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.

Bullying in higher education has become a global concern on college campuses and is occurring there in face-to-face encounters and through social media. Bullying contributes to hundreds of thousands of students dropping out of their higher education programs annually. This study brings more awareness to the uncivil behaviors occurring on college campuses. It uses for its conceptual framework the fourth of the Seven Vectors of Identity Development articulated by Chickering and Reisser: developing mature interpersonal relationships. This study's 2 guiding questions investigated whether bullying took place on a single college campus and how the bullying revealed itself. Further, this study used qualitative methods to gather data through face-to-face semistructured interviews conducted on the institution's campus. The sample size for this study was 8 alumni. Its findings are based on individual participant perceptions that were analyzed for themes recurring throughout the interviews. These themes provided insight into the overall campus climate in the local setting as it pertains to bullying activities in a higher education context. The findings revealed that bullying does occur on the campus of the institution studied. In conclusion, these findings may contribute to positive social change by encouraging future research and may influence higher education administrators to take steps to mitigate the risks of bullying on their campuses.

Bullying is a problem experienced in schools across the country including in the ABC Elementary School in Georgia, where the No Place for Hate antibullying program is in place to address this problem. The purpose of this qualitative case study was to understand educators' perspectives on their experiences implementing the program. Bandura's social learning theory was used as the conceptual foundation for this study. A content analysis research method based on that of Yin and employing NVivo software was used to analyze interviews. The participants were asked to comment on three main areas: (a) bullying, (b) useful components of the No Place for Hate antibullying program, and (c) resources available for them to use in identifying and responding to bullying. The participants were 10 teachers and 3 administrators at ABC Elementary School who were affiliated with the program. Each participant engaged in a semi structured, face-to-face interview lasting approximately 30 to 45 minutes. Teachers and administrators perceived that the No Place for Hate anti-bullying program at ABC Elementary School helped participants to actively acknowledge and respond to the issue of bullying. However, all felt that a more consistent implementation would increase its effectiveness. Educators may use the results of the study through a professional development as a basis for recommendations concerning vital areas of antibullying programs that schools should improve upon or implement. The results of this study added to the body of knowledge for other schools that use or might use the No Place for Hate antibullying program. Moreover, the results of the study could be used to inform federal and state governments concerning the development of sound policies and programs on addressing bullying that may result in safer educational experiences for students.

