This thesis is an auto/ethnographic venture to explore the politics of bullying inside Bangladeshi classrooms. The thesis explores bullying in the frameworks of affect, anti-oppressive and intersectional gender pedagogy. Using autoethnographic and ethnographic means, the author revisits past encounters of being bullied and collects data from four schools in Dhaka, Bangladesh, drawing connections between narratives and theories. The thesis explores how schools fix and essentialize the identities of bully and bullied in discursive readings, which result in troubling approaches to deal with bullying, such as discipline, punishment and surveillance, which further exclude and other the bully and bullied. The thesis offers an affective reading of bodies inside classrooms, and employs theories of anti-oppressive and intersectional gender pedagogy to address and bring down the binary between bully and bullied, address power relations in classrooms and revise the roles of teachers and students. By acknowledging tensions and disruptions, aiming for self-reflexivity and transgressions, it offers a reading of how to think of transformations and turn the classroom into a ‘risky,’ yet generative space, to start a dialogue about bullying.

The area of bullying has been quite well mapped, although it would appear that the research into this field has been done mainly in quantitative form. The aim of this thesis is to approach the issue from a different angle and to explore the students' point of view of the reasons for the occurence of bullying while using the qualitative form of research. For this purpose, individual interviews with sixteen seventh grade students from a basic school in Prague were conducted and subsequently analysed with the use of the open coding method. The results show that students themselves perceive bullying as a considerably individual concept. The students define bullying in terms of various negative events which are common among peers but in addition they discuss other conditions, such as recurrence, permanency and notably the feeling of being a victim, a key aspect in the definition of bullying and the use of the term itself. Various reasons for the occurence of bullying are presented in the interviews and can be divided into three categories based on whom the inception of bullying can be attributed to. As for the agressor, the explanations arise from a bad relationship with the victim, envy, revenge, satisfaction, a social status struggle or family and personal problems. The victim's reasons mentioned are...

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. / 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 Positive Behavior Support (BP-PBS) gives students the tools necessary to remove the social rewards maintaining bullying behavior through a strong link to school-wide positive behavior support, a discrimination between "being respectful" versus "not being respectful" in unstructured settings, and the explicit teaching of a simple, school-wide response to bullying effective for victims, bystanders, and perpetrators of bullying. This is coupled with an efficient strategy for school staff to use when dealing with reports of bullying including a sequence of questioning and practice. A single-subject, multiple-baseline design across six students and three elementary schools was implemented in an empirical evaluation of the effectiveness of BP-PBS. Results indicated that implementation of the program not only significantly decreased incidents of bullying behavior for all six students observed, but also increased the likelihood of appropriate victim responses and bystander responses, indicating a substantial decrease in the social rewards that served to maintain bullying behavior. In addition, through a pre-post survey, students also reported improved perceptions of the bullying and safety at their schools. Finally, school staff members were able to implement the program with a high degree of fidelity and regarded the program as effective and easy to implement. These findings have major implications for the design and support of effective social culture in schools. Limitations of the research and future efforts are suggested to encourage the field in a new direction with bully prevention efforts, away from overly complicated definitions and interventions, toward a school-wide approach including specific strategies and a reconceptualization of the bullying construct. / Committee in charge: Robert Horner, Co-Chairperson, Special Education and Clinical Sciences; Kenneth Merrell, Co-Chairperson, Special Education and Clinical Sciences; Jeffrey Sprague, Member, Special Education and Clinical Sciences; Bruce Stiller, Member, Not from U of 0; Lou Moses, Outside Member, Psychology

This explorative study investigated bullying in a sample of schools in Lesotho from the learner’s perspective. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, school violence, victim and bully. The research described various forms of bullying, reason for and possible intervention strategies. The quantitative research method was applied, which included an analysis of the data obtained from a questionnaire containing 33 close-ended questions divided into six sections: general information; observation of bullying; experience of bullying; impact of bullying; participation in bullying activities and reasons for bullying and measures against it. The questionnaires were distributed among 1 373 learners from Lesotho public schools which were used for the study. The research was brought to a conclusive end with a proposal for school bullying intervention strategies in Lesotho public schools. / Criminology / M.A. (Criminology)

