading of the term ‘bullying’. Thus it became an investigation which made use of the theoretic and methodological resources of the Theory of Social Representations, in the perspective of dialogicity. It consists of a documental research, in which, in order to build our database, all the physical articles of the magazines Veja and Isto É which contained the word ‘bullying’ were gathered. Altogether, they were forty articles, nineteen from Veja and twenty-one from Isto É. We chose a plurimethodological analysis, which combines the quantitative and qualitative methods. In the methodological outlining, the Content Analysis of Bardin (1977/2012) was used as thematic analysis, together with the ALCESTE program (lexical analysis). The thematic analysis, which is a resource from the Content Analysis, originated six categories. In the lexical analysis, five classes were created, each divided into three axes, and the data were crossed for a more profound investigation of the representations. The results evidenced that, even though bullying is guided in the dichotomy victim-aggressor, the victim’s perspective has been far more explored. We could even identify that massacre, tragedy, and slaughter also contemplate a strong representation of the phenomenon. Besides, we noticed a dispute of conceptual field between bullying and moral harassment, which disfigures bullying as a phenomenon which is proper of the school environment. The present research represents only a possibility of study of the theme, considering that the studies of bullying still need more reflection, having just begun its scientific journey. We hope that this work will contribute to further discussions about the phenomenon.
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Dibnah, Caroline E. "Peer victimization and depression : the roles of social support and cognitive vulnerabilities." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288444.
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Gonçalves, Francine Guimarães. "Bullying em adolescentes : validade de constructo do questionário de bullying de olweus e associação com habilidades sociais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/118329.
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O bullying é um problema comum entre jovens em idade escolar, nos diferentes países, culturas e níveis socioeconômicos. Trata-se de um comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa contra outra ou por um grupo contra outros, com a intenção de ferir e humilhar, estabelecendo-se uma relação desigual de poder. O envolvimento com bullying está associado a pior ajustamento psicossocial, problemas de aprendizagem, evasão escolar ou de trocas frequentes de escolas, entre outros. Embora o comportamento de bullying seja multicausal, ainda são escassos estudos que avaliem a relação entre habilidades sociais de adolescentes e bullying. Um dos aspectos que dificultam a realização de pesquisas nessa área está relacionado à falta de instrumentos validados. Os objetivos do presente estudo são verificar a validade de constructo do Questionário de Bullying de Olweus (QBO) versão agressor e versão vítima e verificar a associação entre habilidades sociais e bullying em adolescentes. Trata-se de um estudo com alunos de ambos os sexos, oriundos de escolas da rede pública de Porto Alegre, do 5º ao 9º ano do ensino fundamental, com idade entre 10 e 17 anos. Para verificar o envolvimento com bullying, utilizou-se o QBO, com 23 questões para versão vítima e 23 para versão agressor com quatro opções de resposta (1=nenhuma vez a 4=várias vezes por semana). A validade de constructo foi verificada com a Teoria de Resposta ao Item (TRI), utilizando-se o modelo de resposta gradual e o crédito parcial generalizado. As habilidades sociais foram avaliadas com o Inventário de Habilidades Sociais para Adolescentes (IHSA), que é validado no Brasil. Para verificar a associação entre bullying e habilidades sociais, o critério de idade foi de 12 a 17 anos, conforme a recomendação do IHSA. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da Universidade Federal do Rio Grande do Sul e da Secretaria Municipal de Saúde de Porto Alegre (CAAE 19651113.5.0000.5338). Os instrumentos, ambos de autorrelato, foram respondidos pelos adolescentes no horário de aula e após a autorização dos pais. Os resultados estão apresentados em dois artigos. No primeiro, foi incluído um total de 703 adolescentes, sendo 380(54%) meninas, com média de idade de 13(DP=1,58) anos. Após a análise para a construção dos escores finais do QBO pelo modelo da TRI, observou-se que a probabilidade de um adolescente responder à opção 3 (uma vez por semana) é zero para ambas as versões. De acordo com as curvas característica do item (CCI), optou-se pela unificação das alternativas 3 e 4 para mensuração mais fidedigna a realidade do comportamento de bullying. Os itens com maior discriminação para classificar como vítima foram, respectivamente, 20 (Disseram coisas maldosas sobre mim ou sobre a minha família); 15 (Fui perseguido[a] dentro ou fora da escola) e 3 (Me ameaçaram). Na versão agressor, os itens com maior discriminação foram, respectivamente, 22 (Forcei a agredir outro[a] colega); 15 (Persegui dentro ou fora da escola) e 3 (Fiz ameaças). No segundo artigo, foram incluídos 467 alunos, sendo 245(52,5%) do sexo feminino, com média de idade de 13,3(DP=1,18) anos. Considerando-se a interação habilidades sociais e sexo, as meninas apresentaram associação significativa com menor frequência do autocontrole (p=0,010) e da civilidade (p=0,031) e maior dificuldade das habilidades de autocontrole (p=0,033) e desenvoltura social (p=0,009). Em relação aos tipos de envolvimento com bullying, 59(12,6%) dos adolescentes classificaram-se como vítima, 60(12,8%) como agressores e 175(37,5%) como agressores vítimas. Observou-se associação significativa entre as meninas vítimas de bullying e maior dificuldade na habilidade de empatia comparada aos meninos (p=0,012) e aos demais tipos de bullying (p=0,022). Também foram as vítimas, independentemente do sexo, que apresentaram maior dificuldade em termos de autocontrole, assertividade, abordagem afetiva e o total das habilidades sociais em comparação aos não envolvidos (p<0,05). Os resultados sugerem que a utilização da TRI permite a construção de uma medida de avaliação mais objetiva e precisa do comportamento de bullying. Por meio da validação de constructo do QBO e da associação com habilidades sociais, o estudo demonstrou que existe um importante déficit de determinadas habilidades sociais nos diferentes tipos de envolvimentos com bullying, principalmente entre as vítimas, quando comparadas aos não envolvidos. Portanto, intervenções que incluam técnicas para melhorar as habilidades sociais podem desempenhar um relevante papel preventivo no envolvimento com bullying no ambiente escolar.Bullying is a common problem among school-age children and adolescents across different countries, cultures and socioeconomic levels. Bullying consists of the repeated infliction of aggressive and offensive behaviors by one person against another or one group against others, with the intent of hurting or humiliating the victim, resulting in an imbalance of power. Involvement in bullying is associated with issues such as poor social adjustment, learning difficulties, truancy and frequent changes of schools. Although bullying is known to be a multicausal phenomenon, few studies have evaluated the relationship between social skills and bullying in adolescents. A major challenge to research in the area is the lack of validated instruments which can be used to assess either of these variables. The goals of the present study were therefore to evaluate the construct validity of the Olweus Bully/Victim Questionnaire (OBVQ) and investigate the association between social skills and bullying in adolescents. This study involved participants of both genders aged between 10 and 17 years recruited from grades five through nine of public schools in the city of Porto Alegre. Involvement in bullying was evaluated using the OBVQ, which consists of 23 victim questions and 23 bully questions, scored on a scale of 1 (never) to 4 (several times a week). Construct validity was investigated using item response theory (ITR), by means of graduated response and generalized partial credit models. Social skills were evaluated using the Adolescent Social Skills Inventory (ASSI), which has been validated for use in Brazilian adolescents. The association between bullying and social skills was investigated in a sample of 12- to 17-year olds, which corresponds to the age group for which the ASSI was validated. This study was approved by the Research Ethics Committee of the Federal University of Rio Grande do Sul and the Municipal Health Service of Porto Alegre (CAAE 19651113.5.0000.5338). The OBVQ and ASSI, both of which are self-report instruments, were