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Mercado, Rázuri Sebastián. "Teorías subjetivas sobre el bullying y el rol docente en casos de bullying." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2020. http://hdl.handle.net/20.500.12404/17599.
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La presente investigación tuvo como objetivo conocer las teorías subjetivas de un grupo de
docentes de una institución educativa pública de educación básica regular de Lima
Metropolitana sobre el bullying y su rol en este. Para ello, se entrevistó a 6 docentes de una
Institución Educativa Pública de Lima Metropolitana. Posteriormente, se realizó el análisis de
la información recogida siguiendo la propuesta de la teoría fundamentada, a lo cual se
incorporó los procesos de análisis pertinentes para las teorías subjetivas. Las teorías
encontradas en el presente estudio evidenciaron una falta de nivel argumentativo en lo que
respecta a su propia fundamentación. En consecuencia, estas construcciones personales
presentaron un distanciamiento significativo respecto a lo que sugiere la literatura académica
sobre el tema del bullying. Las conclusiones del presente estudio proponen que los
participantes elaboraron sus teorías subjetivas en el mismo momento en que manifestaban sus
discursos, lo cual podría deberse a la falta de experiencia en el tema o al simple
desconocimiento de este. De esta manera, los docentes sí reconocerían el bullying como una
problemática necesaria de trabajar, pero no tendrían nociones sobre cómo abordarlo
adecuadamente desde la docencia.The objective of this research was to know the subjective theories of a group of teachers from a public educational institution of regular basic education in Lima about bullying and their role in it. To do this, 6 volunteer teachers were interviewed for 45 minutes each. Subsequently, the analysis of the information collected was carried out based on the guidelines of the grounded theory, to which the pertinent analysis processes for subjective theories were incorporated. The theories found in the present study evidenced a lack of argumentative level regarding their own foundation. Consequently, these personal constructions presented a significant distance from what the academic literature suggests on the subject of bullying. The conclusions of the present study propose that the participants elaborated their subjective theories at the same time that they manifested their discourses, which could be due to the lack of experiences on the subject or due to simple ignorance. In this way, teachers would recognize bullying as a necessary problem to work, but they wouldn’t have any notions on how to properly address it from their teacher’s role.
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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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Dudte, Kari A. "Electronic Bullying: The Case of Anonymity." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1292339674.
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Bertie-Holthe, Michelle, and University of Lethbridge Faculty of Education. "A school shooting : bullying, violence and an institution's response." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/153.
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This thesis is an inquiry that examines how those who are marked different in school are also marked "wrong" and marginalized and how that marking often leads to bullying. It examines the significance that those markings have on those who are marked, on those who mark and on those who are witnesses. This is an analysis of bullying and a critique of an institution's response to bullying and its deleterious effects. The writing offers a connection between the particular and the universal. It tells of my personal experience while I was a teacher at a small town high school before, during and immediately after a violent incident that resulted in a death, against a backdrop feminist, critical, poststructural and postmodern theory, and academic dialogue that has helped me come to some understanding of the dominant discourses at play within this story. The writing is not merely the mode of telling the writing is the way to understanding, which must always precede the telling. Finally this thesis is a search for a healing home in which home-ness means a place open to being, rather than a place that defines the "right" way of being.xii, 134 leaves : ill. ; 28 cm.
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Lee, Christopher Graham. "Bullying in a primary school : a case study." Thesis, University of Plymouth, 2001. http://hdl.handle.net/10026.1/431.
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Bullying has become a significant issue for schools and one that has attracted the media spotlight. It has also received considerable attention from the research community since the late 1980s following the tradition established through the work of many Scandinavian researchers. Much of the research has been longitudinal and sought to illuminate the experience of children who bullied or were being bullied. There has been considerably less research into teachers' and parents' understanding and experience of bullying between school children. This thesis seeks to rectify that situation by examining the views of Year 5 and 6 pupils, teachers and a sample of parents from a case study primary school. The research was conducted over a period of two years in a school referred to under the pseudonym Nicholas Street. The thesis investigates three questions: first, the meaning that key parties attribute to the term bullying; second, the nature of their experience in the context of the school; and third, their views on how it is handled or resolved. Data were collected through semi-structured interviews and reinterviews with teachers; unstructured and semi-structured interviews, questionnaires and a selection 'game' with pupils and semi-structured interviews and questionnaires with parents. All interviews were audio-taped and transcribed onto a computer database (Hyperqual) and questionnaire responses from pupils were analysed with the support of computer technology (SPSS). The inductive analysis commenced with a case study of a single pupil, Lorraine. This provided the reference point for the structured analysis of bullying issues in the wider context of the school. Findings include: 0 the differing ways that bullying was defined by the parties; 0 the emergent distinction between a relationship that was founded on bullying and an action that might be described as bullying; 0 that bullying usually occurred between pupils in the same class and was not a clandestine activity nor unknown to non-participants (the secretive image); 0 that, although there was a degree of satisfaction reported by all parties concerning methods deployed in handling bullying, there was also inconsistency, confusion and a lack of awareness of policy.
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Batterbee, Wendy Ann. "Strategies used to counteract bullying in schools : a comparative study / Wendy Batterbee." Thesis, North-West University, 2007. http://hdl.handle.net/10394/2258.
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This is an in-depth comparative study of the strategies used to counteract bullying at schools. It provides an international perspective on such strategies: Studies in South African schools are used to provide an African perspective: Australian research is used to provide an Oceanian perspective: Japanese research to provide an Asian perspective; and research conducted in England is used to provide an European perspective on bullying at schools.
The extent and nature of bullying in schools was discussed in great detail, as well as the characteristics of bullies and their victims. The causes of bullying, as well as the effects of bullying on learners in the school situation are reviewed. The concept of cyberbullying was expanded upon. The role of the governments, the schools and independent organizations in combating bullying was investigated. To conclude the study, the laws concerning bullying at schools in the four countries are scrutinized and recommendations are made, based on the conclusion that bullying at school can indeed be counteracted successfully.Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.
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Thomas, Mary. "Perceptions of bullying in a higher education institution : A case study." Thesis, University of Southampton, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523188.
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Smith, Ashley Christine. "School Climate and Bullying: A Case Study of a Youth Conflict Resolution Module." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23981.
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The objective of this study was to explore the link between school climate and bullying behaviour through a case study of two high schools. Grade 10 students received the two day Cross-Cultural Conflict Resolution (XCCR) Module initiated by YOUCAN. Phase I of this study involved the development of an XCCR Logic Model, which aimed to clarify the objectives and key elements of the XCCR Module. Phase II involved the in depth analysis of the XCCR Module through an 84-item survey and qualitative semi-structured interviews with school and program staff. Data from this study did not indicate any changes in bullying behaviour or school climate between pre-and post-implementation. This study highlights a need to incorporate measures for program adherence and program fidelity in future studies. The results of this study provided two practical contributions, an XCCR Logic Model and information about bullying and school climate for the participating schools.
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Petrakis, James Michael. "Teacher Intent and Involvement in Incidents of Student Bullying: A Multiple Case Study." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1388.
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Public awareness of the negative impact of bullying on adolescents has increased due to social networking and news media reports. Prior research on bullying has focused on the prevalence of bullying in public schools, yet few studies have explored teacher intent, constructive or punitive, and teacher involvement in incidents of bullying. The purpose of this qualitative study was to examine teacher intent and teacher involvement in responding to student bullying. The conceptual framework was based on Bandura's social learning theory and Marshall et al.'s conceptual model of teacher intent and involvement. The central research question asked how teacher intent and involvement are impacted by state, district and school antibullying policies. This multiple case study included two middle schools, one in the Pacific region and one in the Midwest region of the United States. Participants in each case included 3 Grade 7 and 3 Grade 8 teachers. Data were collected from multiple sources, including teacher interviews, reflective journals, and state, district, and school documents. Single case analysis involved open and axial coding and category construction. Cross-case analysis involved the constant comparative method to determine emerging themes and discrepancies. Key findings indicated that state and district policies and procedures positively impact teacher intent and involvement. Teacher participants reported their intent to follow school procedures by responding to bullying incidents with constructive interventions to resolve conflicts. Teacher involvement was constructive and direct. This study contributes to positive social change by providing educators and policymakers with a deeper understanding of how to promote learning environments free from intimidation and violence.
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Olsen, Bárbara. "O vínculo agressor/vitima em casos de bullying sob a perspectiva da psicologia analítica." reponame:Repositório Institucional da UFPR, 2016. http://hdl.handle.net/1884/48223.
