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M.A. (Clinical Psychology) / Please refer to full text to view abstract

D.Ed. / The researcher explored and described the teachers’ experience of aggression in a secondary school. In order to assist teachers who experience aggression in a secondary school, she developed, implemented and evaluated a Psycho-Educational Programme to facilitate their mental health. Aggression-related attitudes and behaviour has become part of the learning and teaching process, and directly contributes to the increased levels of stress and frustration for teachers, learners, and non-teaching staff. Despite this stressful environment, teachers are still expected to fulfil their normal duties as teachers. Teachers specifically ascribe disciplinary problems as one of the major reasons why they resign from teaching as profession. The research design was systemised into four sequential research steps. Step 1, the situation analysis, was conducted according to the qualitative research approach by means of individual phenomenological interviews with purposefully selected teachers. Tesch’s descriptive approach to data reduction was applied whereafter a literature control was conducted. Trustworthiness was ensured by adherence to credibility, transferability, dependability and confirmability. Step 2 introduced the development of a Psycho-Educational Programme to facilitate the mental health of teachers who experience aggression in a secondary school. The nature, content and extent of the programme were based on a conceptual framework. Step 3 and step 4 comprised the implementation and evaluation of the Psycho-Educational Programme according to the classical experiment approach. Participants completed the pre-test and post-test questionnaires. Adherence to internal validity, external validity, reliability and objectivity ensured the trustworthiness of the process. The following three themes emerged during the situation analysis: Theme 1: Teachers experienced feelings of anger, hurt, frustration and disappointment. Theme 2: Teachers experienced their locus of control in relation to aggression to be internal as well as external; and, Theme 3: Teachers were aware of barriers in the establishment and maintenance of constructive relationships at school. The evaluation of the data showed that the questionnaires were appropriate and valid. The variables; self-awareness internal locus of control and external locus of control and relationships, was effectively addressed in the Psycho-Educational Programme and also had a positive effect on the experimental group. The implementation of the Placebo Programme, however, had no significant impact on the control group. The public concern regarding aggressive behaviour at secondary schools is escalating, although contextualised research related to this issue is seriously lacking. The development, implementation and evaluation of the Psycho-Educational Programme, indicated that the aggression teachers experience in a secondary school can be managed by facilitating the mental health of the teachers. The study further allowed the researcher to practically demonstrate the value added to the study when both the qualitative and quantitative research approaches are appropriately included in the research design.

Lo Emily Hoi Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 49-58). / Abstracts in English and Chinese. / Chapter CHAPTER 1. --- INTRODUCTION --- p.1 / Figure 1 --- p.3 / Direct Aggression and Indirect Aggression --- p.4 / Emotion Regulation --- p.6 / Empathy --- p.10 / Social intelligence --- p.14 / The Present Study --- p.21 / Chapter CHAPTER 2. --- METHOD --- p.23 / Participants and Procedures --- p.23 / Instruments --- p.23 / Chapter CHAPTER 3. --- RESULTS --- p.28 / Descriptive Statistics --- p.28 / Table 1 --- p.29 / Correlations and Partial Correlations --- p.29 / Table 2 --- p.31 / Table 3 --- p.32 / Path analysis --- p.32 / Figure 2 --- p.34 / Figure 3 --- p.35 / Chapter CHAPTER 4. --- DISCUSSION --- p.37 / The Hypotheses --- p.37 / Gender --- p.40 / Culture --- p.42 / Limitations --- p.43 / Developmental Implications --- p.45 / Clinical Implications --- p.46 / Future Direction --- p.47 / REFERENCES --- p.49

Thesis (M.A.)--York University, 1998. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 74-81). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27377.

Thesis (Ed. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 99-106).

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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.