Le bullying est un comportement agressif insidieux caractérisé par : sa répétitivité, sa dissymétrie et son intentionnalité, dans lequel on identifie quatre statuts pour chaque individu : agresseur, victime, agresseur/victime, neutre. Si de nombreuses recherches se sont intéressées aux conséquences psychopathologiques du bullying sur les victimes, peu d‟études ont été consacrées aux différences de fonctionnement psychologique des adolescents selon leur statut. Notre recherche se réfère au modèle du traitement de l‟information sociale de Crick et Dodge (1994). Celui-Ci stipule l‟existence de six étapes de traitement en interaction avec des processus centraux tels que la régulation des émotions et la gestion des compétences sociales. Deux expériences ont été conduites. Dans le cadre d‟un entretien individuel et semi-Directif, 717 collégiens ont répondu à différents questionnaires concernant le bullying et le traitement de l‟information sociale. Dans les deux recherches nous avons procédé à des analyses statistiques. Les principaux résultats révèlent l'existence de profils de traitement de l‟information différentiels propres à chaque statut / Bullying is an insidiously aggressive behavior characterized by repetitiveness, asymmetry (a bully dominating his victim) and intent to do harm (Olweus, 1993). Any individual concerned will fall into one of four categories: bully, victim, bully/victim or not involved. If numerous researchers have taken an interest in the psychopathological impact of bullying on its victims, there have been few studies devoted to the differences in the psychology of adolescents depending on their status in bullying. Our research refers to the theoretical pattern of Crick and Dodge (1994) to process social information. They contend the information will be processed in six stages in interaction with the central nervous system which involves the regulation of emotions and the command of social skills. We have carried out two experiments. In the course of semi-Structured individual interviews, seven hundred and seventeen (717) secondary school students answered different sets of questions about bullying and social information processing mechanisms. In both studies we have performed statistical analyses. The main results show different types of information processing depending on the status in bullying

La presente investigación pretende conocer el grado de implicación en bullying de los sujetos escolarizados en los últimos cursos de Educación Primaria en la Región de Murcia, así como la relación existente entre esta implicación y ciertas características del clima social, escolar y familiar. La muestra la componen 426 alumnos de edades comprendidas entre 9 y 12 años. Los resultados revelan un nivel de implicación del 15% y muestran diferencias significativas entre los sujetos no implicados y los implicados en bullying en la ascendencia social y en la percepción del clima social escolar y familiar. Un estatus sociométrico más bajo y la percepción de un clima escolar y familiar poco cohesionado y estable sitúa a las víctimas en una situación de mayor indefensión frente a los bullies, quienes perciben malas relaciones en el aula pero tienen el apoyo de ciertos compañeros así como cierto refuerzo a sus conductas agresivas bajo pautas educativas familiares indulgentes. Todos estos elementos del clima social, escolar y familiar favorecen el bullying y refuerzan el desequilibrio de poder entre bully y víctima. / The present research tries to know how subjects on the last levels of Primary School at Región de Murcia are implied on bullying as far as the relation existing between that implication and certain characteristics of social, school and family climate. A total of 426 schoolchildren aged 9-12 were asked to elaborate the research. The results reveal a 15% of implication, they also show significant differences on social status and perception of social, school and family climate between subjects implied and not implied on bullying. A low social status and an unconnected family make the victims to be defenseless. On the other hand bullies, who feel bad relations in the classroom, are supported by some classmates. More over, their aggressive behaviors are supported by permissive family education. All these elements of the social, school and family climate reinforce bullying and make stronger the power differences between bully and victim.