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Orientador: Prof. Dr. Carlos Augusto SerbenaDissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Humanas, Programa de Pós-Graduação em Psicologia. Defesa: Curitiba,16/12/2016
Inclui referências : f. 63-69
Resumo: O presente estudo visa compreender, à luz da Psicologia Analítica, o laço formado entre o agressor e a vítima envolvidos em casos de bullying escolar. Essa pesquisa foi divida em duas grandes partes, que foram transformadas em dois artigos acadêmicos, separados e independentes. Primeiramente, fora feita a revisão da produção acadêmica sobre o tema nos últimos anos no Brasil, entre 2010-2015, e para a compreensão do fenômeno, fora feita uma pesquisa sobre o tema, com definições, características, personagens envolvidos e consequências futuras. Notou-se um aumento significativo na produção nacional nos últimos anos, porém poucas pesquisas preocuparam-se com a elaboração de instrumentos de avaliação adaptados a realidade nacional, também poucos fizeram relação entre a psicologia e o bullying. A partir disso, iniciou-se a segunda fase da pesquisa, onde utilizando-se principalmente os conceitos junguianos de Sombra, Persona, Projeção o vínculo inconsciente formado entre agressor e vítima fora analisado. Para tal, após a explanação dos conceitos junguianos básicos, utilizou-se o premiado filme estoniano Klass, de 2007, que aborda a temática do bullying, como ilustração do laço inconsciente que é formado entre o par agressor-vítima dos envolvidos no bullying. Palavras chave: Psicologia Analítica, bullying, violência escolar, projeção, sombra.
Abstratc: The present study aims to understand, in the light of Analytical Psychology, the bond formed between the aggressor and the victim involved in cases of scholar bullying. This research was divided into two major parts, which were transformed into two separate and independent academic articles. First, a review of the academic production on the theme in recent years in Brazil between 2010-2015, for the understanding of the phenomenon, a research was made, with definitions, characteristics, characters involved and future consequences. There has been a significant increase in national production in recent years, but few studies have been concerned with the elaboration of evaluation tools adapted to the national reality, also few have been related between psychology and bullying. From this, the second phase of the research began, where the Jungian concepts of Shadow, Persona, Projection were used, and the unconscious bond formed between aggressor and victim had been analyzed. after the basic Jungian concepts were explained, the award-winning Estonian film Klass, 2007, which addresses the issue of bullying, was used as an illustration of the unconscious bond that is formed between the aggressor-victim pair involved in bullying. Key words: Analytical Psychology, bullying, school violence, projection, shadow.
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Sičiūnienė, Sandra. "Ugdymo specialistų komandinio darbo modeliavimas paauglių smurto prevencijai mokykloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_165204-30635.
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Smurto atvejai mokyklose, mokinių patyčios, šiurkštus elgesys – tai dažnos šių laikų problemos, su kuriomis susiduria visuomenė. Smurtiniai atvejai, susiję su vaikų dalyvavimu smurtiniuose veiksmuose, yra tapę kasdienybe. Lietuvos dienraščiuose beveik kasdien galime išvysti publikacijų apie smurtą prieš vaikus ir tarp vaikų. Dažnai iškyla klausimas, kas turėtų rūpintis šiomis problemomis. Kadangi smurtas yra sudėtingas socialinis reiškinys, jam spręsti turi būti pasitelkiamos įvairios priemonės- socialinės, psichologinės ir kt. Be abejo, siekiant sumažinti smurto paplitimą, į šį procesą turėtų aktyviai įsitraukti ir mokykla. Mokyklai priskiriama ne tik akademinė funkcija, bet ir vaikų socialinių kompetencijų ugdymas.
Vaiko teisių apsaugos kontrolierė R. Šalaševičiūtė 2006-03–10 LR Seime surengtoje spaudos konferencijoje informavo žurnalistus, kad maždaug apie 10% mokyklinio amžiaus vaikų linkę nusižengti ir nusikalsti, tačiau valstybės institucijos į grėsmingą nepilname��ių nusikalstamumo statistiką nekreipia reikiamo dėmesio. Buvo pabrėžta, kad šiandien vaikas valstybėje nėra prioritetas, o pirmiausia tenkinami kiti poreikiai (žr. http://www.vaikams.lrs.lt/informaciniai2006/spaudos%).
Jungtinių Tautų Vaiko teisių deklaracijos (1959 m.) preambulėje teigiama, kad ,,žmonija privalo duoti vaikui visa, ką ji turi geriausio“. 1995 m. Lietuvos Respublikos Seimas patvirtino Jungtinių Tautų 1994 m. gegužės mėnesį 128 valstybių ratifikuotą Vaiko teisių konvenciją, nustatančią vaikų... [toliau žr. visą tekstą]Cases of violence at schools, the cases of bullying, cruel behavior is a current problem of our society. And the question is who is in charge of solving these problems. Violence is a serious social phenomenon, that is why to solve it social, phychologiacal and other kind of helping methods should be used. The role of school should also be active in order to minimize the spread of violence. According to Republic of Lithuania Education and Science minister’s decree from the year 2004, each school should have special violence prevention groups. One of the functions of these groups is to prevent the violence. These groups solve the questions of the preventive work and provide a necessary help to pupils, parents and teachers. The specialists of the society should take to consideration the policy s of partnership while preventing the violence. Nowadays in Lithuania, many methods of preventing the violence are based on the teamwork. Very often, the art specialists are involved in the team of educational specialists. With the help of art, it is possible to get a physical and emotional relaxation, to compete in the sphere of artistic self-expression. The object of the research is the attitude of the social-help teachers to the possibilities of a teamwork modeling in order to prevent violence in basic schools. It was hypothetically assumed in the work that in real teamwork of teachers their artistic potential is not used enough while forming the ethic and social behaviour of... [to full text]
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Dal, Cason Davide. "The thin line between bystanders and interveners: Factors explaining people reactions in case of workplace bullying." Doctoral thesis, Universite Libre de Bruxelles, 2018. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/267195.
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Bystander approach is widely used in violence and bullying prevention programs as it encourages the witnesses to become aware of abusive conducts and take action against them. Given the recent implementation of this approach in organizational contexts, the present work aims at understanding factors supporting or discouraging witnesses to intervene on behalf of the victims of workplace bullying.Organizational ethics literature highlights the prominent role of morality in fostering bystander intervention at work. This moral component is discussed in the theoretical part of this doctoral dissertation, along with moral courage, a concept that corresponds to the ability to take moral actions despite knowing that they lead to adverse consequences for the intervener. Because of its characteristics, we claim that moral courage is as a particularly appropriate construct to help bystanders stopping workplace bullying. Therefore, we analyzed this concept and developed a scale to measure it, namely the MC@W scale.Afterwards, we used some of the concepts previously discussed to analyze bystander intervention against bullying as the result of a process that involves personological and contextual factors. In a frst study, drawing from vignette methodology, we explored the relationship among personological antecedent factors, such as moral courage, and different typologies of bystander intervention. As a stimulus, in this study we used a video that we designed and shot to represent a workplace bullying episode.In a second study, we developed and validated a model explaining the process that leads workplace bullying bystanders to act or not. Based on works about the “bystander effect”, the BI@W model highlights the key role of individual factors, such as assumption of responsibility and moral identity, and contextual ones, such as socio-moral climate, in influencing the behavioral process of intervention.These studies follow the research line that seeks to better understand witnesses’ behavior with the practical purpose to help HR professionals and organizations to develop more effective strategies against workplace bullying.Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Doughman, Veronica Kay. "Dieting, Discrimination, and Bullying: A Contextual Case Study of Framing in the National Association to Advance Fat Acceptance." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5008.
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The National Association to Advance Fat Acceptance (NAAFA), the largest size acceptance organization (Kwan 2009), recognizes and frames fat as an identity in need of protective policies. This framing is not without complication. Both the framing techniques utilized by this organization and the political context in which this organization exists are extremely complex. As a way to uncover this dynamic relationship, I analyze NAAFA's framing techniques (Snow and Benford 1988). Employing this social movement organization (SMO) as a case study (Snow and Trom 2002), I analyze the way this organization's framing and reframing (Benford and Hunt 2003) shifts across time in the face of opposition. In particular, the First Lady's initiative, Let's Move!, is in direct contradiction of NAAFA's goals. While numerous themes, techniques and processes can be observed through the framing and reframing tools implemented by NAAFA over the years, I explore the three most pronounced primary framing tasks in relation to Let's Move!. These three themes include: (1) the dieting myth; (2) discriminatory policy; and (3) children as collateral damage. NAAFA reframes their message directly against the Let's Move! campaign, which makes their framing clearer and more relevant to public discussion. This research helps social movement scholars understand the importance of context in framing and reframing techniques.