administered to adolescents during school hours following parental consent. The results of this procedure are presented in two articles. The first involved a sample of 703 adolescents, of whom 380 (45%) were girls, with a mean age of 12 (SD=1.58) years. The analysis of the IRT model for OBVQ scores revealed that the probability of an adolescent responding to any of the items with option 3 (once a week) was zero in both versions of the questionnaire. Therefore, based on item characteristic curves (ICC), alternatives 3 and 4 were combined to ensure a more reliable measure of bullying behaviors. The most discriminating items in the victim questionnaire were items 20 (One or more classmates said bad things about me or my family); 15 (I was persecuted inside or outside the school) and 3 (I was threatened). The most discriminating items in the bully version were items 22 (Forced someone to hit a classmate); 15 (Persecuted a classmate inside or outside the school) and 3 (Made threats). The second article involved 467 students, of whom 245(52.5%) were female. The mean age of the sample was 13.3 (SD=1.18) years. An interaction between social skills and gender was identified, whereby girls were found to engage less frequently in the behaviors described in the selfcontrol (p=0.010) and civility scales (p=0.031), and found it more difficult to perform the behaviors listed in the self-control (p=0.033) and social ease scales (p=0.009). An analysis of student involvement in bullying revealed that 59 (12.6%) participants were considered victims, 60(12.8%) were classified as bullies and 175(37.5%) were categorized as bullyvictims. Female victims of bullying had more difficulty expressing empathy than boys (p=0.012) and participants with different types of involvement in bullying (p=0.022). Bullying victims of both genders also had more difficulty engaging in the behaviors listed in the self-control, assertiveness, and affective approach subscales, and obtained higher total scores on the difficulty engaging in ASSI behaviors than adolescents not involved in bullying (p<0.05). The results suggested that IRT can be used to develop a more objective and precise measure of bullying. By construct validating the OBVQ and verifying its association with social skills, the present study showed that the latter are significantly impaired in adolescents involved in bullying, especially the victims, as compared to those not involved. Therefore, interventions involving the improvement of social skills may play an important role in preventing bullying in schools.
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Dietrich, Lars. "Bullying in Schools| How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools." Thesis, Brandeis Univ., The Heller School for Social Policy and Mgmt, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010595.
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This dissertation argues that bullying is a fundamental response to bullies’ feelings of insecurity. Past research has found factors associated with bullying to include socioeconomic status and propensities towards violent behavior. Contextual factors posited here that produce the feelings of insecurity, which lead to bullying, include peer group dynamics, school climates, and teaching.
In relationship to peer groups, the theoretical framework of this dissertation draws primarily from the theories of Robert E. Crosnoe and Dorte M. Sondergaard. The assumption is that students are socially embedded in peer groups in which they struggle for social status (Crosnoe 2011) and in many cases experience the threat of social marginalization (Sondergaard 2012). Sondergaard, in particular, theorizes that the more insecure students feel about their social status in peer groups, the more likely they are to resort to bullying behavior.
All multivariate analyses in this dissertation are limited to white, black, and Latino boys. The resulting sample comprises N=6,491 student observations nested within 153 schools. The nested sampling structure requires multi-level modeling (MLM) for the calculation of unbiased estimates.
I find that individual-level student background characteristics are stronger predictors of bully identification than the school context, as measured by student body composition and teaching style factors. In addition, social status insecurity is a mediating factor for many of the student- and school-level predictors of bullying.
The dissertation distinguishes four types of schools, each of which is above or below average on two major dimensions. The first dimension is academic support (i.e., how caring and responsive teachers are), while the other is academic press (i.e., how strict and demanding they are).
I find that black male students are more likely to self-identify as bullies in schools that are below average on both academic support and academic press, compared to those that are above average on both. The pattern for Latino boys is different. For them, self-reported bullying is higher when the school rates high on academic support, but low on academic press.
I find no statistically significant role for teaching styles in predicting the amount of bully identification among white males.
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Hui, Yin-wah Eva, and 許燕華. "Adolescent bullying in public housing estates." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31978538.
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Lara, Cecy. "Bullying victimization among adolescent students| A qualitative study." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590123.
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The purpose of this study was to explore the relationship between demographics characteristics (gender, age, and ethnicity), body weight, video or computer games, physical education participation, and sports involvement and bully victimization among adolescent students. This was accomplished by conducting a quantitative study in which secondary data was utilized from the Center for Disease Control, 2013 Youth Risk Behavioral Surveillance System (YRBS). YRBS provided data, collected by CDC relating to health and risk behaviors including bullying (CDC, 2013). This study found a significant association between demographic characteristics, body weight, physical association, and time spent playing video or computer games and bully victimization. This study was intended to educate and bring awareness for parents, caregivers, educators, and professionals intervene and prevent adolescents from experiencing bullying.
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Bird, Jessie-Anne. "A social network analysis of bullying experienced by Grade 4 learners." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60981.
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The purpose of this research was to study the influence of strong and weak social network ties on the phenomenon of bullying by examining the social ties leading to, or preventing bullying. Social ties were examined in relation to bullying, to establish the risk and protective factors associated with the structures of existing social networks. The study answered the research question: How does the strength of social ties relate to the phenomenon of bullying experienced by Grade 4 learners in a school environment? The secondary research questions addressed by the study were: What types of social ties are prevalent in bullies' and victims' networks? How do social ties act as protective factors when regarding bullying for the Grade 4 victims and bullies? How do social ties act as risk factors when regarding bullying for the Grade 4 victims and bullies? Social capital theory formed the basis of the theoretical framework. This study made use of an interpretivist paradigm, and employed a qualitative approach. This study was conducted using an exploratory, embedded case study design. One-on-one, semi-structured interviews, observations and reflexive journal were used to gather data. The data was analysed using thematic content analysis. Bullies were found to have more weak network ties than victims. Weak ties are largely necessary for the exchange of resources across networks, leading to greater diversity and variety of information, thus increasing access to social capital. Future research recommendations included a mixed-methods study, as well as an examination of the longevity of bullying and social network status. Recommendations included interventions aimed at reducing the incidences of bullying through addressing unrealised assets within social networks, and the wider social context, alongside teacher training.Dissertation (MEd)--University of Pretoria, 2016.
Educational Psychology
MEd
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Göransson, Genet. "Mobbning bland flickor/ Bullying among girls." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28276.
