Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009. / Full text also available online. Scroll down for electronic link.

Relational, or indirect, bullying amongst girls has more recently received greater attention from researchers across the globe, in recognition of its potentially devastating psychological effects. Particularly in South Africa, with its unique history of apartheid, racial and gender inequalities and violent struggles amongst marginalized communities to be given the freedom to have a voice, the tendency of girls to „hide‟ their aggression, and to express it in covert ways needs to be understood and addressed. Additionally, in South African schools, many educators do not adequately appreciate the grim reality of girls‟ aggression as an antecedent to serious psychiatric illness. These girls are already coping with the effects of the HIV/AIDS pandemic, which is leaving many of them orphaned and raising younger siblings whilst still children themselves, thereby increasing their vulnerability to psychiatric adjustment difficulties. The present study therefore investigated the prevalence and psychological effects of relational bullying, and explored the developmental trajectory of different types of bullying amongst school-aged South African girls. The sample included 169 learners, from grade One to grade Twelve, in an independent school located in an urban area of KwaZulu-Natal. A self-report questionnaire, including direct questions and projective techniques, was utilized to collect data relating to the nature of girls‟ experiences of bullying, the psychological effects thereof, their friendships and their levels of social, cognitive and moral functioning. The current study showed a 33.5% prevalence rate of bullying victimization amongst the sample. It was hypothesized from a review of the literature that as girls grow older, and their skills in the cognitive, social and moral reasoning domains improve, friendship ties become closer and more important, and they utilize increasingly sophisticated forms of relational aggression. The research findings supported this prediction. In addition, it was found that older girls are increasingly negatively affected by girl-bullying, as reflected in a range of psychologically unhealthy reactions, which may constitute the precursors to psychiatric illness in adulthood. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

A cross-sectional survey design was used to establish the prevalence and form of bullying behaviour in a saturation sample of 385 Grade Eight and Nine female students in a KwaZulu-Natal high school. Relationships between peer relations, self-efficacy, conflict resolution strategies and bullying behaviour were investigated using well established measures with robust psychometric properties. The majority (79%) of students had been involved in bullying behaviour. Both direct and indirect forms of bullying were present. A significant predictive relationship between self-efficacy and peer relations was found (α.001 p<.005); quantity of friends was significant in predicting peer attachment style (Beta=.000 P<.005); level of victimisation predicted peer attachment style (Beta=.018 p<.05); and bullying roles were associated with specific dominant conflict resolution strategies (Victim & Accommodating 12%; Bully & Competing/Avoiding 10%; Bully-Victim & Competing/Avoiding 4%; Bystander & Collaborating 2%; Not bullied & Avoiding 6%). These findings are discussed in the context of the relevant empirical and theoretical literature on bullying and female psychosocial development. While the bully, victim, bully-victim and bystander differed in several important respects, further research is recommended to differentiate these roles in term of social relations, self-efficacy, identity development, psychosocial development and conflict resolution strategies in order to inform anti-bullying interventions within a school setting. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.