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Rozprawy doktorskie na temat „Bullying prevention”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

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

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

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Sontag, Anna M. "Prevention of bullying : evaluation of Steps to Respect /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201700.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.

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3

Beck, Tracey D. "A bullying prevention program for a school setting /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/beckt/traceybeck.html.

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Stone, William Daryl. "Bullying prevention program possible impact on academic performance /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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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 insi

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6

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

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

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Lebakken, Janice. "Implementing the Wisconsin bullying prevention curriculum in a family and consumer sciences education classroom." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008lebakkenj.pdf.

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Wurf, Gerald Charles. "Reducing bullying: an evaluation of school-based initiatives for the prevention and management of bullying." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29789370.

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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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<p> 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

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10

Bailey, Benjamin M. "Adolescents' Perceptions of Homophobic Language: Implications for Bullying Prevention." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5474.

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Large scientific studies have recognized homophobic language as a national concern (American Association of University Women [AAUW], 2001; Kosciw, Greytak, Diaz, & Bartkiewicz, 2010). Concerning perceptions of homophobic language use, quantitative studies were mostly conducted in specific areas of the United States and qualitative studies have largely approached the issue with the theory of masculinity. The current study proposed to approach the study actively challenging all assumptions about homophobic language use. This study assimilated 20 adolescents' perceptions of homophobic language

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11

Kim, Jangdae. "Bullying in schools : a comparison of anti-bullying policy and practice in primary schools in the state of New South Wales, Australia, and Kyunggi Province, South Korea." Phd thesis, Faculty of Education and Social Work, 2007. http://hdl.handle.net/2123/7223.

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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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<p> 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 th

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13

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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<p> 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&nd

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Ball, Jamie L. "Bullying Prevention and Grade-Level Differences in Urban Elementary Schools." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839783.

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<p> Bullying prevention in schools has arguably met with limited success in the United States. Diversity negatively impacts the success of bullying prevention programs. Furthermore, researchers do not agree upon intervention timing and appropriate grade-level to implement bullying prevention and social-emotional learning and skill-building programs. Urban schools faced with high poverty have an increased need for bullying prevention programs to alleviate bullying and aggression. The purpose of this study was to test for significant differences between urban elementary schools after a treatment

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15

Ross, Scott W. "Bully prevention in positive behavior support /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10240.

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Setlhwana, Sekedi Onicca. "Psychological consequences of bullying in the secondary schools of Capricorn District, Limpopo Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1982.

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Thesis (M. A. (Research Psychology)) --University of Limpopo, 2016<br>The study investigated prevalence rates and psychological consequences of bullying in schools within the Sekgosese West Circuit, Capricorn District, Limpopo Province. Participants were identified and drawn through stratified random sampling. The final sample consisted of 670 learners enrolled for Grades 8, 9 and 10, 49% of whom fell in the 14-15 years old age group, and 56% being female. Data were collected using a structured, composite questionnaire, within a cross-sectional research design. The results of the study show th

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17

Jones, Hilary Brooke. "How do you stop the boogeyman? : an evaluation of a sexual assualt prevention program /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3314443.

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18

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. T

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19

Stauffer, Sterling V. "High School Teachers' Perceptions of Cyber Bullying Prevention and Intervention Strategies." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2778.

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Results from recent meta-analyses have indicated that bully prevention programs tend to produce little discernable change in student behavior. Possible reasons include a lack of teacher buy-in and teachers' questioning about the effectiveness of such programs. Teacher buy-in is an essential ingredient when implementing and maintaining effective school-based interventions, including bully prevention programs. In order to examine teachers' perceptions, a questionnaire was administered to 66 high school teachers in a western U.S. urban high school. The questionnaire examined teachers' attitudes r

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20

Matthews, Shannon. "The Experiences of Elementary School Counselors in Bullying Intervention and Prevention." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7488.

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Bullying has become a focus in American society over the past several decades due to publicized bullying cases and the impact bullying has on victims. Researchers have conducted studies to determine the definitions, causes, and results of bullying. This phenomenological qualitative study examined the experiences of elementary school counselors (Pre-Kâ5th grade) who have implemented antibullying programs. Using distributive leadership theory as a lens, purposeful sampling was used to recruit 8 elementary school counselors from a targeted East Texas area of similar populations and enrollment n

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21

Pepelar, Azra, and Jesper Johansson. "Det är inte endast mobbaren som mobbar : En studie om det sociala fenomenet mobbning och dess roller." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24120.