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Persson, Mattias. "Economic Evaluation of Mental Health Interventions for Children and Adolescents : the Case of Sweden." Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-52881.
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The focus of this thesis is economic evaluations of programs and interventions regarding children and adolescents with mental health issues, victimization, and intellectual disabilities (ID). The first paper examines a potential link between mental health issues among adolescent and the class-size of the school class they are enrolled in. The class-size and schools’ financial resources is often at the center of policy debates. Our results suggest that there is no evidence that larger classes have negative impact on the mental health for adolescents in a Swedish context. The second paper investigate the societal willingness to pay (WTP) to reduce bullying in Swedish schools. The results suggest that the tax payers WTP is about 5 SEK and the societal is about 600 000 SEK per reduced bullying victim. This value of WTP could be used as a measure to evaluate different investments in anti-bullying programs and efforts to reduce the bullying in schools. The third paper estimates the cost-effectiveness of one recently introduced antibullying program, the Finnish KiVa program, one of the few evidence based programs in the world. Based on a decision-analytic model, the results indicate that the KiVa program is a cost-effective program that has a cost per reduced victim well below the WTP as estimated in the second paper as documented above. The fourth paper evaluates, from the municipality perspective, the effects of investing in a SE program compared to “business as usual” in order to increase the likelihood for gaining regular employment for the pupils with ID. The results indicate that it takes 9 years before breakeven is reached if investing in the SE program. The fifth paper conducts a decision-analytic economic evaluation of the SE program using simulations to assess the effects over the full life-course. The results suggest that from a societal perspective the program is cost-effective ten years after the investment and by then has generated a benefit of 17 000 SEK per individual.
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Anderson, Jessica. "Teachers' Perceptions of School Violence: A Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2916.
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School violence has gained attention in recent years with the rise of aggressive behavior in schools across the United States. With increased understanding of this problem, school district administrators might implement prevention strategies or assess current school violence policies and programs. Using the conceptual framework of general strain theory, a case study was conducted in an urban school district in the northeastern United States that was experiencing increased student violence. The purpose of this case study was to explore teachers' perceptions of school violence to increase the understanding of the problem at the study site. All certified teachers in the study district were invited to participate. Data were collected through in-depth interviews with 12 teachers in 9 elementary schools. After compiling, disassembling, reassembling, and coding the data, various themes emerged. The findings from the interviews revealed a need for district-wide consistency to address school violence, professional development to train staff on violence related issues and mandates, and a program to combat as well as prevent the existence of violence in the school climate. A recommendation is that the school district adopts the School Wide Positive Behavior Intervention Supports to provide a framework of consistent management of student behavior and professional development practices within a district-wide violence prevention program. The study contributes to positive social change by increasing the understanding of school violence at the study site and providing the recommended program designed to improve school climate, student learning, and social behavior through a tier leveled system designed to reach all levels of school violence.
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ROLDAN, SANCHEZ JOSE MIGUEL;x1237395, and SANCHEZ JOSE MIGUEL ROLDAN. "El acoso escolar (bullyng) y los derechos humanos en la educación: aspectos normativos y casos relevantes." Tesis de maestría, Universidad Autónoma del Estado de México, 2016. http://hdl.handle.net/20.500.11799/58217.
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El objeto de estudio lo constituye el acoso escolar y sus aspector normativos con relación a los derechos de los menores y adolescentes el tema es de mayor relevancia para discernir el enfoque que debe prevalecer en el tratamiento a la problemática de la discriminación en los espacios educativos. Con especial referencia a la primaria y secundaria que, de acuerdo a las recurrentes noticias nacionales, son los niveles educativos en donde tiene mayor incidencia este tipo de conductas.
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Urla, Umur. "Mobbning : En studie om hur elever i årskurs 5 uppfattar mobbning." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29988.
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This paper discusses how students in grades 5 perceive the concept of bullying at school. The study aims to seek an understanding of how students define bullying. How they describe how bullying occurs? How to describe students who is who bully and are bullied? I used a qualitative method to interview eight students, four girls and four boys in a class in a school in the middle of Sweden. And I have complemented the method of making schoolyard observations during three breaks. In my research, I compared students ' interview responses with the authors' theories. I have concluded that the students 'perception of bullying correspond well with several of the authors' definition of bullying, and the causes of bullying. There is very little difference between boys ' and girls' perceptions of bullying. In the interview responses, it is clear that boys and girls can discover bullying in different ways, it can be seen by the way they express themselves. The boys describe bullying as physical, and for the girls it's more about verbal bullying and ostracism.Denna uppsats behandlar hur elever i årskurs 5 uppfattar begreppet mobbning i skolan. Studien syftar till att söka förståelse för hur elever definierar mobbning. Hur beskriver de hur mobbning uppkommer? Hur beskriver eleverna vilka det är som mobbar och blir mobbade? Jag har som kvalitativ metod intervjuat 8 elever, 4 flickor och 4 pojkar i en klass i en skola i Mellansverige. Och har kompletterat metoden med att göra skolgårdsobservationer under tre raster. I min undersökning så har jag jämfört elevernas intervjusvar med författarnas teorier. Jag har kommit fram till att elevernas uppfattning om mobbning överensstämmer väl med flera av författarnas definition av mobbning samt orsakerna till mobbning. Det är väldigt små skillnader mellan pojkarnas och flickornas uppfattning om mobbning. I intervju svaren framgår det klart att pojkar och flickor kan upptäcka mobbning på olika sätt, det kan man se genom på det sättet de uttrycker sig på. Pojkarna beskriver mobbning som fysisk och för flickorna handlar det mer om verbal mobbning och utfrysning.
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Dogan, Zeynep. "Mobbningens andra ansikte : En kvalitativ studie om hur mobbning och kränkande behandling uppstår bland pedagoger i förskolemiljön." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19277.
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Very often we are likely to hear how important it is as adults to help small children and pupils out of bullying situations, both for the bullied one and the bully. What we often tend to forget is that bullying situations among adults are as common as the ones children put up with. The only difference is that the ones adults go through is a much more silent one, and the bullies often have a better strategy on how to beat down their victims slowly. Some of the cases also show that the bullying that is happening among adults is similar to the one between children. The risks in the bullying that occurs in the work environment are such as: bad self-esteem, doubting in their roles as professionals, anger, depression, anxiety and in some cases can be so dangerous that the suffered one eventually commits suicide. Therefore I chose to examine what kind of view the interviewed educators have towards: What the definition of bullying is? What kinds of factors are causing the bullying? What kind of action-plans are there to prevent this from happening? Needless to say, the topic becomes more interesting when the authorities at work don’t show interest in taking the problems seriously, which almost give the bullies the impression that it’s acceptable to do so. Unfortunately, the results showed that the employees eventually decided to quit their jobs, because of all the harassments that didn’t stop and for the help they didn’t get from their bosses and neither did they’ve had contact with the Work Environment Agency. It is also of importance to mention that all three of the interviewed people are educators themselves and worked in a preschool environment during the bullying periods. The study has been examined by their perspective on the subject.
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Fok, Fung-yee, and 霍鳳儀. "A study of bullies in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962944.
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Side, Jeremy. "Understanding bullying." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529818.
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Bassett, Sasha Mae. "Inequality, Position, and Perception| Understanding and Addressing Workplace Harassment in Oregon's Construction Trades." Thesis, Portland State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10143612.
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Does our status impact the way we interpret change? This study proposes that one's level of power within their workplace, as granted by their role within the organization, shapes the way in which people interpret adjustments to the norms of that organization. Drawing on qualitative focus groups with forty-four members of Oregon's construction trades, this study examines the relationship between participants' position within the industry’s structure and their opinions about the changing jobsite norms brought on by recent waves of diversification in the workforce. Findings suggest that within Oregon’s construction trades, hierarchical distribution of power via industry position serves to stratify and reorganize the attitudes and responses of participants. This is done through situating knowledge; different positions hold differential understandings of which issues generate harassment, present barriers to progress, and serve as potential solutions to the issue. Results show that participants who occupy positions of power within the trades tend to frame harassment as an interpersonal problem, which can be solved by interpersonal solutions. Thus, participants in positions of power saw change as an incremental process that was constantly happening. Conversely, participants who were not in positions of power within the trades tended to frame harassment as an institutional problem that required industry-wide changes to be fully addressed. As a result, participants with less power in the trades framed change as generational for the industry; something that could only be achieved after the current workforce. Ultimately, this study highlights the tension between interpersonal and institutional strategies for organizational change.