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No. of bitstreams: 1 frick_lt_dr_prud.pdf: 2638967 bytes, checksum: fdfd5f76bbf0abf1005d84f28e7a3097 (MD5) Previous issue date: 2016-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A presente tese foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, Universidade Estadual Paulista, encontra-se vinculada à linha de pesquisa “Processos Formativos, Diferenças e Valores” e contou com financiamento da Fundação de Amparo à Pesquisa no Estado de São Paulo - FAPESP e da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES com bolsa de "Doutorado Sanduíche no Exterior – PSDE". Teve como objetos de análise as ações de prevenção e contenção do bullying propostas por pesquisadores e pelas instâncias governamentais, no Brasil e na Espanha. Os objetivos do trabalho foram, além de investigar as propostas de prevenção e contenção para o bullying encontradas nesses países, analisá-las e investigar as proximidades e distanciamentos entre elas. Procurou-se refletir, também, sobre as possibilidades de adequação das proposições antibullying da Espanha ao Brasil. Constitui-se num estudo descritivo e exploratório de caráter qualitativo e teve como procedimentos metodológicos a pesquisa bibliográfica e a análise documental. A literatura analisada consistiu-se de teses, dissertações e artigos nos dois países (do Brasil: três teses, 17 dissertações e seis artigos; da Espanha: 21 artigos) e nela descrevemos e analisamos o desenvolvimento de estratégias antibullying de vários tipos e alcances. As sugestões da literatura brasileira são mais relacionadas à promoção de ações de informação, sensibilização e conscientização que incidem nas relações interpessoais de modo mais amplo, como fomentar a vida democrática, a cooperação, as relações de amizade e o apoio no ambiente escolar. Também se referem à criação de regras e à capacitação profissional. A ênfase da literatura espanhola se apresentou no desenvolvimento de ações que promovam aspectos como: a melhora das relações interpessoais, enfatizando os sistemas de apoio entre os alunos; o desenvolvimento emocional e a autoestima; o ensino de valores sociomorais, via desenvolvimento de habilidades sociais e desenvolvimento moral; a capacitação docente e das famílias. As estratégias governamentais brasileiras identificadas foram relacionadas à legislação antibullying aprovada em 19 estados e nenhuma em âmbito nacional e às ações desenvolvidas pelas Secretarias Estaduais de Educação, sendo que duas destas possuíam projeto antibullying específico, quatro tinham projeto de prevenção à violência escolar que incluía o bullying e em 17 destas encontramos ações isoladas; nenhuma ação do Ministério da Educação. As estratégias governamentais espanholas identificadas foram relacionadas às normativas que faziam menção à prevenção ou à contenção ao bullying aprovadas nas 17 Comunidades Autônomas e em nível estatal; iniciativas do Ministerio de Educación, Cultura y Deporte; ações de prevenção e contenção ao bullying das Consejerías de Educación das 17 Comunidades Autônomas. Nos dois países, realizamos visitas em escolas (5 na Espanha e 2 no Brasil) que desenvolviam projetos antibullying. Consideramos que a Espanha tem percorrido um caminho maior que o Brasil, em termos de atenção ao bullying pelas políticas educacionais, promovendo o desenvolvimento de ações antibullying dentro de uma perspectiva de melhora da convivência, por meio de planos de atuação institucionalizados, apostando nos sistemas de apoio, como a ajuda e a mediação entre iguais. São poucas administrações educativas brasileiras - secretarias de educação - que têm projetos e que se baseiam na literatura científica para dar sugestões de ações para as escolas. Evidenciamos que as políticas públicas brasileiras precisam investir na formação inicial e continuada dos professores, além da institucionalização de espaços e tempos nas escolas para o planejamento, avaliação, execução e acompanhamento das ações antibullying. / This thesis was developed within the Post Graduation Program in Education of the Science and Technology College, Universidade Estadual Paulista, and it is connected to "Formative Processes, Differences and Values" research group. It was funding by the Fundação de Amparo à Pesquisa no Estado de São Paulo - FAPESP and Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES with "Doutorado Sanduíche no Exterior – PSDE scholarship". The research analysis objects were the actions of prevention and containment of bullying in schools proposed by researchers and governmental agencies in Brazil and Spain. The objectives of this study were to investigate proposals for prevention and containment of bullying in those countries, and to analyze such proposals investigating proximities and distances between them. He tried also to think over the possibilities of adapting anti-bullying propositions from Spain to Brazil. This research constitutes a descriptive and exploratory qualitative study based on literature and document analysis as methodological procedures. The literature analyzed consisted of thesis, dissertations and articles in both countries (from Brazil: three thesis, seventeen dissertations and six articles; from Spain: twenty-two articles). Besides, it described and analyzed the development of anti-bullying strategies of various types and ranges. Brazilian literature suggestions are more related to the promotion of informative actions, awareness that focus on interpersonal relations such as promoting democratic life, cooperation, friendship and suport in the school environment. They also refer to the creation of rules and to professional training. The emphasis of Spanish literature is the development of actions that promote aspects such as: the improvement of interpersonal relationships, emphasizing suport systems among students; emotional development and self-esteem; teaching social and moral value through development of social skills and moral development; teachers and families training. The Brazilian governmental strategies were related to anti-bullying legislation aproved in 19 states, none in the national level, and the actions undertaken by the State Education Departments: two of them had a specific anti-bullying project, four of them had projects for prevention of school violence that included bullying and in seventeen Departments there were isolated actions; there were no action by the Ministry of Education. The Spanish governmental strategies identified referred to state regulations that mentioned prevention or containment actions for bullying, which were aproved in 17 Autonomus Communities and in State level; initiatives from Ministerio de Educación, Cultura y Deporte; prevention and containment actions for bullying of Consejerías de Educación of the 17 Autonomous Communities. In the two countries, we conducted visits in schools (five in Spain and two in Brazil) who developed anti-bullying projects. We consider that Spain has come a longer way that Brazil, in terms of attention to bullying by educational policies, promoting the development of anti-bullying actions within a perspective of improvement of living through institutionalized action plans, investing on suport systems, such as help and mediation among equals. Few Brazilian educational administrations – Education Departments - have projects that ground on the scientific literature to give suggestions of actions for schools. We showed that Brazilian public policies need to invest in initial and continuing teacher training, as well as in institutionalization of space and time in schools for planning, evaluation, implementation and monitoring of anti-bullying actions. / FAPESP: 2012/01533-0 / CAPES: 9020/13-6

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