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Mobbning bland flickorEn examensuppsats av Genet Göransson2013-05-29Denna uppsats handlar om mobbning bland flickor, syftet är att ur ett genusperspektiv, närmare bestämt feministiskt konstruktivistiskt, tillägna mig och dela ny kunskap i fråga om flickors mobbning. Metoden för denna uppsats är kvalitativ med fördjupning och förankring i den senaste forskningen om flickors mobbning. Jag har studerat, tolkat och reflekterat kring detta fenomen. Länge har forskare haft fokus på hur pojkar mobbar och forskarsamhället har antagit att flickor inte mobbar alls. De flickor som gjort det har setts som avvikande och ibland också abnorma, då de mobbat på pojkars vis, alltså mer öppet, provocerande och våldsamt. Ny forskning visar att flickor i det västerländska samhället inte öppet får visa sin aggression i offentligheten. Detta menar man beror på vuxnas könsstereotypa förhållningssätt visavi flickor och pojkar i hemmet, förskolan och skolan. Och det offentliga rummet har länge ansetts vara männens område. Det är en manlig diskurs som bestämmer var, hur och när flickor och pojkar får agera. Ny forskning visar också att flickor visst då är aggressiva, men att de döljer det. Flickors mobbningsstrategier skiljer sig också väsentligt från pojkarnas då mobbningen försigår indirekt och är kopplad till nära relationer, utseende och sexualitet. Detta eftersom en flicka som mobbar inte vill bli utpekad som elak, för då förlorar hon i popularitet. Det är också oftast flickor i den närmaste kretsen som mobbar eller blir mobbade. Den som blir mobbad utmanar oftast den rådande heterosexuella normen. Mobbningen sker i det fördolda med mycket sublima medel och med så många engagerade flickor som möjligt, detta för att den som mobbar inte ska bli utpekad. I min uppsats har jag också tagit med de metoder som forskarna anser hjälper mot flickmobbning.
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Kutlu, Funda. "The Effect Of Bullying Management Training On Bullying Behaviours Of Elementary School Students." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606249/index.pdf.
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The present study consists of two phases. The first phase includes the development of the Turkish Bully Scale to identify bully, victim and bully/victim groups and to describe the incidence of bullying among the elementary school students. The second phase of the study evaluates the effect of the Bullying Management Training Program on reducing bullying behaviours of bully/victim elementary school students.
In the development of the Bully Scale a pilot (N=453, sixth grade students) and a main study (N=519, sixth grade students) were conducted to examine the validity evidence and the reliability estimates. Exploratory and Confirmatory Factor Analyses were used to analyse the validity evidence and the reliability of the Bully Scale, which is used for the selection of the subjects.
In the second phase of the study, an experimental 3 x 2 design with one training and two control groups was used to investigate the effectiveness of Bullying Management Training Program. The 19-item Bully Scale including a self-report (N=367) and peer nomination (N= 396) forms were administered to a sample of the 7th grade students. The training program was conducted with the bully/victim group. Contrary to the expectation, the results of repeated measures ANCOVA analyses were not significant, except for the victimization scores of the peer nomination form. The post hoc analyses did not indicate a significant difference for the victimization score between the training and two control groups. The Bullying Management training was not found as an effective technique to reduce bully/victim students&rsquobullying and victimization.
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MILIOTIS, GEORGIOS. "School bullying in contemporary Greece : An empirical examination of school bullying and its prevention in the Greek press." Thesis, Linköpings universitet, Tema Barn, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148055.
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School bullying and its prevention have emerged very recently as a crucial topic in the Greek research and media. This thesis uses three bullying cases reported in one of the largest morning newspapers in Greece to analyze the discussions around the definition of bullying and its consequences, causes and solutions. Furthermore, the discussions around the concepts of children and childhood are analyzed and reported. Even though the research in Greece the last five years has taken huge steps forward, it has been only based on a more traditional view on bullying, both in research and the media. This thesis suggests that the new paradigm of new social studies could be a vital analytical view on the studies of bullying and its prevention and could be a very useful alternative to be used by both research and the media.
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Tokarick, Karen. "The Effect of Bullying Prevention Programs on the Perceptions of Bullying Among Female Youth." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/288.
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Bullying has become a widespread social issue. Previous research has focused on both genders and various grade levels; it has shown that programs reduce bullying and improve social climates and attitudes toward academics. The effect of these programs, specifically on female youth, has not been studied. This study addressed the effect of bullying prevention programs on perceptions of bullying among female youth in Grades 5-7 in 2 schools in rural eastern Pennsylvania. One school utilized a prevention program while the other did not. Teachers and administrators were also interviewed to gain insight regarding their perceived effectiveness of the program. The main research question examined if prevention programs resulted in reductions in the perceptions of peer bullying among female youth in Grades 5-7. Telephone interviews with 30 students were conducted to assess if bullying programs alter perceptions of bullying. The theoretical bases of social learning theory and general aggression model were used to determine if programs altered perceptions of bullying. Bullying perceptions of participants from both schools were compared. An ethnographic design was employed, using partial grounded theory as the primary methods of research. Data were reviewed and codes were determined based upon the frequency of responses to interview questions. Results showed that bullying was prevalent in both schools; however, the prevention program did not alter perceptions of bullying, indicating problems with program implementation. The current research provides insights for school administrators regarding changes needed in program implementation to improve students' perceptions and possibly reduce bullying among this population.
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Sá, José Ilídio Alves de. "Bullying nas escolas: prevenção e intervenção." Doctoral thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/9281.