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Ireland, Jane Louise. "Bullying amongst prisoners." Thesis, University of Central Lancashire, 2010. http://clok.uclan.ac.uk/21901/.
Full textAbstract:
The present research addresses bullying behaviours among adult men and women prisoners in relation to personal/descriptive and prison-related behavioural characteristics (e.g. behaviours indicative of non-compliance with the regime), differences in social problem-solving, social self-esteem and assertiveness. The research was conducted in two phases. In phase one, male and female prisoners (n = 406) completed a self-report behavioural checklist that addressed indications of bullying behaviour at their present institution, and also a questionnaire that provided them with five different bullying scenarios (depicting indirect-physical, theft-related, sexual, verbal and indirect bullying) to which they were to suggest solutions. Men reported significantly more aggressive responses and positive consequences of using aggression than women for all types of bullying. Pure bullies favoured aggressive responses for all scenarios and reported significantly more positive consequences of using aggression in response to theft-related bullying. Bully/victims reported significantly more positive consequences in response to indirect bullying. Those not involved in bullying reported significantly more negative consequences in response to all scenarios except those involving indirect-physical bullying. In phase two, prisoners (n = 502) completed the same self-report behavioural checklist presented in phase one and also a measure of social self-esteem and assertiveness. Men were significantly more likely than women to report higher self-esteem and assertiveness scores. Pure victims reported lower total assertiveness scores than the other categories and there was a trend for pure bullies to report higher total assertiveness. The proportion of prisoners reporting behaviours indicative of 'being bullied' or 'bullying others' was high in both phases, with over half the sample reporting at least one incidence of 'being bullied' and approximately half reporting at least one incidence of 'bullying others'. In both phases, indirect forms of bullying behaviour were reported more frequently than direct forms, and prison-based behaviours were more predictive of bully-category membership than personal/descriptive characteristics. The implications of the findings for intervention into bullying are discussed and directions for future research are addressed.
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Ferrinho, Susana Natividade de Almeida. "Combate ao bullying." Master's thesis, Universidade da Beira Interior, 2010. http://hdl.handle.net/10400.6/1945.
Full textAbstract:
O conceito de bullying começa a ser mais audível na sociedade portuguesa, à medida que as pessoas vão ganhando maior consciência da sua envolvência, e ao mesmo tempo que vão sendo gradualmente destronadas ideias de que este fenómeno faz parte do universo de crescimento das crianças e jovens. Porventura a maior frequência e a maior exposição que é conferida aos casos existentes nas escolas portuguesas, que têm vindo a público através dos órgãos de comunicação social, têm contribuído para a alteração da percepção que a generalidade das pessoas tem deste fenómeno, colaborando assim para que as situações de bullying deixem de ser aceites como brincadeiras inofensivas e normais nas crianças. Ainda assim, e apesar das melhorias significativas na compreensão e discussão dos casos, há ainda um longo caminho a percorrer e um trabalho conjunto a desenvolver, que envolva toda a comunidade educativa, já que é nas escolas que o bullying adquire maior expressão, bem como a comunidade local onde ela está inserida. Toda a sociedade, mas em particular os pais, professores e educadores, enquanto elementos chave do processo de desenvolvimento e aprendizagem de cada um dos jovens, têm um papel preponderante na consciencialização e alerta para o bullying, bem como no seu combate. Desta forma, e para que o seu papel possa ser desempenhado de uma forma eficaz, é necessário que todos os intervenientes tenham conhecimento do que é o bullying e o cyberbullying, onde ocorre, de que forma se manifesta, quem são as potenciais vítimas, quais são os sintomas que apresentam, quem são habitualmente os bullies, o que motiva os seus comportamentos e como agir face a eles, ao mesmo tempo que têm consciência de que no bullying há um desequilíbrio de forças, mas que tanto vítimas, como bullies precisam de ajuda. Porque a prevenção é o melhor remédio, escolas e professores, enquanto agentes de mudança, devem ser capazes de unir esforços e nas suas aulas transmitir a ideia de que os comportamentos de bullying não são aceitáveis, nem tão pouco podem ser tolerados, apelando a uma consciencialização dos jovens e desencorajamento dessas atitudes. Várias são as estratégias que a comunidade escolar e local pode adoptar para prevenir e combater o fenómeno, mas o professor de inglês e porque falamos de um anglicismo, poderá ter um papel decisivo através da introdução e elaboração (também em conjunto com os alunos) de materiais didácticos anti-bullying nas suas aulas que visem o despertar para estes comportamentos agressivos.The term Bullying has become commonplace in Portuguese society, as more people are now aware of its prevalence, while at the same time these ideas have gradually come to form part of the growing pains of children and adolescents. Perhaps the greater frequency and exposure that is given to existent cases of bullying in Portuguese schools that have come to the public‟s attention through social media, have contributed to the change in the perception that most people have of this phenomenon, contributing as such that bullying is no longer accepted as normal and inoffensive horseplay among children. Nevertheless, despite the greater clarity in the understanding and discussion of these cases, there is a long way to go and a cooperative effort to undertake, that involves the entire educative community, given that it is in the schools that bullying is most present, as well as the local communities in which schools are located. Society on the whole, but parents, teachers and educators in particular, as key elements in the developmental and learning processes of each and every child, have a predominate role to play in both in raising awareness of and combating bullying among children. In this way, and so that its role may be carried out in an effective way, it is necessary that all that intervene are aware of bullying and cyberbullying, where they occur, in which form they are manifested, who are the potential victims, which are the symptoms that they present, who are usually the bullies, what motivates their behaviour and how to react to them, at the same time are aware that inherent in bullying is an unequal power relationship, and that the victims and the bullies themselves need help. Because prevention is the best cure, schools and teachers, as agents of change, should be capable of uniting forces and in their classrooms transmitting the idea that bullying behaviour is not acceptable, nor will it be tolerated, calling for awareness and discouragement of such attitudes among the youth. Many strategies are available for adoption by local and scholastic communities to prevent and combat the phenomenon, but English teachers, and because we are talking about an Anglicism, can have a decisive role through the introduction and development (as well as in conjunction with students) of anti-bullying educational materials in their classrooms where they see the rise of this aggressive behaviour.
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Sartain, Suzy S. "Workplace bullying| Protective mechanisms between bullying and post-traumatic stress disorder." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589460.
Full textAbstract:
This quantitative replicated study was adapted from Nielson et al. (2008). It explored the relationship between exposure to bullying and symptoms of post-traumatic stress disorder as experienced by Licensed Professional Counselors (L PCs), who are themselves targets or have witnessed bullying in the workplace. The research questions probed (a) incidences of workplace bullying of LPCs, (b) the occurrence of post-traumatic stress disorder (PTSD) symptoms because of workplace bullying, and (c) the manner in which sense of coherence moderates PTSD-related symptoms for counselors experiencing bullying. Online surveys were sent to LPCs via email as a means of data gathering. LPC email addresses were obtained from Medical Solution links. The instruments chosen for the study were three validated surveys. The 54 LPC participants have provided their perceptions and personal experiences on workplace bullying, post-traumatic stress disorder, and a sense of coherence. The findings showed that the LPC respondents in this study were extensively exposed to workplace bullying. It was also established that there were no significant differences in the self-reported PTSD symptoms of LPCs who have experienced workplace bullying and those who did not. Lastly, the study concluded that high, moderate, or low sense of coherence (SOC) makes no significant differences in the development of PTSD-linked aftereffects to bullying. These findings add to the body of knowledge concerning bullying of licensed professional counselors, its aftermath, and any long-lasting effects of post-traumatic stress.
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Sakellariou, Tass. "Boys and bullying : electronic and non-electronic bullying and teacher perceptions /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19198.pdf.
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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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Stevens, Scott K. "Bullying the student perspective /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1155927409.
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Tagliabue, Andrew. "FROM BULLYING TO BUYING." MIT Japan Program, 1999. http://hdl.handle.net/1721.1/7541.
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Golembiewski, Sara. "Bullying is everybody's problem." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006golembiewskis.pdf.
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Rayner, Charlotte A. L. "Bullying in the workplace." Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488235.