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The purpose of this study is to do a research about some pedagogues’ perceptions of the social phenomenon of bullying, about the roles that can occur and how these pedagogues consider themselves to work accordingly. Our research questions are therefore: What beliefs about the social phenomenon of bullying has the pedagogues? What roles emerge in different bullying situations according to the pedagogues? How do the pedagogues work with bullying and the roles that emerge? The study provides insight into how different approaches to bullying can contribute to various pedagogical implications in a

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22

Ttofi, Maria. "Testing the applicability of criminological theories to the context of bullying behaviour : implications for prevention and treatment." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611588.

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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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Woodfine, Debra A. "Friends and Neighbours (F.A.N.) Club, a prevention program on bullying : understanding and learning from the child's experience." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29558.

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Bullying within our schools is a serious social problem requiring extensive and holistic prevention programs to effectively address the problem. This present study set out to gain a better understanding of the child's experience after participating in a Friends and Neighbours (F.A.N.) Club puppet show on bullying. Eight children were interviewed and the results indicated that the program is well received by the children but the F.A.N. Club needs to be more systemic in its approach to include more school and parental involvement. In addition, further focus is needed on the role of bystanders to

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Sampaio, Julliane Messias Cordeiro. "Bullying no contexto escolar: avaliação de um programa de intervenção." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/22/22133/tde-04032016-193910/.

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O bullying pode ser considerado um tipo de violência cujas ações podem causar danos graves aos envolvidos, seja enquanto vítimas ou agressores, ou mesmo de maneira indireta, como espectadores/testemunha. Porém, a fim de mediar os conflitos existentes, pode-se construir um processo emancipatório, no qual o sujeito se torne capaz de gerir suas decisões, em se envolver ou não com o esse tipo de violência na escola, apoiado no conhecimento de sua realidade. Buscando ações de redução e de prevenção do bullying, o Programa de Intervenção Educação em Saúde Antibullying (PIESA) foi executado em

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Gibson, Jennifer E. "When Youth Take the Lead: Youth Participatory Action Research as Bullying Prevention." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312397798.

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Kalis, James P. "Implementation Level and the Perceived Effectiveness of the Olweus Bullying Prevention Program." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu155931727842743.

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Crable, Timothy. "The Lived Experience of School Bus Drivers: Bullying Prevention on School Buses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2476.

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U.S. school bus drivers witness bullying on their buses on a regular basis but are often not consulted on how to prevent bullying or how to maintain a safe environment. Over 24 million U.S. student passengers ride school buses daily, yet the voices of bus drivers have been inadequately represented in the development of school bullying policies. The purpose of this phenomenological study was to examine the lived experience of 12 active school bus drivers and their perceptions of bullying on the bus, driver training programs, school antibullying policies, and other mandated procedures developed

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Liu, Wai-hung Arthur, and 廖偉雄. "An exploratory study of students' bullying behaviors in secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3197885X.

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Hazeltine, Christopher Samuel. "Understanding Teachers' Perceptions of Bullying for Developing Teacher Detection and Intervention." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4730.

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Bullying behaviors can have lasting adverse consequences for teachers, victims, offenders, and bystanders. Teachers are often not prepared with the knowledge required for appropriate interventions. The purpose of this study was to understand teachers' perceptions of bullying in one of the largest urban school districts in the United States. Guided by Bronfenbrenner's ecological systems theory, which holds that individuals impact and should be impacted by various environmental systems around them, the study was focused on teachers' understanding of detection and intervention of bullying in the

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Matthews, Brenda Marian Frederica. "Evaluation of a bullying prevention programme at selected schools in the Western Cape Province – the Olweus approach." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/4963.

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Philosophiae Doctor - PhD<br>The study aimed to pilot-test the effectiveness of the Olweus Bullying Prevention Intervention Programme (OBPP) at two selected primary schools in the Western Cape; and to compare the differences in reported incidents of bullying between the control schools (CSs) and intervention schools (ISs), after the OBPP intervention. On the basis of these aims, the stated objectives were to measure bullying behaviour for pre-test and post-test comparisons with the CSs after the implementation of the OBPP at the ISs; and to investigate the effectiveness of the OBPP by compari

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Losey, Raymond A. "An Evaluation of the Olweus Bullying Prevention Program’s Effectiveness in a High School Setting." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250132432.

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Burkhart, Kimberly M. "Parental Factors Contributing to Bullying and the Effects of the ACT Parents Raising Safe Kids Program on the Reduction of Bullying." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1350060587.

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Teemer, Marcia Rushin. "Teacher Interventions Based on Childhood Bullying Experiences." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1328.