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Doutoramento em Ciências da EducaçãoA temática da violência (e do bullying) nas escolas em Portugal tem vindo, nos anos mais recentes, a assumir uma crescente visibilidade fruto de variados fatores, entre os quais podemos destacar o aparente aumento no número de incidentes reportados envolvendo alunos, professores e pessoal não docente ou, ainda, como resultado da maior atenção dispensada ao(s) fenómeno(s) pela comunicação social. Na relação que se estabelece entre alunos, o bullying (e ultimamente o cyberbullying) tem igualmente ocupado um maior espaço de discussão no contexto português pela elevada complexidade que o carateriza e pelas diversas consequências negativas e irreversíveis que acarreta para vítimas, agressores, famílias e escolas. Para que sejam encontradas estratégias e soluções eficazes na abordagem ao(s) fenómeno(s), torna-se necessário aprofundar – e partilhar – o(s) conhecimento(s) em torno dos fatores e das dinâmicas que caraterizam o fenómeno e que contribuem para a sua (re)ocorrência. Procurámos, portanto, refletir sobre o papel que a escola, enquanto organização com uma missão muito própria ‒ e todos os demais elementos que a integram (diretores, docentes, assistentes operacionais, alunos e respetivas famílias) ‒ devem efetivamente desempenhar no sentido de serem promovidas e implementadas políticas e medidas que possam acautelar e solucionar quaisquer manifestações de violência, com especial incidência nos episódios de bullying. Sobressai, em primeira instância, a necessidade de sensibilizar e de mobilizar toda a comunidade escolar, prestando especial atenção ao papel vital que cada sujeito desempenha. Destaque-se, por outro lado, a aposta que deve ser feita na vertente da (in)formação de professores, não docentes, alunos e pais com o claro propósito de serem criados climas de escola positivos e seguros. Dividimos o trabalho empírico da nossa investigação em dois momentos. Do estudo comparativo (resultante da recolha de informação baseada na pesquisa e análise documental) que levámos a cabo na primeira parte a um conjunto de doze programas de prevenção e de intervenção de bullying implementados (e igualmente avaliados) em países anglo-saxónicos, procurámos identificar os seus componentes fundamentais (princípios teóricos subjacentes às intervenções, objetivos pretendidos, destinatários, níveis/fases de ação, componentes/estratégias de atuação e materiais de apoio disponibilizados). Pudemos verificar que essas iniciativas assentaram numa perspetiva sistémica da problemática do bullying que sublinha a necessidade de mudanças persistentes e contibuadas ao nível da sensibilização, da consciencialização e de transformações nas atitudes da população escolar no seu todo. Este exercício possibilitou, por outro lado, a identificação e a assimiliação de algumas das boas práticas experimentadas com esses programas. Na segunda parte, desenvolvemos um projeto-piloto numa escola Secundária com o 3.º Ciclo do Ensino Básico ao longo do ano letivo de 2010/2011 (envolvendo diretamente na iniciativa duas turmas ‒ uma do 7.º e outra do 10.º ano ‒ e os respetivos professores), sendo de destacar que a temática se tornou mais familiar para a maior parte dos participantes (por via da mobilização, da sensibilização e da formação desses atores). Na sequência da aplicação de dois questionários a 190 alunos no âmbito do projeto-piloto, foi ainda possível apurar que as percentagens de vitimação de bullying presencial moderado se situam abaixo dos 10%, sendo que para as ofensas sofridas de modo mais intenso esses níveis não ultrapassam os 5% para qualquer uma das formas de agressão apresentadas. Os dados indicaram igualmente as ofensas diretas verbais e indiretas como sendo as mais frequentes entre os inquiridos, surgindo em terceiro lugar as de pendor direto físico. Os índices de vitimação apresentam valores superiores junto dos alunos mais novos, independentemente do seu género. Perto de 45% dos sujeitos objeto de agressão admitiu não ter reportado o sucedido a uma terceira pessoa. Cerca de 27% dos jovens confessou assumir uma atitude passiva ou de indiferença perante uma agressão testemunhada. Foi, por outro lado, possível constatar que um conjunto significativo de jovens admitiu conhecer um colega da escola que tenha sido já gozado ou ameaçado no ciberespaço.
School violence (and bullying) in Portuguese schools has undeniably assumed an increasing visibility in recent years due to multiple factors such as the apparent increase in the number of incidents involving students, teachers and other staff members or even as a result of the wider attention that has lately been given to the problem by the mass media. In the relationships which are continuously established between students, bullying (and in recent years cyberbullying) has acquired wider visibility in the Portuguese context due to its high complexity and violence and evidently because of the harmful and additional irreversible consequences that it causes in the lives of victims, aggressors, families and schools. In order to attain effective strategies and solutions to face this specific problem, it is indispensable for researchers and for educators to develop – and subsequently share – the knowledge that has been obtained in relation to the factors and the dynamics that contribute to the flourishing of the phenomenon. We, therefore, attempted to focus on the leading role of the school (and its headmasters, staff, students and families) as an organization with a specific mission should play in order to promote and implement effective policies that ought to both avoid and solve all types of violent behaviours, especially those that involve bullying incidents. Measures must thus focus on the awareness and mobilization of the school community as a whole, with special incidence in the vital role that each subject plays as a central actor. Teacher, non-teaching staff, student and parent education should as a result generate both a positive and secure school ethos. We divided the empirical work of our investigation in two separate moments. In the comparative study (based on documentary research and analysis) which we developed in the first part with twelve prevention and intervention bullying programs that were implemented (and evaluated) in English-speaking countries, we tried to identify the(ir) fundamental and common components (theoretical principles, aims, targets, levels/phases, strategies and support resources). We were able to observe that those initiatives were based on a systemic perspective of the bullying phenomenon which emphasizes the need to undertake changes in terms of awarenesse-raising and modifications in attitudes of all school members. This exercise also gave us the opportunity to identify and assimilate some of the good practices which were experimented with these programs. In the second part, we developed a pilot-project in a Secondary school with Third Cycle (7th to 9th grades) throughout the school year of 2010/2011 (directly involving two classes in the project – 7th and 10th graders – as well as all their teachers), and it was possible to verify that the topic bullying became significantly much more familiar to most of the participants (especially as the result of the mobilization, awareness-raising and formation of those subjects). As a result of the implementation of a questionnaire (involving a total of 190 students), it was also possible to verify that the levels of moderate face-to-face bullying victimization are lower than 10%, whereas those that involve students in a more severe way do not surpass 5% in any of the types of aggression that were presented. The figures also indicate direct verbal and indirect forms of offenses as the most common amongst these youngsters, whereas the direct physical ones appear in third place. Furthermore, the frequency of victimization episodes are also higher with younger students, despite their gender. Almost 45% of the students who were victimized confessed that they had not told anyone else about the situation. Approximately 27% of the respondents admitted having a passive or indifferent attitude in relation to an aggression that they had witnessed. On the other hand, it was possible to confirm that a significant number of youngsters knew another friend at school who hadbeen, at some time, ridiculed or threatened in cyberspace.
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Silva, Dezir Garcia da. "Violência e estigma: bullying na escola." Universidade do Vale do Rio do Sinos, 2006. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2123.
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Esta dissertação investiga a violência manifestada através da prática do bullying. Combina dados quantitativos com qualitativos procurando entender como esse tipo de violência é percebida, entendida e representada pelos alunos/as no ambiente escolar, como vítimas, espectadores e agressores. Valendo-se das metodologias utilizadas, através de levantamento de dados, observação participante, relatos escritos e grupos focais, realizados com os alunos/as, esta dissertação apresenta um conjunto de reflexões sobre esse tipo de violência escolar, estendendo um convite ao leitor para participar do debate em torno desta temática tão necessária e urgente
This dissertation investigates violence on school bullying practices. It combines quantitative and qualitative data in order to investigate how this modality of violence is perceived, understood and represented by students on primary school settings, both as victims, spectators or offenders. Through the use of basic statistics devices, participant observation, written reports and focus groups, held in interaction with the students, this dissertation seeks to present a range of topics for discussion on school violence, inviting the reader to participate on such a necessary and urgent debate
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Seigne, Elizabeth. "Contribution of personality factors to bullying in the workplace." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:8470.