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Madsen, Kirsten C. "Differing perceptions of bullying." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265580.
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Yu-Feng, Tsai, and 蔡育峰. "Elementary school bullying victimization Case Study." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/4a6j85.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
101
The purpose of this study is using case study to research the cause of bullying and the forms in which they take of bullying. Observe the situation of the students who was being bullied. The effect turns to performance after bullying. To study this topic, I use an observation method, an interview method, and two case studies to observe the students who were being bullied. In case to find out relationship on students’ perform in the school. After systemizing my information, I use a triangulation method to collect resources to reinforce the results. The way I study is also to prevent a bullying case reoccurs. The results are as follows: (1) The cause of becoming a perpetrator Violence is a main outcome of bullying, which perpetrators use when their temper is out of control. They usually are bad at expressing. They try to show their anger by not following the class rule. (2) The effective of been bullied In the case, students usually are from an unsound family who don’t know how to communicate with pal in a certain way. The lack of deeply communication turns to a misunderstanding which becomes a reason on being bullied. (3) There are two common ways of bullying in the study cases Bullying on relationship/ Bullying on language (4) The effect of bullying behavior Student 1: The reaction of resolving the emotional problem after bullying, S1 becomes short tempered, and refuse to study and work with teammates. The intrinsic motivations to study turn to weak. Student 2: Student tries to modify his own attitude and behavior to adjust the environment. The student who tries to change the attitude becomes more positive and progressing. The same point in these two cases is relates a labeling theory. (5) The way to solve bullying behavior In the case study, the student who was bullied physically will react aggressively. When facing relationship bullying, they will become face the situation silently.
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Wu, Shu-Hua, and 吳淑樺. "Bullying bystander reactions—a case study." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/n3tb3j.
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博士國立臺灣科技大學
管理研究所
106
This study aimed to describe bystander interactions with targets, bullies, and organizational factors in a Taiwanese office context. Various factors shape bystanders’ perceptions of bullying; further, how those perceptions subsequently influence bystanders’ reactions. Data were collected through conversational interviews and selective thematic analyses were undertaken to explore participants’ lived experiences. The interview findings identified the main theme of “injustice” and revealed that bystanders’ reactions depend on how the organization handles bullying incidents. An experience of injustice typically had a considerable influence on participants’ work engagement and loyalty toward the organization. A lack of managerial involvement in preventing bullying behavior increased bystanders’ turnover intention and negatively affected the company’s bottom line. The results reveal the importance of including bystanders in future interventions against workplace bullying. This study contributes to the extant workplace bullying research by describing bystanders’ reactions and the consequences for organizations.
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Chang, Chiung-Wen, and 張瓊文. "Sexual Bullying in Sports: A Case Study." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/53243432771390932161.
Full textAbstract:
碩士國立臺北教育大學
體育學系碩士班
102
As human rights issue become one of the main issues, sports havebeen the focus of society and indicator of country developments .However more newabout negative relationships between coaches and athletes was revealed.In the past, this kind of news was spread by gossip, newspaper and magazines. When the authors heard the story by the litigant accidently, they decide to investigate the experience of this case and the change of mental development to be the main motivation of the research. In Taiwan there are few theses of sexual bullying between coaches and athletes , other foreign theses aims at the exploitation and improperrelationships that the coaches do to the athletes. Therefore , this research will use the theories of sexual exploitation and Trauma Psychology to find out what are the possible impacts on attitudes’behaviors and attitudes under the coaches’sexual bullying . After analyzing and comparing the theories with the interview data, the results found that the content of the case and the experience of the events are correspond to the assumptions of major sexual bullying theories: the invasion that coaches exerted on athletes may be expressed to a kind of power, a deliberately and long-terminvaded process. Coaches will make use of every opportunities to approach and influenc athletes continuously. Finally, he invaded the athletes in the environments he was familiar and controlled so the athletes got physical and mental illness. If athletes can not escape from the situation or expose the news right away, maybe they would face painful dilemma and long-term mental and physical recovery process. Therefore, it’s necessary to restrict part of managerial power, establish divided and institutional management, shape a good sports environment, and prepar a counseling and imforming mechanism.Most important of all, we have to give our young athletes a well-developed environment and a channel expressing their opinions and feelings. Let these young athletes get away from the threatening of violation.
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Pinkett, Smith Jennifer L. "Addressing Bullying: A Case Study Investigating School Personnel's Perceptions of Policeis and Practices at Three Private Christian Middle Schools." 2016. http://scholarworks.gsu.edu/eps_diss/144.
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Repeated instances of bullying plague schools and immobilize the learning environment for many students. Dissimilar views of policies related to bullying make it difficult for school personnel to consistently intervene on behalf of the victim. The purpose of this case study was to bring awareness to the diverse perceptions school personnel have concerning bullying and the constraints those perceptions place on implementing policies and practices set forth by the school. This qualitative case study examined the understanding and knowledge that school personnel had about bullying policies and practices at three private/independent middle schools in the metro Atlanta area. The research questions addressed were: What are school personnel’s understandings of the bullying policies at their school? What were their perceptions of bullying within their school? How does school personnel’s perception of bullying impact their efforts to intervene? Participants for the study included 3 middle school principals, two deans of students, three counselors and nine teachers. Data collected through interviews, non-participant observations, and documentation provided by each school yielded findings that clarity and awareness of bullying policies and practices were not always apparent. Additionally, varying perceptions of bullying impacted intervention efforts by school personnel. The study revealed the need for a clear and concise definition of bullying, along with policies and practices that address the issue. Additionally, school leaders need to monitor and hold school personnel accountable to address bullying consistently within the school.
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Garreth, Carolina Chitambala. "Bullying juvenil entre pares em Saurimo-Angola." Master's thesis, 2016. http://hdl.handle.net/10437/7993.
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Orientação: Fátima Cristina da
Silva Ribeiro GameiroEsta investigação teve como objectivo estudar a prevalência do bullying na Província de Saurimo-Angola, mais especificamente determinar os intervenientes nas situações de bullying; identificar os tipos de bullying a que a vítima foi sujeita; identificar os tipos de bullying praticados pelos agressores; determinar se existem testemunhas de bullying activos e/ou passivos, bem como, identificar os locais de ocorrência identificados pela vítima e pelo agressor e caracterizar agressores e vítimas de bullying quanto ao género. A amostra foi constituída por 225 jovens com idades compreendidas entre os 10 e mais de 14 anos, estudantes do 5º e 6º ano de escolaridade. O instrumento utilizado foi o questionário de auto relato de bullying do Olweus, adaptado à realidade angolana. Da análise dos resultados, verificou-se que 81% dos participantes já foram testemunhas de comportamentos de bullying, 76,9% vítimas e 57,3% agressores. A maior parte das testemunhas percepcionam-se como activas e referem que tentaram ajudar. As vítimas relatam que foram maioritariamente alvo de agressão física e o local prevalente foi o recreio. Os agressores, promoveram mais agressão física e o local prevalente foi o recreio. Ao analisar o género, verificou-se que a maioria das vítimas eram rapazes e dos agressores raparigas. As vítimas de género feminino foram maioritariamente alvo de fofocas e as agressoras utilizaram mais vezes o desprezo. Esta investigação revela-se significativa por disponibilizar dados concretos relativos à prática de bullying em Saurimo-Angola, por forma a poderem ser desenvolvidos projectos preventivos e interventivos junto da comunidade escolar.
This research aimed to study the prevalence of bullying in Saurimo, Angola Province, more specifically determine those involved in bullying situations; identify the types of bullying that the victim was subjected; identify the types of bullying committed by offenders; determine if there are bullying witnesses assets and / or liabilities, and to identify the occurrence of sites identified by the victim and the assailant and characterize bullies and victims of bullying as gender. The sample consisted of 225 young people aged between 10 and over 14 years, the 5 students and 6th grade. The instrument used was the questionnaire self bullying report of Olweus, adapted to the Angolan reality. Analysis of the results, it was found that 81% of respondents already have witnessed bullying behaviors, 76.9% and 57.3% victims aggressors. Most of the witnesses perceive themselves as active and refer who tried to help. Victims report that were mostly subjected to physical aggression and the place was prevalent recess. The attackers, promoted more physical aggression and the place was prevalent recess. When analyzing the gender, it was found that most of the victims were boys and girls offenders. female gender victims were mostly target of gossip and the aggressors used more often contempt. This research revealed significant for providing concrete data on the practice of bullying in Saurimo, Angola, in order to developed preventive and interventional projects to the school community.
