This research considers gendered bullying and cyberbullying and assesses the ways Ontario's reformed Education Act confronts these challenges. This thesis reviews the problems of homophobic and sexist bullying, particularly sexist bullying of young women in the wake of sexting incidents, as well as protective factors to minimize gendered bullying in school and online. The new Education Act represents a significant step forward in encouraging schools to better respect the rights of sexual and gender minority students and female students. However, the Act nevertheless has several weaknesses in key areas such as concrete implementation measures.

Bullying is a subset of aggressive behaviour that is characterised by three features: intention to cause harm, repetitiveness, and an imbalance of power between the perpetrator of the aggression and his or her victim (Olweus, 2010). This definition is widely accepted and widely used in academic research on bullying (Cornell & Bandyopadhyay, 2010), but lacks empirical evidence of construct validity (Finkelhor, Turner, & Hamby, 2012). This dissertation explores the construct validity of bullying in two ways. The first study examines the validity of the definition of bullying in terms of its ability to predict student functioning and identify a distinct group. The second study examines the validity of a widely used bullying measurement strategy in terms of its ability to identify aggression that meets the definition of bullying. Marginal evidence for the construct validity of bullying as currently measured and defined was found. While the characteristics of bullying do predict several measures of functioning above and beyond the presence of generic aggression or victimization, the differences predicted appear to be differences of magnitude only. This indicates that bullying may be related to more severe, but not unique, outcomes. In addition, the individual characteristics of bullying contained within the overall definition (repetition, intention to harm, power imbalance) are shown to be highly related and better thought of indicators that bullying has occurred rather than additive constructs that define a certain subclass of aggressive behaviour. Finally, regarding measurement, the results of this study show that peer-report responses using definitional measurement strategies are not strongly related to the definitional criteria of bullying. Implications for the field of bullying research are discussed. Theoretically informed empirical work on clarifying the bullying construct is identified as a research priority.

The management of learner-to-teacher bullying in schools is one among many of the challenges 21st century teachers face. The aim of this study was to investigate how schools manage learner-to-teacher bullying. This study was motivated by recent incidents of learner-to-teacher bullying and the lack of teacher protection against learners in the school and classroom environment. Ten teachers from secondary schools in the Tshwane South District in the Gauteng province were purposively selected to participate in this study. A qualitative research approach and a case study design was used to investigate how teachers manage learner-to-teacher bullying in schools. Semi-structured interviews were used to collect rich, in-depth data from participants on how they manage learner-to-teacher bullying in their school and classroom environment. Most participants acknowledged being a victim of either physical, emotional or verbal bullying at least once in their career. The findings of this study revealed that teachers believe learner social backgrounds influence their behaviour and, as a strategy for managing learner-to-teacher bullying, most teachers suggested investigating the reason behind the learner’s behaviour. Teachers often struggle with managing incidents of learner-to-teacher bullying as they believe that they are not as protected as learners are by the school or school policies. Most participants suggested that the most effective procedure in managing learner-to-teacher bullying is to conduct a one on one conversation with the perpetrator after class. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Ganador (Primer puesto), categoria Monografía. "Concurso de Investigación 2014", realizado en la Universidad Peruana de Ciencias Aplicadas - UPC. Lima, Perú / Seudónomo: Wise

No description available.

Submitted in fulfillment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2007. / In essence this study investigated educators' perceptions of the prevalence of bullying and the effect it has on the primary school learner. Primary school learners are increasingly coming into contact with bullies and the problem of bullying is escalating in schools. Learners who are being bullied experience difficulty in establishing confidence, forming healthy friendships and developing skills. Bullying has physical, psychosocial and normative effects on the development and well-being of the primary school learner. It is important to acknowledge that bullying happens in all schools. There was a time when society regarded bullying in school as a normal part of school life. However schools in South Africa are beginning to realize that intimidation and violence can no longer be overlooked. Bullying, which is a worldwide problem should never be shrugged off or tolerated - it should be dealt with. For many victims the misery extends over many years and affects every day of their lives. It is important to let the bully know that there will be negative consequences if the bullying behaviour continues. Bullying has short and long term implications for both the victim and the aggressor. Individual approaches, whereby the educator acts in isolation to resolve bullying are often short sighted and ineffectual for the school as a whole. Shared vision and action on anti-bullying strategies can transform a school's ethos, to one that is conducive to teaching and learning in a safe and secure environment. The literature review and the empirical study undertaken, point in the direction that bullying is a reality in schools, and it is something we need to combat. All relevant stakeholders need to take bullying seriously. A whole-school approach that tackles bullying from as many angles and across a broad spectrum of the school community which includes all stakeholders including learners, is recommended. Ignoring bullying sends a message of approval to the bully and is not conducive to creating a warm, safe and secure environment for our learners. The message sent to bullies must be loud and clear, bullying will not be tolerated in schools. Bullying awareness, prevention and intervention must become all pervasive in the climate of the school. In the light of the findings some of the following recommendations that were made: s The Department of Education in collaboration with teacher unions, school management teams and governing bodies advocate that we follow a program of interventions which must be targeted at three levels: individual, classroom and school level. This type of program was found to be highly effective in reducing bullying in other countries. s The department of education takes a more active role in mandating national and provincial guidelines on an anti-bullying policy/plan for schools.