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Although many studies have investigated the contributing factors of workplace bullying, most have focussed on organisational factors, and few have explored the notion of personality as a contributory factor. This thesis represents an attempt to remedy this deficiency and to throw some light on the role played by personality. This thesis is based on three main studies and is divided into six main sections: The first explores the literature of bullying behaviour and personality; the second examines the antecedents of workplace bullying; the third and fourth sections explore the notion of a victim and bully profile respectively; the fifth section examines bullying at an organisational level, and the sixth section includes a final discussion of findings in this thesis. Chapter One of the literature review is divided into three parts, with the first part concerned with the various definitions of the behaviour, the second part surveys what is known about bullying in schools for the light it might throw on adult bullying practices, and the third part examines earlier work on bullying in the workplace. Chapter Two is concerned with the literature on personality variables in connection with bullying, and whether it is possible to find a personality profile for victims and for bullies. In the third chapter the results from a pilot study are presented, the first to be conducted in Ireland. It examines results obtained from 30 self-selected victims, who were interviewed and given a personality test (Cattells' 16PF5). Factors contributing to bullying and the effects of bullying were explored, as were the victims' personality and their perception of the situation. Organisational factors such as stressful and hostile working environments, also the senior position of bullies, their aggressive behaviour and personality were cited by victims as reasons for being bullied. Most victims reported psychological effects ranging from anxiety to fear, and physical effects ranging from disturbed sleep to behavioural effects such as eating disorders. In relation to personality, many victims felt they were different, and were found to be anxious, apprehensive, sensitive, and emotionally unstable. Action taken by victims ranged from consulting personnel to taking early retirement. The aim of the investigation reported in Chapter Four was to extend the pilot study and to attempt to make up for its limitations. Thus, a control group of non-victims was employed, the number of respondents was increased, interviews were conducted in the workplace, and a revised interview schedule and a more appropriate personality test was included. The sample comprised 60 victims and 60 non-victims, employees from two large organisations in Dublin. Both samples responded to a semi-structured questionnaire and completed the ICES Personality inventory (Bartram, 1994; 1998). Results showed that victims were less independent and extraverted, more unstable and more conscientious than non-victims. The results strongly suggested that personality does play a role in workplace bullying and that personality traits may give an indication of those in an organisation who are most likely to be bullied. In an extension to the main enquiry, the history of respondents with regard to their experience of bullying at school was examined. Four groups were formed: (1) those who had been bullied both at school and at work, (2) those who had been bullied at work, but not at school (3) those who had been bullied at school but not at work, and (4) those who had not been bullied at school or at work. The test results from each group showed that the victim profile was most marked for Group One; Group Four were nonvictims throughout their lives; Group Three also produced non-victim profiles; Group Two were most similar to Group One. In interpreting these findings it is tentatively suggested that Group Three (those without the typical personality characteristics of a victim) were able to shrug off the bullying they experienced at school, whilst Group Two had possibly escaped bullying at school because of the support available to them from family and friends, and from being team members of school debating societies and sports teams, support that was no longer available when they were adults. A subsidiary pilot study of Chapter Four re-assessed victims with additional tests of the Interpersonal Behavioural Survey (IBS) (Manger, Adkinson, Zoss, Firestone & Hook, 1980) and the Culture-Free Self-Esteem Inventories, second edition (CFSEI-2) (Battle, 1992). Results indicated that again, victims had high dependency and in addition, low self-esteem and direct aggression, poor assertiveness, and a tendency to denial and to avoiding conflict. Chapter Five represents an attempt to examine the personality characteristics of bullies, using the ICES and ms and a behavioural workplace questionnaire (BWQ). Although it proved difficult to obtain a large enough sample of bullies, findings were encouraging. Bullies proved to be aggressive hostile individuals, high in extraversion and independence. They were egocentric and selfish, without much concern for other's opinions. Most bullies said that they themselves had been bullied at work. Chapter Six extends the personality profiles of bullies and victims to consider their behaviour at an organisational level. Central to this chapter is an analysis of three case studies that serve to illustrate the view that it is a combination of personality and factors peculiar to the organisation that leads to institutional bullying. Case analyses revealed that hostile working environments tend to act as a trigger to release, for example, inherent aggression in bullies and inherent anxiety in victims. Findings suggest that bullying can be tolerated in organisations as long as it helps to achieve one or more goals of that organisation. Chapter Seven is devoted to a final discussion of the main findings, to suggest areas forfurther research, and to recommend policies to deal with bullying.
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Lewis, Sian Elisabeth. "Adult workplace bullying : a qualitative study of social and psychological processes." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433530.
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Cowlin, Justin Lee. "Conflicting perceptions of bullying : an investigative study of parents, teachers and pupils' understanding of bullying behaviour." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8224.
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Bullying is a common phenomenon among all social groups, whether that be within the school, at work or among other social spheres. It can have serious consequences for the target and can arise in many visible and not so visible forms. Within the school environment bullying often occurs out of sight and undetected. If schools are to effectively overcome the negative effects of this complex social behaviour teachers, pupils and their parents need to take steps to develop and unify their perception of this common form of abuse in schools. Thus the aim of this essay was to examine teachers, pupils and parents’ perceptions of bullying behaviours in correlation with researchers understanding of this complex social behaviour. A quantitative approach was used in this essay to investigate upper-secondary school teachers, pupils and parents’ perception of the term bullying? Having gathered the results of the empirical data, many of the extracts from the subjects open responses could be categorised, and have been for the purpose of analysis under the appropriate headings pertaining physical and psychological forms of bullying behaviour. The results of this research illustrated a diverse and on occasion inadequate understanding of bullying behaviours among the respondents, despite the implementation of an anti-bullying programme (Likabehandlingsplan), required by Swedish law. Furthermore, many respondents illustrated the tendency to define bullying behaviour solely from the actions of the perpetrator. Are then the schools included within the scope of this essay at fault and failing to inform respondents of the complexity of bullying behaviour? Schools need to listen carefully to what adolescents are reporting as well as help teachers, pupils and parents develop a more inclusive, objective and balanced definition of bullying behaviours. This will not only have a positive effect for the individual (target) but may also help in identifying, reporting and combating incidents of direct and indirect forms of abuse, regardless of how insignificant one first perceives the act of bullying to be.
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Tu, Kelly Michelle Erath Stephen Andrew. "Peer victimization and school adjustment in early adolescence friends' social adjustment as a moderator /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1648.
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Tippett, Neil. "The socio-ecological context of peer bullying : correlates and consequences." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/71059/.
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Bullying is a widespread public health problem. While its prevalence, key correlates and major health outcomes have been well researched, important gaps or controversies remain. In particular, the association between bullying and both socioeconomic status and ethnicity remains unclear. Furthermore, other areas are under-researched, such as sibling aggression and its relationship to peer bullying. Finally, while there is evidence of the adverse effects of bullying on mental health, there is still uncertainty whether any experience of being bullied, or only sustained, chronic victimisation, will lead to adverse consequences. Do those who escape bullying fare better? This thesis comprises five studies. Study 1, a meta-analysis, explored the relationship between bullying and socioeconomic status, finding victims and bully-victims, but not bullies, more often came from low socioeconomic backgrounds. Study 2 examined sibling aggression, identifying a strong homotypic association with roles taken in school bullying. Study 3 explored ethnic differences in bullying, finding ethnic minority children were not more likely to be victims, but in some cases were more often bullies. Study 4 identified individual, social and sociodemographic correlates of school bullying. Distinct profiles were observed for each bullying role. Finally, Study 5 examined the timing of bullying in relation to individual and social outcomes. Stable and concurrent victimisation was associated with more negative outcomes, while escaping bullying reduced the adverse consequences. The findings are considered in relation to ecological systems theory. Distant environmental factors, such as socioeconomic status, were only weakly associated with school bullying, while more immediate socio-ecological influences, including sibling relationships and individual characteristics, predicted victim, bully and bullyvictim roles. Further research should focus on the association with sibling aggression, and identify characteristics which can explain why some children escape being bullying, thereby limiting the adverse consequences. The findings have implications for interventions, which should take account of children’s home environments.