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Mushambi, Charles. "Understanding bullying in three inclusive secondary schools in Johannesburg : a wellness perspective." Diss., 2016. http://hdl.handle.net/10500/26474.
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This research is about bullying in schools. The aim of the study was to investigate how
the problem of bullying is understood in schools, its causes, types, effects, general
patterns and strategies to curb this bullying problem in schools derived from the bioecological theory, through interviewing teachers, learners and principals at secondary
school level.
Qualitative approach and a case study were used. This qualitative research was
conducted at three inclusive secondary schools in Johannesburg North District in
Gauteng province in South Africa through engaging eighteen learners in Grade Eleven
and Twelve in focus groups. One focus group composed of six learners was conducted
at each of three participating schools. Nine teachers, three from each of the three
participating schools were involved in semi- structured interviews to solicit data on how
they understand bullying, its causes, types, effects, general patterns and ways of
addressing bullying in schools. Three principals, one from each of the selected schools
also participated in this study. All the participants participated in this research through
invitation to voluntary participation after being made aware of the purposes of the study
by the researcher. Thus, a purposive sample of three principals, nine teachers and
eighteen learners was used by the researcher. Semi- structured interviews and focus
group interviews were used as research instruments in this study. Teachers and
principals were engaged in semi- structured interviews and learners were involved in
focus group interviews. The bio- ecological theory and the wellness theory were used
as theoretical frameworks in this research to understand bullying, its causes, types,
effects and general patterns, so as to come up with strategies to address bullying that
target the learners’ social contexts rather than the learners themselves as is with the
case with the psychological model.
Before conducting this research, the researcher obtained ethics clearance from the
University of South Africa’s ethics committee, clearance was also obtained from
Gauteng Department of, clearance from Johannesburg North District as well as
acceptance letters from participating inclusive secondary schools.
The researcher also obtained assent from the eighteen Grade eleven and twelve
learners who participated in this study. Assent was also obtained from parents of learners who participated in this research. Consent was also obtained from the nine
teachers and three principals who participated in this research.
After conducting focus group discussions and semi- structured interviews with
teachers and principals, the researcher transcribed data verbatim for the purposes of
analysing it. After transcribing data, it was colour coded, then categorised and
categories were further fused into themes which were discussed in chapter five in
relation to literature reviewed in chapter two.
Some interesting findings were discovered in this research. Lack of resources,
violence and violent video games were found to be causes of bullying in schools.
‘Gangsterism’ and peer influence were said to be general patterns of bullying in
schools. Low academic performance and absenteeism were said to be effects of
bullying in schools. Physical bullying, verbal bullying, emotional bullying, social
bullying, sexual bullying, teacher- learner bullying, learner to learner bullying, gender
based bullying and cyber bullying were said to be some types of bullying prevalent in
schools. Working with various stakeholders in education such as organisations like
Love Life, S.E.N.C.A, South African Police Services and Community Based Youth
Centres as well as other professionals like social workers, psychologists and specialist
teachers was found to be helpful address bullying in schools. Findings also indicated
that involving parents and community leaders in school activities assist to address
bullying in schools. Installing cameras and suggestion boxes, reporting all forms of
bullying installing cameras, bullying awareness campaigns, training staff and having
bullying lessons in the school timetable were mentioned effective methods of
eradicating all forms of bullying in all schools.
However, the study recommends that, teachers and principals be staff developed on
issues related to how bullying is understood in schools in relation to its causes, types,
effects, general patterns and strategies to stop it in school.Inclusive Education
M. Ed. (Inclusive education)
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YU, YAJU, and 游亞儒. "A Case Study On Targeted Students of School Relational Bullying." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/84319989304335039774.
Full textAbstract:
碩士國立臺灣師範大學
公民教育與活動領導學系在職進修碩士班
101
The main purpose of this study is to describe targeted children’s subjective experience and to find out coping strategies in relation bullying, So that long been ignored relational bullying can get everyone’s concern. Researcher from her own standpoint attempted to research different types of targeted children’s possible actions and mentality when faceing various of conditions in relational bullying. It was expected that more targeted children who required teacher’s assistance could be identifiedm investigated, and understood. In this research, four junior high school students participated in in-depth interviews was selected through purposive sampling. The study reached the following four conclusions: First, the students sufferd from bullying include active and passive. Active victim who were the ones whose behavior or attitude offended other classmates; Passive victims were bullied because the ones who hated them the most influence other people. Second, the type of relational bullying still dominated by social bullying. Participants of this study were revealed the same situation. If supplemented by social relations manipulation bullying, spreading rumors, the impact were even stronger. Third, the targeted children would to choose a favorable coping strategy. After the issue, the targeted children would choose their advantage coping strategies. Such as helping others, self-reflection or self-defense, etc., Victims learned contingency measures by experience of suffered bullying incidents. Forth, the victims may flinch after the experience. After bullying, the targeted children appeared retreat situation. They did not like tobehave in the classroom, and the motivation to go to school was be lower. They tried to please other people to reduce the hostility of the behavior of others. In response to these four conclusions, this study put forward three proposals: First, the campus workers Instructors should always keep an eye on students in order to provide assistance and to maintain good communication with classroom teachers to understand relationship between the performances of students at other times, When bullying occurs, teachers should be proactive and effective to prevent the continued impunity bully behavior. Administrative colleagues should actually implement in the counseling room advocacy work, so that we can make sure the needy students can seek assistance. Second, the parents When children in the campus suffer injustice treatment, parents are the most important candidates for them to ask help. When parents acknowledge bullying, they should hold severe attitude and relationally assist their children. Third, future research prospects After this study, future researchers can have other related in relational bullying as a research subjects, and have deeper understanding of the relational bullying influence and significance. Among relational bullying, teachers attitudes toward bullying incidents have a great impact. Bullies and bystanders in relational bullying rarely become a research focus in the past,therefore, they can make suitable topics for future research.
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Johnson, Meghan C. "Evaluations of a bullying case involving a victim with Asperger's Syndrome." 2014. http://cardinalscholar.bsu.edu/handle/123456789/198488.
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Chuang, Ya-Wen, and 莊雅雯. "Workplace Bullying and Coping Strategies: a Case Study of Hospital Nurses." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/my69qx.
Full textAbstract:
碩士國立雲林科技大學
工業工程與管理系
106
Taiwan’s healthcare system is increasingly struggling with a shortage of nurses. Unfavourable working conditions are partly to blame. This study focuses on workplace bullying as one of the key factors, while analyzing the background factors of the affected nurses and their coping strategies. The ends are to gain a deeper understanding of the bullying behaviors and to find solutions. The well-known Negative Acts Questionnaire-Revised (NAQ-R) was adopted to survey hospital nurses whose length of employment in the currents positions exceeds three months. 120 copies of questionnaires were distributed with 105 of them returned (87.5% response rate). Removing invalid copies resulted in a total of 103 valid samples—an 85.8% effective response rate. Descriptive statistics, one-way analysis of variance, t-Test and chi-squared test were used to analyze data. The results are as follow. 1. Being bad-mouthed and suffering hurtful rumours are the most commonplace bullying regarding interpersonal relationship, while work-related bullying often happened in the form of being pressured to sacrifice own work rights. 2. In the face of character attacks, most bullied nurses opted for ignoring as the way to cope; the responses to work-related bullying were more direct as most of the cases were reported to the superiors or hospital management. 3. One-way analysis of variance, t-test and post-hoc test showed that hospital size, age, educational level, serving unit, total work experience, length of employment in current service, length of sleep (lack of sleep or not) and exercise habit are significant factors in the occurrence of being bullied. 4. Chi-squared test confirmed that hospital hierarchy, age, education, leadership position, serving unit, total work experience, marital status, length of employment in current service and exercise habit are the variances of significance in coping strategies. Conclusions and suggestions: faced with workplace bullying, the management level should take immediate actions, starting with supporting the affected employees and taking care of their physical and psychological reactions. Trainings, policy and structural changes are also necessary to provide educative help, clear definitions, supportive regulations and communication channels in a way to promote a positive working environment for the nursing staff.
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Malematsa, Mamaumo Maria. "A case study on bullying in a secondary school in Atteridgeville." Thesis, 2008. http://hdl.handle.net/10210/1003.