Yes / This report presents the findings of a research study carried out within the remit of the Dignity at Work Partnership Project with an aim of developing the business case for confronting workplace bullying, and simultaneously identifying the implications for individuals, organisations and society in general. / Unite the Union and the Department for Business, Enterprise and Regulatory Reform

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.

Thesis (M.Psych.Ed.) - University of Queensland, 2006. / Includes bibliography.

Submitted in partial fulfilment of the requirements for the degree of Masters of Education (Educational Psychology) in the Department of Educational Psychology & Special Education Faculty of Education at the University of Zululand, South Africa, 2012. / Cyberbullying is a new form of bullying and harassment that is also referred to as electronic or online bullying. It may involve the following: sending mean, vulgar or threatening messages or images, posting sensitive or private information online, pretending to be someone else online in order to make a person look bad or intentionally exclude a person from an online group. Viewed as covert psychological bullying conveyed through electronic means it has been identified as the most problematic form of emerging cruelty among adolescents in schools. Existing research studies on cyberbullying suggests that it is increasing at a phenomenal rate and it is not clear whether online perpetrators and victims possess the same characteristic behaviours and psychosocial profiles as their traditional bullying counterparts. However in South Africa there is a paucity of research. The present study seeks to examine the behavioural and psychosocial factors associated with cyberbullying among Grade 8 to 10 learners, in a cross-section of schools, in KwaZulu-Natal. The purpose of the research was to determine: the prevalence of cyberbullying; the relationship between age, gender, rural and urban dichotomy and socioeconomic status of victims and perpetrators of cyberbullying; school personnel’s management of cyberbullying; and the relationship between psychosocial factors and behavioural characteristics and cyberbullying. Two questionnaires were used. The first was a 3-part psychosocial questionnaire and the other a cyberbullying questionnaire (Riebel, Jager, & Fischer, 2008). The data from this study confirms that cyberbullying is prevalent in various forms, in secondary schools, in KwaZulu-Natal. The total sample was N=450. Of which 199 (44.22%) reported that they were victims or perpetrators of cyberbullying. There were 127 (28.22%) who identified themselves as victims and 72 (16.0 %) admitted to be perpetrators. The most frequent form of cyberbullying experienced was rumours and slander using the internet or cellular phone. The electronic communication preferences of participants were: instant messaging (50%); 47% used social networking; about 44% used chatrooms and 32% used email. Females spent more time in chatrooms and sent more instant messages than the males. The results show that friends and fellow learners were responsible for the cyberbullying most frequently. The victims rarely choose to reveal that they were cyberbullied to their teachers. Participants chose their friends as the primary person to talk to about their victimisation while the secondary person was their parents. Teachers were the last person of choice to seek help. Comparison of victims, non-victims, perpetrators and non-perpetrators of cyberbullying on the Life Satisfaction Scale (LSS), indicated that victims of cyberbullying were the most dissatisfied group (9.83%) while perpetrators reported high satisfaction. There was a significant difference between victims and non-victims on their performance on the psychological well-being scale and this was also the case for perpetrators and nonperpetrators of cyberbullying. Victims did not like themselves; expressed a poor sense of self, low self-esteem and lack of self-confidence and had more negative self-perceptions which affected their psychological well-being. They expressed feeling of helplessness, loneliness, sadness, despair, anger, and self loathing. Perpetrators also had strong feelings of worthlessness, guilt, sadness and hopelessness. They were tearful and expressed a loss of interest in daily activities, experienced difficulty cThe behavioural characteristics described by the groups showed considerable variations. Victims of cyberbullying rated themselves highest on being serious and they rated themselves lower on being friendly, emotional, stubborn and happy. Perpetrators of cyberbullying rated themselves highest on being aggressive, nervous, stubborn, happy, awkward and sad. Victims and perpetrators had experienced more difficulty learning to read and were in trouble more often in school than the non-victims and non-perpetrators. Cyberbullying is prevalent in South African secondary schools, among Grade 8, Grade 9 and Grade 10 learners and occurs among males and females, from rich and poor backgrounds, rural and urban areas irrespective of racial and ethnic backgrounds. Implications of these results are discussed with special focus on intervention and management of cyberbullying concentrating on school work and expressed a lack of enthusiasm and motivation.