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Paredes, Martha Cecilia. "Bullying prevention strategies for elementary school students| A grant proposal." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10007401.
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The purpose of this project was to collaborate with the host agency to design a program and seek funding to add a violence prevention component that can be implemented in the public school setting. “Bullying behaviour no doubt is becoming a common feature, and a nightmare in schools all over the world. It is a worrisome practice in schools because it infringes on the child's right to human dignity, privacy, freedom and security” (Aluede, Adeleke, Omoike & Afen-Akpaida, 2008, p. 151). This makes the need to prevent victimization and empower those who are being bullied all the more urgent. A literature review was conducted to determine the risk factors and consequences involved in bullying and to identify conflict resolution programs. The idea that conflicts can be resolved constructively, without physical or verbal violence, provides the basis for an evidence-based program designed to reduce bullying behavior. The implementation of this project will bridge the gap between the services offered to the child, school and community. The actual submission and funding of this grant was not a requirement for the successful completion of this project.
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Gasca, Karla. "A Comprehensive Bullying Prevention and Intervention Program a Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784467.
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The purpose of this project was to locate a potential funding source and write a grant to fund a comprehensive bullying prevention and intervention program at Southeast Middle School (SEMS) in Los Angeles Unified School District (LAUSD). An extensive literature review was performed to investigate the prevalence, long-term effects, theoretical frameworks and programs developed to address bullying and cyberbullying victimization. The literature reviewed revealed that a school-based bullying prevention program is highly needed due to approximately 30% of United States students in grades 6–10 having reported involvement in moderate or frequent bullying. The proposed program will take a whole-school approach to reduce bullying, by implementing both prevention and intervention components of Second Step for students, teachers, staff, and parents at SEMS. The overall goal of Second Step program is to build a connected school culture, peer relationships, and reduce bullying and violence on campus. Students will participate in classroom activities to build empathy, impulse control, and anger management skills. Teachers will be trained on how to implement Second Step; the program will be implemented at all grade levels (once a week for 50 minutes) and reduce peer conflict by 50%. The Joseph Drown Foundation was the closest fit that could provide funding for the proposed program, considering the types of populations of interest, the foundation's mission, and funding priorities. If funded, this program would enhance students coping capacities at SEMS to prevent bullying victimization. Actual submission of and/or funding of this grant proposal was not required for successful completion of this project.
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Mongold, Jennifer. "Bullying Behavior in Middle School: The Effects of Gender, Grade Level, Family Relationships, and Vicarious Victimization on Self-Esteem and Attitudes of Bullying." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2183.
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This research was conducted to investigate the effects of gender, grade level, family relationships, and vicarious victimization on self-esteem and attitudes of bullying. A self-report questionnaire was administered to sixth and seventh graders at a middle school to 436 students of whom 209 were males and 224 were females. Each home base classroom was systematically sampled for a random sample. The survey consisted of several demographic questions as well as questions regarding the previously mentioned variables. The mean age was 11.8 with 80.7% indicating they were white and 19.3% indicating another race. In the overall regression equations, gender and family relationships were significantly related to attitudes of bullying and family relationships was the only variable significant in the self-esteem equation. Several correlations between variables were found to be significant.
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Pitadas, Patrícia Isabel Correia. "Maus-tratos entre iguais e percepção de suporte social: um estudo com alunos dos 2º e 3º ciclos do ensino básico." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/17844.
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O bullying e o suporte social, apesar de conceptualmente distintos, interagem entre si. O bullying é um subgrupo do comportamento agressivo, que ocorre intencional e repetidamente, numa relação assimétrica de poder entre pares. O suporte social envolve o apoio recebido pelas fontes de suporte da rede social. O principal objetivo deste estudo é analisar a relação entre bullying e perceção de suporte social. O mesmo realizou-se numa escola básica de Évora, com 335 alunos dos 2° e 3° ciclos do ensino básico, sendo utilizados o Questionário de Violência Escolar e Isolamento Social e o Questionário de Percepção de Suporte Social. Os resultados obtidos indicam baixos níveis de incidência de comportamentos de bullying. Verificou-se que uma fraca perceção de suporte social associa-se a um maior envolvimento no bullying, o que aponta para a perceção de suporte social como um fator protetor para o envolvimento em situações de vitimação e de agressão; ABSTRACT: Bullying and social support, although conceptually distinct, interact between itself. Bullying is a sub-group of the aggressive behavior that occurs repeatedly and intentionally, in an asymmetrical power relationship between peers. Social Support involves the support received by the sources of social support networks. The aim of this study is to analise the relationship between bullying and perceived social support. The aim was done in a basic school of Évora, with 335 students of 2nd and 3th cycles of basic education. The used questionnaires had been the Questionnaire for School Violence and Social isolation and the Questionnaire for Perceived Social Support. The results indicate low levels of incidence of bullying behavior. lt was found that a low perception of social support is associated with an increased involvement in bullying, which points to the social support as a protective for involvement in situations of victimization and agression.
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SILVA, Tomaz Nonticuri da. "Bullying homofóbico e educação: possibilidade de superação de um preconceito." Universidade Catolica de Pelotas, 2017. http://tede.ucpel.edu.br:8080/jspui/handle/tede/619.
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The present work, carried out in two schools in the city of Pelotas, sought to study the bullying phenomenon, focusing on the aggressions motivated by homophobic prejudice. The research was characterized as having a qualitative, exploratory - descriptive character, and sixteen people were interviewed: two principals, six teachers and eight students. The general objective was concentrated in studying the occurrence of the bullying phenomenon in the school community, analyzing the extent to which it promotes prevention and combat against this reality, with emphasis on homophobic bullying, where the following categories of analysis were identified: prejudice and discrimination in the school environment; suffered or perceived aggressions on the part of students in school and in the family; accountability of the victim: by choice, by fashion, by media influence, by internalized homophobia; the school environment, its dynamics in relation to sexual diversity and the advance of reactionary proposals; absence of transvestites in schools: transphobia; the denunciation of lived or perceived situations of homophobia and actions to combat it. Throughout the work, the concepts pertinent to bullying, homophobia, and transphobia will be discussed in order to demystify common-sense ideas that, not infrequently, also legitimize hate speech hidden behind the mask of "opinion".The movements of the LGBT community will also be brought to work, aiming to concretize actions of visibility and expansion of rights, criticizing the responsibility of these subjects for the aggressions suffered and the need to understand how homophobic hate constitutes a social violence that deprives subjects of access to social policies and, thus, not being able to be considered as merely individual or subjective. Keywords: bullying; homophobia; Social policy.