This explorative study investigated bullying in a sample of schools in Lesotho from the learner’s perspective. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, school violence, victim and bully. The research described various forms of bullying, reason for and possible intervention strategies. The quantitative research method was applied, which included an analysis of the data obtained from a questionnaire containing 33 close-ended questions divided into six sections: general information; observation of bullying; experience of bullying; impact of bullying; participation in bullying activities and reasons for bullying and measures against it. The questionnaires were distributed among 1 373 learners from Lesotho public schools which were used for the study. The research was brought to a conclusive end with a proposal for school bullying intervention strategies in Lesotho public schools. / Criminology and Security Science / M.A. (Criminology)

The goal of this study was to investigate the impact of physical, verbal and social bullying in high school on the adolescent’s sense of self, thereby improving the knowledge base and insight of counsellors who work with victims of bullying. The objectives of this study were: <ul><li>To build a knowledge base on the problem of bullying using existing literature. The knowledge base was used to form a holistic picture of the problem.</li> <li>To empirically investigate the impact that bullying in the school has on the adolescent’s sense of self.</li> <li>To provide conclusions and recommendations for teachers of school A as well as counsellors who, in the counselling setting, work with bullied children. </li></ul> This quantitative study endeavoured to answer the following research question: “What is the impact of bullying on the adolescent’s sense of self.” The researcher aimed to use the statistical analysis of the empirical study to improve the helping profession’s understanding of the phenomenon. This may lead to more successful intervention strategies on behalf of these adolescents. The study was feasible, as it was within the financial and practical means of the researcher. She had access to the school as she was employed there and obtained permission from the school, Department of Education, parents of participants, the participants themselves and The Ethical Committee of the University of Pretoria. The following themes emerged from the data analysis (when the male and female adolescents’ results were separated) namely: <ul><li>Physical bullying does not affect any parts of the sense of self of the female adolescent but does affect the physical and creative self of the male.</li> <li>Social bullying impacts every part of the female adolescent self but only affects the emotional, behavioural and creative sense of self of the male.</li> <li>Verbal bullying has an impact on every part of the female adolescents sense of self and affects all parts of the male sense of self except the physical and intellectual sense of self.</li></ul> From the research findings, recommendations were made on a micro, macro and exo- level. On a micro-level, this included improved intervention and prevention programmes in schools. On macro-level the researcher is of the opinion that the Department of Education of various districts need to ensure that policies are put in place as well as to support individual schools in their endeavours to stop bullying. On a meso-level, legislation changes and enforcement of the Bill of Human rights in schools are recommended. Copyright / Dissertation (MSD)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