Full textAbstract:
The purpose of the case study is to investigate causes and factors contributing towards bullying behaviour and how these learners can be supported by the school and community in managing bullying behaviour. Factors such as violence, divorce, unemployment are supposedly affecting learners, many of whom attend school with feelings of frustration, anger and bitterness. These feelings may be acted out by bullying behaviour such as fighting, teasing, pushing and stealing. Learners are aggressive, violent, disrupt lessons, and take others’ money. This behaviour often results in learning barriers, absenteeism, high failure rates, bunking lessons and dropping out of school. Educators and parents sometimes aggravate the situation because of their own stress, and financial problems. Bullying behaviour is thus a manifestation resulting from a complex interaction of factors within the learners social context, thus the eco-systemic perspective will be utilised as the theoretical basis of this case study. The literature review will concentrate on what other theorists say about bullying behaviour, and how the school can support learners in managing bullying behaviour. Qualitative research methods were used for data collection and analysis. One secondary school was identified, and selected for use in the case study. Four individual open-ended interviews, that is, (two learners boy and girl, parent and one school management team) were conducted, and an observational protocol used. These methods contributed to the validity and reliability of the data. Interviews were audio recorded, transcribed, analysed and interpreted. Meanings were categorised into themes utilising a content analysis technique. Findings indicated that there are factors, such as, the family, school environment and community that contribute towards bullying behaviour in a secondary school. There are also strategies such as anti-bullying policy, buddy system and curriculum used by the school and the community to support learners on how to manage bullying.Mrs. J.V. Fourie
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Reis, Sandy Pacheco dos. "Violência entre pares no contexto escolar (bullying) – estudo comparativo." Master's thesis, 2015. http://hdl.handle.net/10437/6862.
Full textAbstract:
Orientação: Fátima
GameiroA presente dissertação pretende compreender a violência entre pares no contexto escolar, mais precisamente os comportamentos de bullying por parte de oito agressores, sendo um estudo comparativo, realizado em duas escolas da Região Autónoma da Madeira, uma escola do norte da ilha, zona rural, e uma escola do sul da ilha, zona urbana. A investigação assenta numa metodologia qualitativa, centrada na vivência singular do sujeito e no significado da sua narrativa. Tem como objetivo geral conhecer se existem diferenças na violência/bullying entre pares, por parte dos agressores, entre uma escola no meio rural e uma escola no meio urbano, e como objetivos específicos, identificar os fatores predisponentes da violência/bullying (ao nível individual, contexto escolar e contexto sociofamiliar) entre pares no contexto escolar; conhecer a violência/bullying utilizada entre pares em contexto escolar; identificar as diferenças entre os agressores da escola do meio rural e do meio urbano; e identificar as diferenças de género entre agressores da escola do meio rural e do meio urbano. Os entrevistados são oito alunos agressores, quatro de cada escola, dividindo-se por número igual entre raparigas e rapazes, que frequentam o 3º ciclo do ensino básico. Os alunos da escola rural caracterizam-se por apresentar um maior índice de autoestima, mais comportamentos de risco, um número superior de reprovações, utilizam maioritariamente o bullying verbal e físico em sala de aula, quando estão acompanhados, para com os alunos mais novos ou da mesma idade. Os alunos da escola urbana caracterizam-se por apresentarem conflitos para com os colegas, desentendimentos para com as figuras de autoridade escolar e discussões com as figuras parentais, utilizam maioritariamente o bullying verbal no pátio, quer estejam sós ou acompanhados, para com alunos mais novos e mais velhos.
This work aims to understand the peer violence in the school context, specifically the bullying conduct by eight bullies, being a comparative study carried out in two schools of the Autonomous Region of Madeira, a northern school of the island countryside and a school south of the island, urban area. The research is based on a qualitative methodology, focused on the singular experience of the subject and the meaning of his narrative. It has the general objective to know whether there are differences in peer violence/bullying, by the school bullies, from a school in rural areas and a school in urban areas, and specific objectives, identify predictors of violence/bullying (at the individual level, school context and social-family context) among peers in the school environment; know the violence/bullying used among peers in schools; identify the differences between the school bullies from rural and urban areas; and identify gender differences between school bullies from rural and urban areas. The interviews are eight bullies students, four from each school, divided by the same number of girls and boys attending the 3rd cycle of basic education. Students from rural schools are characterized by having a higher self-esteem index, more risky behaviors, a higher number of failures, mainly use verbal and physical bullying in the classroom when they are accompanied toward younger students or the same age. Students from urban schools are characterized by present conflicts to colleagues, misunderstandings towards the figures of school authority and discussions with the parental figures, mainly use verbal bullying in the courtyard, whether alone or with others, towards younger and older students.
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Chang, Wen-ching, and 張文卿. "Bullying in Taichung City Elementary Schools--A Case Study of Longjin Area." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/36549075072470078833.
Full textAbstract:
碩士南華大學
國際暨大陸事務學系公共政策研究碩士班
100
The purpose of this study is to understand and to analyze the circumstances of elementary school bullying and bullied students. The researchers used the semi-structured interview approach to survey ten teachers and recorded the content. A total of 386 students were surveyed using the questionnaire approach, while another 30 students were interviewed face to face. Majority students from the questionnaire survey and the face-to-face interview were from the classes of the ten interviewed teachers. The main findings are the following: 1. Commonly occurred types of elementary school bullying are verbal bullying, relational bullying, and physical bullying. 2. Bullying cases have been poorly reported mainly due to unclear definition of bullying, considering bullying as disgraceful, a too complicated bullying reporting system with too many limitations, parents lack of understanding or cooperation, and a lack of protection for teachers. As a result, not all the bullying cases were reported. 3. Campus bullying exists worldwide. The trend is spreading and can not be eliminated. 4. The campus security report center of each public elementary school has set a bullying reporting system that clearly defines how bullying should be handled and reported in order to make the notification and processing of campus bullying cases more effective. On the other hand, some difficulties can still be found, such as a blurry definition of bullying behavior, uncertainty about counseling procedure, and possibilities of misusing or abusing the attention on bullying. 5. Effective ways for preventing elementary schools from underreporting bullying cases are 1) To hire full-time professional counseling teachers; 2) To help parents and teachers acquire a correct concept of "early detection and early treatment”; 3) To increase the number of anti-bullying hotlines and mailboxes; 4) To strengthen anti-bullying education, character education and legal education; and 5) To replace punishment by rewards and correction. Based on the findings, the authors hope that the education authorities can put more emphasis on bullying reporting and help families, schools, and communities obtain correct concepts about bullying reporting so bullying can be eliminated from schools while students can have a normal and peaceful environment. That is also the wish of all educators.
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Chen, Yu-Hsiu, and 陳昱秀. "School Bullying and Related Factors of the Case Study in Kaohsiung City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/71427144472252950770.
Full textAbstract:
碩士國立中山大學
高階公共政策碩士班
99
School Bullying and Related Factors of the Case Study in Kaohsiung City. Advisor: Shu-Ching Yang, Ph.D. Author: Yu-Hsiu Chen Abstract The study use questionnaires and interviewing to survey school billing status and experience of fourth, fifth,and sixth graders in Kaohsiung. So we can understand those victims, bullies and witness who suffered from different types, frequency and degree of perceived harm.Then to explore the correlation between school bulling and the facyors, such as school management, teacher-student relationship, personal behavior, family disciplin and personalities and try to predict.First, based on grades and relationship. a total of 13 students interviewed. Campus Life questionnaire with "traditional bullying," "cyberbullying", "relevant factors" and "deal with attitude" proposition. There were 390 questionnaires given out and 381, effective ones returned. The effective received rate is 97.6%. They were analyzed by describe statistics, Independent-Sample t-test, One Way Anova, Pearson Product -moment Correlation, and multiple regression. The results of the study are listed as follow: 1. Elementary school students’ School bullying is not serious in the case. Experience of bullying tend to serious injuries.Only respondents who suffered bullying experience serious. 2. Victim and the harm are mostly boys. However, interviews have found that gender differences only with the type tool. Higher grades more serious bullying. But school bullying is not difference with socioeconomic status. 3. Access to Internet cafes, more than 2-3 hours, online game, using the Internet without adult consent, not present when adults use the Internet, Prone to bullying. 4. Relevant factors and the type of school bullying and relationships are notable. School management, teacher-student interaction with the type of school bullying and relationships are negatively related. Behavior and attitude, family discipline, personality traits are positively correlated. 5. School bullying on the victim''s psychological harm is more serious than physical. For the victim, victimization and bystander, have a negative influence. According to the results, suggestions are proposed as the reference for the school,f families and researchers in the future.