O presente estudo, ocorrido em duas escolas da cidade de Pelotas, procurou estudar sobre o fenômeno bullying, com enfoque às agressões motivadas pelo preconceito homofóbico. A pesquisa se caracterizou como sendo de caráter qualitativo, exploratório – descritivo –, tendo sido entrevistadas dezesseis pessoas: dois diretores(as), seis professores(as) e oito alunos(as). O objetivo geral se concentrou em estudar a ocorrência do fenômeno bullying na comunidade escolar, analisando de que forma esta promove ações de prevenção e combate diante desta realidade, com ênfase ao bullying homofóbico, onde foram identificadas as seguintes categorias de análise: preconceito e discriminação no ambiente escolar; agressões sofridas ou percebidas por parte dos alunos na escola e na família; responsabilização da vítima por opção, pela moda, por influência da mídia e/ou pela homofobia internalizada; o ambiente escolar, sua dinâmica em relação à diversidade sexual e o avanço de propostas reacionárias; ausência de travestis nas escolas: a transfobia; e a denúncia das situações vivenciadas ou percebidas de homofobia e ações para combatê-la. Ao longo do trabalho serão discorridos os conceitos pertinentes ao bullying, à homofobia e à transfobia, a fim de desmistificar ideias oriundas do senso comum que, não raro, também legitimam discursos de ódio sobre a máscara da “opinião”. Foram trazidos para o estudo os movimentos da comunidade LGBT que visam concretizar ações de visibilidade e ampliação de direitos, criticando a responsabilização destes sujeitos pelas agressões sofridas, bem como demonstrar a necessidade de compreender como o ódio homofóbico se constitui em uma violência social que priva sujeitos ao acesso de políticas sociais, não podendo ser encarado como algo meramente individual ou subjetivo.
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Boswell, M. Alison. "School Level Predictors of Bullying Among High School Students." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/44.
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Bullying is a universal problem affecting the emotional, social, and physical wellbeing of school-age children worldwide. Individual level correlates of bullying have been well-documented; however, there is limited research identifying variables at the school level which contribute to bullying involvement, especially among high school students. In this dissertation, school characteristics associated with bullying were investigated using an ecological systems framework.
In the first paper, a comprehensive review of the bullying literature was conducted. Research in the following areas were summarized: definitions of bullying, measures of bullying, individual correlates, influences of cognitive development and social context across age groups, contextual variables (family, school, and community), evidence-based interventions, and bullying from a socio-ecological perspective.
In the second paper, research findings are presented for an original study investigating school level predictors of bullying involvement across Kentucky high schools. The study used aggregated data from a survey of 9th to 12th grade students in 26 high schools across the state, combined with existing school datasets, in order to examine: (1) the prevalence of bullies, victims, and bully-victims across Kentucky high schools and (2) school characteristics associated with elevated rates of bullying involvement. Results revealed important differences in school bullying incident reports and student reports of bullying experiences, as well as unique differences between school environments with high and low rates of bullying involvement. Overall, academic performance and parent involvement were the strongest predictors of bullying involvement at the school level; however, the relationships between these variables and prevalence rates were not as expected. In several analyses, individual level findings from the bullying research did not translate to the school level as hypothesized.
Overall, these findings have important implications for researchers when using multilevel analyses in the school context, when investigating the impact of bullying interventions at the school level, and when investigating how the school environment contributes to bullying. Results also provide important information for schools developing or revising bullying data collection procedures.
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Nigoff, Amy. "Bullying and Social Information Processing: Do the Characteristic Biases Continue into Adulthood?" Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1129926777.
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Hampton, Elspeth. "Coping with imprisonment : exploring bullying, safety and social support within prison settings." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3903/.
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This thesis examines prisoners’ experiences of imprisonment. Initially, some of the challenges that prisoners face during imprisonment are considered, of which bullying represents a prominent feature. A systematic review of literature exploring bullying within prisons is presented, with emphasis on the nature and prevalence of bullying and the characteristics of those involved. High rates of bullying within prisons are reported, with prisoners tending to have experience in both perpetration and victimisation. The Hospital Anxiety and Depression Scale (HADS; Snaith & Zigmond, 1994) is suggested as a useful tool for measuring psychological wellbeing within prisoners. The measure is investigated in terms of its reliability and validity. Finally, an empirical research study exploring the influence of perceived safety and social support on the psychological wellbeing of prisoners in open conditions is described. The study employed a mixed-method design, using both quantitative and qualitative approaches. Results revealed relatively low levels of anxiety and depression among prisoners with high levels of perceived safety. There were some significant differences in social support according to levels of anxiety and depression but prisoners’ concerns about trust and fear of being moved back to closed conditions limited the degree to which they sought support from relationships within prison.
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Bean, Suzette A. "Bullying and Resilience in Elementary School Children and Mitigating Pro-Social Behaviors." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6878.
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The purpose of this study was to examine the relationship between bullying behaviors, as measured by the Personal Experiences Checklist (PECK), and resilience, as measured by the Social Emotional Assets and Resilience Scales (SEARS), as well as whether the prosocial behaviors of controling anger, solving problems, and cooperating with others during activities mitigated the effects of bullying behaviors. A relationship between bullying behaviors and resiliency in children has been shown in past research. The theoretical framework for this study was social learning theory. The foundation of social learning theory is that children learned behaviors by imitating the behaviors of others. A sample of 8- to 11-year-old students from local primary schools in Bermuda completed the PECK and the SEARS. Simple regression, multiple regression, and ANOVA were used to analytically examine the relationship between variables. The findings of this study built on existing research, which suggested that children who were more resilient and exhibited more prosocial behaviors, experienced less victimization through bullying. In this study, it was found that the more children were bullied, the less resilient they were. The results of this study have the potential for positive social change through being used for the development and implementation of appropriate social and emotional learning programs. The long-term results of such programs include the reduction of bullying behavior during childhood, adolescent, and adult years, with children having more control over their behaviors, reducing their involvement with the justice system both in their childhood and adult years.
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Anderson, Chelsi. "Using Kidpower® Social Narratives to Teach Individuals with Autism about Bullying." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752405/.
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Individuals with autism spectrum disorder (ASD) are at an increased risk to be victims of bullying due to the core characteristics of the disorder. Prior research has focused on understanding bullying from the perspectives of individuals with ASD, parents, and practitioners through interviews and questionnaires. However, limited evidence exists using interventions to teach individuals with ASD about how to identify and respond to bullying. This study employed Kidpower® bullying narratives to teach individuals with ASD how to identify and respond to various bullying scenarios. Kidpower was selected to provide practitioners with a pre-established curriculum to utilize, rather than creating materials for each student. A multiple probe design across three participants was utilized to (a) teach individuals with ASD how to identify and respond to bullying drawings on Kidpower narratives, and (b) add an experimental study to the limited literature base pertaining to strategies for teaching about bullying to individuals with ASD. A fourth participant was also included as a case study. Progress for all participants was measured using the percentage of correct responses to 10 questions. Three out of four participants reached the mastery criterion of 90% over two consecutive sessions. Sessions for the fourth participant concluded after seven intervention sessions due to the COVID-19 pandemic. Many modifications were made to the original study design including changing the wording of the dependent variable and using more simple stories. No modifications were made to the actual stories. This study indicates the Kidpower narratives are helpful in teaching individuals with ASD who also meet certain criteria based on verbal comprehension. However, additional information is necessary in order to assess understanding of bullying.