Navorsingsresultate toon dat treitering ‘n ernstige probleem is wat wêreldwyd voorkom, ook in Suid-Afrika en dat die getal slagoffers wat daardeur geraak word skrikwekkend hoog is. Die doel van hierdie studie is om die regsimplikasies van treitering van leerders deur mede-leerders in Suid-Afrikaanse openbare skole vir die onderwysbestuur en onderwysreg te ondersoek en te beskryf. Met die term “onderwysbestuur” word verwys na onderwys op nasionale vlak, provinsiale vlak en skolevlak. Die regsimplikasies vir die onderwysreg is hoofsaaklik daarin geleë dat daar nuwe kennis tot die onderwysreg toegevoeg word. Dit is aksiomaties dat regsimplikasies onlosmaaklik verbonde is aan regsreëls. Daar kan slegs sprake wees van regsimplikasies van ‘n aangeleentheid as daar regsreëls is wat die aangeleentheid beheer en rig – in die geval van hierdie studie, die regsreëls wat die bestuur en hantering van treitering in Suid-Afrikaanse openbare skole rig en beheer. Die regsreëls wat die bestuur en hantering van treitering in Suid-Afrikaanse openbare skole rig en beheer, is deel van die Handves, internasionale kinderregte-ooreenkomste, wetgewing, die gemene-reg, deliktereg, die strafreg en regspraak. Om die navorser in staat te stel om die regsreëls in ge-noemde regsbronne te identifiseer, is ‘n deeglike kennis van die fenomeen “treitering” noodsaaklik. Om die regsimplikasies van hierdie regsreëls te bepaal, beteken dat hierdie regsreëls binne die konteks van “treitering” as fenomeen geïnterpreteer moet word. Daar moet dus beskryf word hoe hierdie regsreëls toepassing vind met betrekking tot treitering. Die interpretasie van hierdie regsreëls binne die konteks van treitering geskied deur middel van semi-gestruktureerde onderhoude met geïdentifiseerde respondente wat geïdentifiseer is op grond van hul kennis van spesifieke regsdissiplines en die praktyk soos byvoorbeeld menseregte en kinderregte, die gemenereg, die deliktereg, die strafreg, die onderwysreg asook die regspraktyk en onderwysregspraktyk. Die beskrywing van die regsimplikasies vir die onderwysbestuur en onderwysreg is hoofsaaklik gegrond op die response (bevindinge) van die respondente, maar die regsimplikasies word uitgebrei deur die response van die respondente te verbind aan veelvuldige bronne van informasie. Hierdie aanvullende informasie wat aangewend word vir ryker beskrywing (“thick description”) lei ook die navorser tot die identifisering of beskrywing van verdere implikasies wat nie noodwendig in die respondente se response na vore gekom het nie. Die regsimplikasies van die treitering van leerders deur mede-leerders is omvattend en het implikasies vir die onderwysbestuur op nasionale vlak, provinsiale vlak, distriksvlak en skolevlak en wel ten opsigte van die volgende afdelings van die Suid-Afrikaanse reg: fundamentele regte, wet-gewing, die deliktereg en strafreg. ENGLISH: Research results indicate that bullying is a serious problem worldwide, South Africa included, and that the number of victims affected is alarmingly high. The purpose of this study is to investigate and describe the legal implications that bullying of learners by fellow learners in South African public schools has for education management and education law. “Education management” refers to education at national, provincial and school levels. The legal implications for education law lie mainly in the fact that new information is being added to the body of education law. It is axiomatic that legal implications are inextricably bound to legal rules. One can only speak of legal implications if there are legal rules that control and direct them – in the case of this study it is the legal rules that control and direct the management and operation of bullying in South African public schools. The legal rules that control and direct the management and operation of bullying in South African public schools are part of the Bill of Rights, international children’s rights conventions, legislation, common law, law of delict, case law and criminal law. A thorough knowledge of the phenomenon “bullying” was necessary to enable the researcher to identify the legal rules contained in the legal sources mentioned. In order to determine the legal implications of these legal rules, it was necessary to interpret these legal rules within the context of the phenomenon “bullying”. It was therefore necessary to describe how these legal rules are applied with regard to bullying. The interpretation of these legal rules within the context of bullying was done by means of semi-structured interviews with identified respondents who were identified on grounds of their knowledge of specific law disciplines and practice such as human rights and children’s rights, common law, the law of delict, criminal law, education law and legal practices and education law practices. The description of the legal implications for education management and education law is based mainly on the responses (findings) of the respondents, but the legal implications are extended by linking the responses of the respondents with many other sources of information. This supplementary information, which is used to enrich the description (thick description), also led the researcher to identifying or describing additional implications that were not necessarily evident from the responses of the respondents. The legal implications of the bullying of learners by fellow learners, are comprehensive and have implications for education management at national level, provincial level, district level and school level, especially in terms of the following sections of South African law: fundamental rights, legis-lation, the law of delict and criminal law. / Thesis (PhD)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

Toxic leaders affect nearly half of the U.S. employee base and create environments in which followers, peers, and staff might be less effective due to stress, devaluation, and potential job loss. A multiple case study approach was used to understand what coping strategies employees use to reduce the negative effects of toxic leadership on themselves, other employees, and the overall workplace; and to understand the behaviors that result from these strategies. The purposeful and snowball sample consisted of 29 participants within the United States, ages 30 to 65, who worked within two or more organizations and who either directly experienced a toxic leader or observed someone who did. The theoretical framework was based on betrayal trauma theory, conservation of resources theory, and the cognitive theory of trauma. Research questions focused on how affected employees coped during and after the toxic event and any coping differences between sample groups. Data were collected via one-on-one telephone interviews. Data were analyzed via data organization, acquaintance, classification, coding, and interpretation. The major themes that emerged were emotional reaction, coping strategies used, effects at work and home, and resulting health issues for both person and family. Seeking resource help was identified as the most effective coping strategy when dealing with a toxic leader. Toxic leadership can have lasting negative effects on both organizations and employees that can extend beyond the workplace. Organizations have an organizational and social responsibility to address toxic leader behaviors and provide resources to employees to counteract toxic leadership to create a more positive work environment where employees can find work rewarding and fulfilling.