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The Global ETD Search service is a free service for researchers
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 71 to 80 of 80 (0.028 seconds)Spelling suggestions: "subject:"fully"" "subject:"bully""
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Understanding Coping Strategies and Behaviors of Employees Affected by Toxic LeadershipMorris, Jr., Jerry A 01 January 2019 (has links)
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.
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| 72 |
Polyvictimization and Psychological Adjustment Among Adolescents - and theModerating Effect of Peer Support.A Cross-Sectional Study on Swedish 7th Graders.Hellsten, Alexandra, Oliw Johansson, Alicia January 2021 (has links)
Polyvictimization across contexts has been found to be associated with negativepsychological adjustment among adolescents. This study aimed to explore the differences inpsychological adjustment outcomes amongst adolescents who experience victimization andpolyvictimization in a single context. Another aim was to investigate the possible moderatingeffect of peer support on psychological adjustment outcomes. Cross-sectional data from theYouth and Sports Project was used, with a sample of 675 Swedish adolescents in 7th grade(Mage= 13.1). Through cluster analysis, separate groups of adolescents were identified basedon their victimization experiences. Two of these groups were classified as experiencingpolyvictimization. The main findings showed that polyvictimized youth reported higherlevels of depressive symptoms and school stress, as well as lower levels of self-esteem andpsychological well-being, compared to non-victimized youth and those experiencing oneform of victimization. The results also showed that polyvictimized youth did not benefit frompeer support in relation to the psychological adjustment variables, compared to nonvictimizedyouth and those experiencing one form of victimization. This suggests thatpolyvictimization in a single context is associated with negative psychological adjustmentwhich is not buffered by peer support.
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| 73 |
Exploring bullying, cyberbullying and the authoritarian parenting style among grade six and seven learners in BenoniYoung, Kelly Anne 11 1900 (has links)
This study aimed to gain insight into the nature and extent of traditional and cyberbullying
among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social
Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned
through the observation of authoritarian parents), a quantitative research method was applied which
utilised an online self-report questionnaire to examine the relationship between bullying and the
Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while
31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least
once (N = 279). Further results revealed that the Authoritarian parenting style is significantly
related to the perpetration of both types of bullying. These results bring to the fore the
reciprocal relationship between both types of bullying, and indicate a need for systemic
intervention at the primary school level (involving parents/caregivers). Interventions should
therefore not seek to separate types of bullying into discreet problems, but rather focus on their
common underlying aspects, including parenting behaviours / Psychology / M.A. (Psychology)
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| 74 |
The psycho-educational impact of bullying on primary school learnersGovender, Meenaloshini 04 1900 (has links)
School bullying is becoming a problem throughout the world. It is deemed necessary that schools become safer environments for teaching and learning to take place. This study focused specifically on the impact of bullying, educationally and psychologically, on primary school learners. In the literature review conducted, research studies showed that learners were clearly affected by bullying. An empirical investigation, which included four individual sessions and a focus group session, was undertaken to determine what the effects of bullying were on the victims. Transcriptions were made of all the interviews and the data was then analysed to determine what the main themes were. The investigation concluded that bullying does affect learners educationally and psychologically. Based on the results, guidelines were provided for schools, parents, educators and the Department of Education. / Psychology of Education / M. Ed. (Guidance and Counselling)
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| 75 |
Exploring bullying, cyberbullying and the authoritarian parenting style among grade six and seven learners in BenoniYoung, Kelly Anne 11 1900 (has links)
This study aimed to gain insight into the nature and extent of traditional and cyberbullying
among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social
Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned
through the observation of authoritarian parents), a quantitative research method was applied which
utilised an online self-report questionnaire to examine the relationship between bullying and the
Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while