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CHOU, YI-CHEN, and 周依蓁. "Textual Analysis on Facebook: Cyber-Bullying on the Entertainer Selina's Divorce Case." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/rp2gx3.
Full textAbstract:
碩士輔仁大學
大眾傳播學研究所碩士班
105
The fast-moving of the information technology has changed people’s communication behavior, which transforming from face-to-face dialogue to online textual communication and social media began to play a leading role on interpersonal relationship. In Taiwan, Facebook is by no means one of the favorite social media, for which allows general public to share loved articles or express opinions via Facebook to extend virtual interpersonal relationship. However, lacking nonverbal cues and internet anonymity, cyber-bullying via Facebook has gradually increased. The past research papers mainly focus on cyber-bullying among teenagers on campus, but public figures are in fact suitable targets because they often promote themselves via Facebook. Many similar cases happened in Taiwan recently, such as a Taiwanese model named Cindy Yang committed suicide because of serious cyber-bullying on Facebook on April 21st of 2015. To realize why entertainers become the targets, this research chooses a divorced case of the Taiwanese entertainer Selina Jen and her husband Richard Chang as case study by the method of textual analysis. The main research questions are to observe netizens’ motivation and methods to launch attacks via Facebook, and whether if there is the phenomenon of spiral of silent conducted in this case. Through textual analysis, the research found out that Richard Chang meets four requirements to be the suitable target, which are value, inertia, visibility, and access, and thus he becomes the victim. Furthermore, cyberbullying is often conducted by netizens’ animosity toward public figures, and they could easily attack public figures in disguise of internet anonymity. Based on the mentioned findings, most netizens’ attack is “hostile aggression”, which include rumor and online circuseeing. With further review on all of the messages on Chang’s Facebook, different from most netizens’ hatred messages, few of the netizens are rational to leave positive ones. Yet, these rational netizens later turn to silent for they are powerless to resist most netizens’ attack that makes a spiral of silent shown in this case.
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Lišková, Olga. "Prevence šikany na 1. stupni ZŠ." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379424.
Full textAbstract:
The master's thesis is devoted to bullying prevention with a focus on primary school pupils. It has both theoretical and empirical character. The theoretical part provides a deeper insight into the issue of bullying clarifies relationships among its actors and the displays of bullying while focusing on types of pupils'aggression. It further provides knowledge of developmental psychology. The bullying prevention part is divided into a sub-part, which teachers can use at class level, and a sub-part, which schools implement at the level of school education programme. At the end the preventive programmes for primary school pupils and organizations which provide primary prevention are described. The empirical part comprises a research conducted using Korthagen's "Spiral of Professional Development". A "Cats'Garden" preventive programme was implemented in the second grade classes of a primary school. After the implementation, a detailed reflection was carried out, in which the basic aspects were evaluated and the alternative options were suggested. Based on the evaluation, a new anti-bullying programme was developed and tested on the pupils. The research used observation methods, interviews and product analysis. The aim of the research was to evaluate the effectiveness of the programme considering...
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Lin, Yaping, and 林雅萍. "A Case Study of Bullying in a Junior High School in Taichung, Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/49858148698193514268.
Full textAbstract:
碩士國立臺中教育大學
教育學系課程與教學碩士班
100
Although bullying problems have been existed in all levels of schools for years, they were eventually ignored by the government as well as the schools, due to a closed access to the regarding information and passive attitudes of schools and parents. It has not been an issue in the field of education until 2010, the bullying event of Ba-deh Junior-high School was revealed by public press, which immediately attracted a nation-wide attention. As a result, the prevalence of bully investigations was begun. The purpose of this study was to investigate the bullying problems in a junior-high school in Taichung, Taiwan. A total of 182 students drawn from 7 - 9 grades, only a total of 171students were involved in this study. The results of chi-square test and percentile showed that: (1) males were more likely to be the victims as well as the bullies than females; victims increased with grade, however, bullies decreased at 9th grade; (2) verbal bullying, social bullying and physical bullying were the major types of bullying, respectively; (3) a significant difference existed in language and cyber bullying for different graders among victims; (4) a significant difference existed in language and social bullying among male and female victims and in physical bullying among male and female bullies; (5) most bullying events were initiated during the class recess; (6) school ground was the number one target place for bullying events; (7) most bullies and victims were classmates; (8) the frequency of being bullied and bullying varied from less than 3 times and more than ten times for victims and bullies; (9) most victims were unaware of the reason for being bullied, however, the bullies hold an attitude as being for fun toward the victims; (10) seeking social support and self-reliance/problem-solving were the top two coping strategies for the victims. The researcher provided some suggestions for school administrators and teachers as to prevent bullying problems in the school.
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Jian, Miao-Ju, and 簡妙如. "Cyber-bullying – A Case Study of Junior High School Students in Kaohsiung, Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/23753747688683768069.
Full textAbstract:
碩士國立高雄師範大學
資訊教育研究所
100
Cyber-bullying – A Case Study of Junior High School Students in Kaohsiung, Taiwan ABSTRACT With the ubiquity of the lightweight notebook and the extensive internet service provided by the 3.5G domestic telecommunication industry, the concept of accessing and surfing the internet anytime and anywhere has become practicable. In the meantime, the functions of mobile phones of taking pictures and recording sound and images have also become indispensable. With this network and communication revolution, many parents and teachers are concerned about whether teenagers benefit from the convenience of using information science and technology or not, rather than causing new problems in using the networks. Today many overseas researchers have done studies on "Cyber bullying" and bullying activities using media, networks and mobile phones. Since quite a few studies in this field have been conducted in Taiwan, the purpose of this paper is to synthesize and analyze the behavior of teenager cyber bullies, according to the finding of current researches on cyber bullying in detail. Firstly, it will define the word "cyber bully" based on foreign studies of cyber bullying and the media used by the bullies. Secondly, using the convenience sampling method, the authors performed a questionnaire-based survey regarding help-seeking behavior among students of public and private schools in Kaohsiung to understand cyber-bullying conducted through the Internet and via cell phones. Last, this paper will propose suggestions and recommendations based on existed studies abroad to bring out integrated and preventive strategies that can be applied in Taiwan and, furthermore, it's to urge the related authorities concerned and the parents to face up to the situation. Keywords: Bully, CyberBully
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Yeh, Lin-Ching, and 葉琳竫. "A case study of Workplace Bullying Behaviors and Coping Strategies for Catering services." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/9cfs3y.
Full textAbstract:
碩士義守大學
管理碩博士班
104
Workplace bullying, or workplace violence, refers to that a worker encounters conflicts against and maintained a long-term unfriendly relationship with others in the workplace. Workplace bullying has become an emerging psychological hazard at work. Most of the bullies are supervisors; thus, staff often restrain themselves from disclosing bullying behavior. In addition, if the bullied staff respond to bullying, they are likely to be described as people who lack the ability to deal with stress. Bullies justify their behavior through such an excuse. Once bullying continues to occur in a workplace, the turnover rate of employees increases and corporate culture and competitiveness may be severely affected. A semi-structured open interview method was applied to survey five victims with the experience of workplace bullying in the service sector. Through literature analysis, the conclusions are proposed as follows: 1. Education regarding awareness of workplace bullying must be implemented. 2. The human resources department’s oppositiongainst workplace bullying may act as deterrence. 3. Standing the bullying may be victims of bullying
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Binduko, Samuel. "The role of the principal in maintaining a harmonious working environment : an investigation into "legal" staff bullying by the school management team in Ekurhuleni North District high schools." Diss., 2013. http://hdl.handle.net/10500/11892.
Full textAbstract:
Workplace bullying studies have gathered an increasing impetus among researchers throughout the world in the last decade. Previous research has concentrated on bullying in the context of students. Recent research has shifted focus towards workplace bullying of staff by managers. Little is known of upwards bullying where staff members bully managers or students bully their teachers. In this study, workplace bullying focuses on the bullying of teaching staff by the School Management Team. The researcher used the qualitative method for this study. Questionnaires were administered to 80 teachers. Interviews were held with eight members of the School Management Team (SMT) and ten teachers who perceived that they had been subjected to bullying. Data was coded and arranged thematically using Colaizzi’s (1978) phenomenological method of analysis. Results indicate that bullying of the teaching staff thrives in all schools but with varying degrees to certain teachers who are vulnerable due to social and environmental circumstances. The researcher recommends that schools identify cases of bullying and develop an anti- bullying policy that is incorporated in the whole school development strategy.Educational Leadership and Management
M. Ed. (Education Management)