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Guided by Premack and Woodruff's theory of the mind and Bandura's social learning theory, this qualitative study examined the issue of bullying at school, and whether teachers' childhood experiences of bullying had effects on how they, as adults, handled bullying situations in their classrooms. Convenience sampling was used to administer the Bauman, Rigby, and Hoppa Handling Bullying Questionnaire to 22 middle school educators with three or more years of teaching experience at the participating school, to determine their responses to bullying scenarios. Twelve educators completed the questionn

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Likeric, Hanka, and Andersson Therese. "Avsändare Anonym : en kvalitativ undersökning om fenomenet nätmobbning ur skolpersonalens perspektiv." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8225.

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This study attempts to explore how schools’ handles and prevents cyber-bullying among pupils. The purpose in this study was to investigate how the school staffs work in secondary schools with grades sixth to ninth. How do the schools discover, prevent and stop cyber-bullying? Do the schools’ have any experiences of cyber-bullying? How do the schools work with anti-bullying concepts – have the new phenomenon cyber-bullying affected and changed the schools´ anti-bullying work in connection with the guidelines and in relation to the "new technology"? This study attempts to examine how this is han

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Kgopyana, Josephinah Kwena. "Teachers' perspective on learner bullying at selected Secondary schools in Moletjie Moshate Community." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3058.

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Thesis (M. A.) --University of Limpopo, 2019.<br>Bullying seems to be prevalent in most secondary schools, and teachers have a daily task of dealing with it. In South Africa, there are many issues which influence teachers’ management of bullying, such as community violence and parental attitudes. Teachers’ abilities to identify and respond to incidents of bullying, and their knowledge of bullying behaviour can have an impact on anti-bullying strategies. Secondary school management as well as parents have a responsibility towards efforts to eliminate bullying in schools. Failure to reduce

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Huddleston, Lillie. "Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/86.

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Treatment acceptability and treatment integrity are essential constructs to consider when designing, implementing, and evaluating school-based interventions. Existing literature has described treatment acceptability and treatment integrity as separate constructs rather than investigating their interrelationships. Also, models of treatment acceptability and treatment integrity have not systematically included the perspectives of multiple stakeholders, have not addressed multiple time points in the intervention process, and have not emphasized multiple methods of data collection. This paper revi

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Brist, Todd L. "Not just a rite of passage| An action research project on bullying prevention." Thesis, Saint Mary's University of Minnesota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686634.

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<p> Using action research design and methodology, the goal of this project was to reduce and prevent bullying at a rural middle school in South Dakota through the implementation of the Olweus Bullying Prevention Program (OBPP). This project was rooted in replication of Dr. Dan Olweus' seminal work on bullying prevention, the Olweus Bullying Prevention Program. N = 521 students participated in the project. The OBPP Implementation Flowchart and OBPP Scope and Sequence guided implementation. Despite a high degree of fidelity of implementation on the OBPP Readiness Assessment, OBPP Classroom Imple

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Johnson, Brian C. "Adolescents' Perceptions of Bullying Involving Male Relational Aggression: Implications for Prevention and Intervention." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2181.

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Recent bullying research contradicts the stereotypes that only females use relational bullying and confirms that males use this type of bullying equally or more than females. No existing research could be found which examined differences in how each gender interprets relational bullying. Using a survey adapted from research on the rape myth and four video clips, researchers sought to examine gendered difference in the perception of relational bullying by males among adolescents. Two video clips depict scenes of cross-gender bullying and two clips depict scenes of male to male bullying. In tota

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Ordonez, Maria Alicia. "Prevalence of bullying among elementary school children as a function of the comprehensiveness of anti-bullying policies and programs in the school." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344194.

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This study identified research-based components for an effective anti-bullying policy and arranged them according to Bronfenbrenner's (1989) ecosystemic framework. It was hypothesized that the prevalence of different types of bullying was lower in elementary schools with a greater comprehensiveness of anti-bullying policies. Independent variables included the rated presence of anti-bullying components in school policies at four ecosystemic levels: microsystemic, mesosystemic, exosystemic, and macrosystemic. Dependent variables consisted of students' self-report of the occurrence of four types

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Losey, Raymond Alan. "An evaluation of the Olweus Bullying Prevention program's effectiveness in a high school setting." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250132432.

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Thesis (Dr. of Education)--University of Cincinnati, 2009.<br>Advisor: Mei Tang. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: bullying; bullying prevention; Olweus. Includes bibliographical references.

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Errichetti, Karen Sautter. "An evaluation of the early implementation of school-based bullying prevention programs in Massachusetts." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11043.