31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least
once (N = 279). Further results revealed that the Authoritarian parenting style is significantly
related to the perpetration of both types of bullying. These results bring to the fore the
reciprocal relationship between both types of bullying, and indicate a need for systemic
intervention at the primary school level (involving parents/caregivers). Interventions should
therefore not seek to separate types of bullying into discreet problems, but rather focus on their
common underlying aspects, including parenting behaviours / Psychology / M. A. (Psychology)
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| 76 |
霸凌旁觀者行為傾向影響因素探討-以高雄市都會區國中學生為例 / Bullying bystander behavior affect factors among Kaohsiung junior high students張育慈 Unknown Date (has links)
霸凌事件頻繁出現在各大報章雜誌，霸凌受害者在霸凌事件中經常處於權力不均等的地位，無法主動求援。借鏡西方之成功反霸凌計畫，發現霸凌事件中旁觀者的反應對於揭露、制止霸凌有相當之重要性。本研究將霸凌旁觀者區分為保護者以及局外者，過往研究發現兩者雖同為霸凌事件之旁觀者，然其行為結果卻有截然不同的影響。保護者行為的出現，可使學生對校園安全感受提高並有助於降低霸凌發生率，局外者行為則否。本研究參考Latané 與 Darley（1970）提出之旁觀者決策歷程模式等助人行為理論，推論學生對霸凌的態度、個人責任感，以及同儕團體規範會影響旁觀者的行為傾向，期望透過本研究了解國中學生旁觀霸凌事件的反應傾向，以及影響旁觀者行為之個人及同儕因素。
本研究採取實證典範之調查研究方法，研究樣本包和高雄市都會區國民中學421位學生，並且採用描述性統計、T檢定、單因子變異數分析以及多元迴歸等研究方法，依據受試者在「旁觀者行為」量表、霸凌「態度」量表、「個人責任感」量表以及「同儕團體規範」量表之得分進行統計分析。研究發現如下：
一、高雄市都會區國中學生，具有中度之保護者行為以及局外者行為傾向。
二、女性相較於男性較傾向出現保護者行為，對霸凌持較高的反對態度，且對「朋友」具有較高之個人責任感。
三、學生對「同學」之「個人責任感」受到「年級」所影響，「七年級」學生對於同學之個人責任感高於「八、九年級」學生。
四、學生對於「同學」之「個人責任感」以及「同儕團體規範」可以預測「保護者行為傾向」以及「局外者行為傾向」。
最後，依據本研究的結果提出實務建議與未來研究方向。 / Bullying is frequently reported in major newspapers and magazines. Bullying victims are usually in a disadvantaged position making them unable to call for help on their own. Successful anti-bullying programs in the west have found that bystanders hold an important role in the disclosure or cessation of bullying incidents. This study classified bystanders into defenders and outsiders. Although both are bystanders, defenders could increase a sense of security on campus and reduce the incidence of bullying. Outsiders, on the other hand, could not achieve such effect. Using Latané & Darley, s decision-tree model of bystander intervention, this study hypothesized that personal attitude and responsibility and peer group norm toward bullying would affect bystander behavior in the incidence of bullying. This study aimed to understand the way Taiwanese junior high students responded to bullying and factors that might affect bystander behavior.
Using survey research method, data were collected from 421 junior high school students in Kaohsiung Metropolitan Area as samples using questionnaires, including bystander behavior scale, bullying attitude scale, personal responsibility scale, and peer group norms scale. Statistical methods, such as descriptive statistics、t-tests、one way ANOVAs, and multiple regressions, were used, and the results are reported in the following:
1.Junior high school students in Kaohsiung Metropolitan Area had above average scores in their behavioral tendency as defenders or outsiders in incidence of bullying.
2.Female tended to have more defender behavior than male did. Also, female tended to oppose bullying more strongly and showed more sense of personal responsibility if “a friend” was bullied.
3.“Seventh graders” showed stronger sense of personal responsibility than 8th and 9th graders.
4.The sense of personal responsibility if “a classmate” was bullied and peer group norm (peers tended to aid the victims) both predicted behavioral tendency as defenders and outsider.
Implications and future directions were discussed.
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| 77 |
The psycho-educational impact of bullying on primary school learnersGovender, Meenaloshini 04 1900 (has links)
School bullying is becoming a problem throughout the world. It is deemed necessary that schools become safer environments for teaching and learning to take place. This study focused specifically on the impact of bullying, educationally and psychologically, on primary school learners. In the literature review conducted, research studies showed that learners were clearly affected by bullying. An empirical investigation, which included four individual sessions and a focus group session, was undertaken to determine what the effects of bullying were on the victims. Transcriptions were made of all the interviews and the data was then analysed to determine what the main themes were. The investigation concluded that bullying does affect learners educationally and psychologically. Based on the results, guidelines were provided for schools, parents, educators and the Department of Education. / Psychology of Education / M. Ed. (Guidance and Counselling)
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| 78 |
Understanding bullying in three inclusive secondary schools in Johannesburg : a wellness perspectiveMushambi, Charles 11 1900 (has links)
This research is about bullying in schools. The aim of the study was to investigate how
the problem of bullying is understood in schools, its causes, types, effects, general
patterns and strategies to curb this bullying problem in schools derived from the bioecological theory, through interviewing teachers, learners and principals at secondary
school level.