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Tapia, Melissa. "Bullying education and prevention program a grant proposal project." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586171.
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Bullying is a serious problem that affects youth from all backgrounds and can negatively affect their development. The purpose of this project was to develop a program, identify potential funding resources, and write a grant to fund a bullying prevention program at Woodrow Wilson Middle School in Pasadena Unified School District. The proposed program will take a school-wide approach and implement Second Step, an evidence-based program to prevent bullying. Students will participate in classroom activities to build empathy, communication, bullying prevention, emotion management, and prevent substance abuse. Some enhancements such as assemblies, parent trainings, and incentives will be added to the program to promote collaboration between the school and the home and actively engage all of the systems related to bullying. Implications for social work practice are discussed. The actual submission and/or funding of the grant were not required for the successful completion of this project.
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Comodo, Camila Negreiros. "Vítimas, autores e testemunhas de bullying : uma avaliação das habilidades sociais e de indicadores da competência social." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7749.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
The literature has shown evidence that bullying is a worldwide phenomenon that deserves the attention of researchers and the community as a whole. Considering that bullying occurs in interpersonal relationships among students, it is important to understand the role of social skills repertoire of these individuals and their social competence to deal with the bullying situation, as a way to provide a more accurate diagnosis on the relationship of social skills and bullying, as well as contribute for the prevention of this type of violence. Considering these aspects, this study aimed to: (1) correlate social skills classes with authoring and victimization bullying behaviors; (2) compare the social skills of victims, authors, victims-authors and bystanders of bullying in terms of frequency and difficulty; (3) identify similarities and differences between the scores of authorship and victimization in bullying considering the self-assessment, peers and teachers evaluations; (4) assess and describe social competence indicators of teenagers involved in bullying; (5) functionally analyze the behavior of victims, perpetrators and bystanders of bullying. To analyze the social skills of students involved in bullying were applied the IHSA-Del-Prette, QIPVE and Peer Assessment with 241 adolescents aged 11 to 16 years. The data were analyzed descriptively and inferentially, and it was found that bullying behaviors and victimization showed a negative correlation with social skills classes. It was also found that students involved in bullying reported a less elaborate repertoire of self-control, assertiveness and empathy. Additionally, a comparison was also made between the bullying instruments used in this study. For this purpose 263 students responded to QIPVE and Peer Assessment, and 10 teachers appointed students as victims and bullies. This comparison brought data that there are differences between the self-assessment, evaluation of teachers and peers nominations about the involvement in bullying. To assess social competence indicators was realized an interview with 10 bullies, eight victims, 10 victims-authors and 10 bystanders. The interviews were transcribed and the responses were categorized. The results indicated that all respondents reported fail to achieve important indicators of social competence, which brings an impact on quality of life and development of these adolescents. Finally, the functional analysis of the student´s behavior pointed out that the attacks made by the bullies are reinforced by the removal of the victims and the bystanders’ silence and/or laughter. These datas indicate that anti-bullying programs should teach some specific social skills classes, promote not only social skills but also social competence and reach the entire school community, including bystander.
A literatura tem mostrado evidências de que o bullying é um fenômeno mundial que merece a atenção dos pesquisadores e da comunidade como um todo. Considerando que o bullying ocorre nas relações interpessoais entre estudantes, torna-se importante compreender o papel do repertório de habilidades sociais desses indivíduos e sua competência social para lidar com a situação de bullying, como uma forma de fornecer um diagnóstico mais preciso sobre a relação das habilidades sociais e bullying, assim como contribuir para a efetividade do combate a esse tipo de violência. Considerando esses aspectos, o presente estudo teve como objetivos: (1) correlacionar classes de habilidades sociais com comportamentos de autoria e vitimização de bullying; (2) comparar o repertório de habilidades sociais de vítimas, autores, vítimas-autores e testemunhas de bullying em termos de frequência e dificuldade; (3) identificar convergências e divergências entre os escores de autoria e vitimização em bullying considerando a autoavaliação, a avaliação dos pares e dos professores; (4) avaliar e descrever indicadores de competência social de adolescentes vítimas, autores, vítimasautores e testemunhas de bullying; (5) analisar funcionalmente os comportamentos de vítimas, autores e testemunhas de bullying. Para analisar as habilidades sociais de estudantes envolvidos em bullying foi realizada a aplicação dos instrumentos IHSADel-Prette, QIPVE e Peer Assessment com 241 adolescentes de 11 a 16 anos. Os dados foram analisados descritiva e inferencialmente e verificou-se que comportamentos de bullying e vitimização apresentavam uma correlação negativa com as classes de habilidades sociais avaliadas. Também se verificou que os alunos envolvidos diretamente em bullying relatavam um repertório menos elaborado de autocontrole, assertividade e empatia. Adicionalmente, também foi realizada uma comparação entre os instrumentos de bullying utilizados nessa pesquisa. Para tal 263 alunos responderam ao QIPVE e ao Peer Assessment, e 10 professores nomearam alunos como vítimas e autores de bullying. Essa comparação trouxe dados de que há diferenças entre a avaliação dos pares, a autoavaliação e a avaliação dos professores quanto ao envolvimento em bullying. Para avaliar indicadores de competência social foi realizada uma entrevista com 10 alunos autores de bullying, oito alunos vítimas, 10 alunos vítimas-autores e 10 alunos testemunhas de bullying. As entrevistas foram transcritas e as respostas categorizadas. Os resultados indicaram que todos os alunos entrevistados relataram deixar de atingir indicadores importantes da competência social, o que traz um impacto na qualidade de vida e no desenvolvimento desses adolescentes. Por fim, a análise funcional dos comportamentos dos alunos apontou que as agressões apresentadas pelos autores de bullying são reforçadas pelo afastamento das vítimas e pelo silêncio e/ou risadas das testemunhas. Os dados obtidos indicam que os programas de combate ao bullying devem ensinar algumas classes de habilidades sociais específicas, promover não apenas habilidades sociais, mas também competência social e atingir toda a comunidade escolar, incluindo as testemunhas de bullying.
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Greene, Averie Alese. "News Media Framing of Gay Teen Suicide and Bullying." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1514.
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This study examined patterns of framing in newspaper articles that mention gay teen suicide, gay bullying, and the "It Gets Better" campaign. A content analysis of randomly selected newspaper articles from 2009-2011 was performed. After presenting the frequency of content themes, emergent patterns are discussed. The most consistent theme--an evasive frame-- occurred with regard to homophobia, heterosexism, and meaningful solutions to anti-gay bullying. The day-to-day discrimination that LGBTQ people face was rarely addressed; instead, hot-button political topics such as same-sex marriage and "Don't Ask, Don't Tell" were presented as signs of social progress. This research shows the importance of media framing, particularly the news media, in stories that report on gay bullying, suicide, and homophobia.