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Thesis (Dr.P.H.)--Boston University<br>Background: A quarter of U.S. children are bullied annually. State legislatures have responded to high profile media exposure of bullying and increased public concern by passing legislation aimed at preventing bullying among school children. Methods: The RE-AlM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework was used to evaluate public school district responses to a Massachusetts 2010 anti-bullying law (MGL Ch. 71, Section 370). Massachusetts parents, school committee members, law enforcement leaders, and superintendents were s

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Kruger, Martha Margaretha. "Bullying in secondary schools : teachers' perspectives and experiences." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17929.

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Thesis (MEd(Psych) --Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: Bullying seems to be a pervasive problem in most secondary schools and teachers have the daily task of dealing with it. Not only do teachers have to unravel the complex dynamics of bullying, they also often have to navigate a school climate and culture that is not conducive to addressing bullying. In South Africa, there are many unique contextual factors which impact on teachers’ management of bullying, such as community violence overflowing into the school, increased administrative load and limited support from sch

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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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Larsson, Sabina, and Emma Hartvigsson. "För ett socialt kapital av god kvalité : - Det förebyggande arbetet mot mobbning ur skolkuratorers och lärares perspektiv." Thesis, Linnéuniversitetet, Institutionen för socialt arbete, SA, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-16917.

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The purpose of this study was to understand school counselors´ and teachers´ perspectives on the prevention of bullying in relation to social capital. The study was based on a qualitative process with semi-structured interviews from three teachers and three school counselors from three different schools. The main question was to find out teachers and school counselors perspectives of bullying in relation to social capital. The analysis was based on a theory that focuses on social capital, where trust and confidence as well as universal and selective interventions are important. Today, bullying

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Kincade, Wendy. "Effect of Dialogic Training on School Bullying and Inter-Student Cooperation with Sixth Grade Students in a Rural Oregon Middle School." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18343.

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Despite all of the attention given to it by researchers, scientists, educators, psychologists, sociologists, etc., bullying continues to permeate K-12 schools around the world. Statistics on K-12 bullying in the U.S. confirm that not only did bullying double in the ten years between 2001 and 2011 but these numbers are not getting smaller. This thesis provides a sampling of studies and programs that have been done or are being done to understand, reduce, prevent, and eliminate school bullying. The emphasis of the sampling is on the use of top-down, hierarchical value structures, designed to

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Darney, Christine Kyle. "The experience and aftermath of chronic bullying on individuals' socio-emotional development." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1214.

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Bullying behaviour is fast becoming a common feature in schools around the world. It is a practice that provokes concern, as it infringes upon the child’s right to human dignity, privacy, freedom and security. The physical, emotional and educational consequences of bullying behaviour can never be underestimated (Oyaziwo, 2008). Limited research has been conducted in South Africa regarding the prevalence and possible long-term effects of chronic bullying at school. This study intended to explore and describe the prevalence of bullying behaviour among a sample of grade 8 learners and the prevale

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Oliveira, Carolina Marques. "Prevenir a Brincar: Programa de Prevenção de Comportamentos Agressivos entre Crianças do 1.º Ciclo do Ensino Básico." Bachelor's thesis, [s.n.], 2016. http://hdl.handle.net/10284/5568.

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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de licenciada em Criminologia<br>O presente trabalho aborda a problemática dos comportamentos agressivos entre crianças e a sua prevenção, sendo que o seu objetivo visou a conceção de um programa de prevenção de comportamentos agressivos entre crianças, bem como na sua aplicação numa Escola do Concelho de Mação. O programa, construído a partir de uma necessidade constatada pela equipa multidisciplinar da Comissão de Proteção e Crianças e Jovens do mesmo Concelho, foi pensado de forma

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Slattery, Lindsey. "A Functional Approach to Bullying Prevention and Reduction: The Development and Evaluation of the Functional Behavior Assessment for Bullying-Behavior in Schools (FABB-S)." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7949.

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Bullying is reported to be one of the most prevalent forms of violence in schools and has negative health, financial, and social outcomes. Researchers define bullying as (a) aggressive behavior that is (b) repeated over time and that involves (c) a real/ perceived imbalance of power. The literature on bullying is limited due to the absence of functional behavior assessment procedures and individualized interventions for bullying behaviors. Study 1 developed the Functional Assessment of Bullying Behaviors in Schools (FABB-S) tool. Following expert review 21 items were found to have content vali

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Ross, Scott W. 1979. "Bully prevention in positive behavior support." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10240.

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xiii, 118 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Bullying behaviors are a growing concern in U.S. schools, and are documented to have detrimental effects for victims, perpetrators, and bystanders. Most interventions focused on bully prevention either have limited empirical support, or focus primarily on the behavior of the bully. We present here an alternative approach to bully prevention based on the growing recognition that interventions should be function-based. Bully Prevention in Posit

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