Qualitative approach and a case study were used. This qualitative research was
conducted at three inclusive secondary schools in Johannesburg North District in
Gauteng province in South Africa through engaging eighteen learners in Grade Eleven
and Twelve in focus groups. One focus group composed of six learners was conducted
at each of three participating schools. Nine teachers, three from each of the three
participating schools were involved in semi- structured interviews to solicit data on how
they understand bullying, its causes, types, effects, general patterns and ways of
addressing bullying in schools. Three principals, one from each of the selected schools
also participated in this study. All the participants participated in this research through
invitation to voluntary participation after being made aware of the purposes of the study
by the researcher. Thus, a purposive sample of three principals, nine teachers and
eighteen learners was used by the researcher. Semi- structured interviews and focus
group interviews were used as research instruments in this study. Teachers and
principals were engaged in semi- structured interviews and learners were involved in
focus group interviews. The bio- ecological theory and the wellness theory were used
as theoretical frameworks in this research to understand bullying, its causes, types,
effects and general patterns, so as to come up with strategies to address bullying that
target the learners’ social contexts rather than the learners themselves as is with the
case with the psychological model.
Before conducting this research, the researcher obtained ethics clearance from the
University of South Africa’s ethics committee, clearance was also obtained from
Gauteng Department of, clearance from Johannesburg North District as well as
acceptance letters from participating inclusive secondary schools.
The researcher also obtained assent from the eighteen Grade eleven and twelve
learners who participated in this study. Assent was also obtained from parents of learners who participated in this research. Consent was also obtained from the nine
teachers and three principals who participated in this research.
After conducting focus group discussions and semi- structured interviews with
teachers and principals, the researcher transcribed data verbatim for the purposes of
analysing it. After transcribing data, it was colour coded, then categorised and
categories were further fused into themes which were discussed in chapter five in
relation to literature reviewed in chapter two.
Some interesting findings were discovered in this research. Lack of resources,
violence and violent video games were found to be causes of bullying in schools.
‘Gangsterism’ and peer influence were said to be general patterns of bullying in
schools. Low academic performance and absenteeism were said to be effects of
bullying in schools. Physical bullying, verbal bullying, emotional bullying, social
bullying, sexual bullying, teacher- learner bullying, learner to learner bullying, gender
based bullying and cyber bullying were said to be some types of bullying prevalent in
schools. Working with various stakeholders in education such as organisations like
Love Life, S.E.N.C.A, South African Police Services and Community Based Youth
Centres as well as other professionals like social workers, psychologists and specialist
teachers was found to be helpful address bullying in schools. Findings also indicated
that involving parents and community leaders in school activities assist to address
bullying in schools. Installing cameras and suggestion boxes, reporting all forms of
bullying installing cameras, bullying awareness campaigns, training staff and having
bullying lessons in the school timetable were mentioned effective methods of
eradicating all forms of bullying in all schools.
However, the study recommends that, teachers and principals be staff developed on
issues related to how bullying is understood in schools in relation to its causes, types,
effects, general patterns and strategies to stop it in school. / Inclusive Education / M. Ed. (Inclusive education)
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| 79 |
Bully prevention through an evidence-based programme in the South African contextSenekal, Annique 01 1900 (has links)
The purpose of this research study was to explore the effectiveness of the KiVa anti-bullying programme with Grade 4 learners in a primary school, located in the Eden Central Karoo District of the Western Cape. Since bullying is a worldwide phenomenon, it is important to explore to what extent it is an issue in South Africa. International anti-bullying programmes, which are well researched and highly recommended, are described with an overview of the integration of systems theory with the practicalities of this research project. A mixed methods intervention design was used to collect data. Grade four learners completed questionnaires prior to and after implementation of the intervention programme, which comprised the quantitative data. The experiment schools Grade 4 Life Skills teachers led the implementation of the programme. Qualitative data were collected through semi-structured interviews with the Grade 4 teachers and the principal of the experiment school. The findings demonstrate that the implementation process over less than a year, did raise awareness and certain skills were developed and practised by learners. The effectiveness of the KiVa anti-bullying programme during a short period of six months, did establish consciousness and a change in attitude and behaviour. A statistically significant difference for two of the three categories, experiences at school (bullying) and about your life (well-being), of the questionnaire from before the implementation to after the implementation of the intervention programme was indicated at the experiment school. Thus, implications for future research regarding the implementation of the KiVa school-based programme are suggested. / Psychology of Education / M. Ed. (Psychology of Education)
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Bullying: Out Of The School Halls And Into The WorkplaceCooney, Lucretia 01 January 2010 (has links)
The primary purpose of this study is to identify those people at most risk of being bullied at work. While much research is being conducted on school bullying, little has been conducted on workplace bullying. Using data gathered from a 2004 study conducted by the National Opinion Research Center for the General Social Survey, which included a Quality of Work Life (QWL) module for the National Institute for Occupational Safety and Health (NIOSH), linear regressions indicated significant findings. As predicted, workers in lower level occupations, as ranked by prestige scoring developed at National Opinion Research, are more likely to be victimized. Data also suggest that being young, Black, and relatively uneducated may contribute to being bullied in certain situations. Future research is needed to examine influences of socio-economic, legal, and other demographic factors that may predict the chance of being bullied.
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