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O fenômeno bullying: (in)definições do termo e suas possibilidades / The phenomenon bullying: (in) definitions of terms and yoursMEDEIROS, Alexandre Vinícius Malmann 17 August 2012 (has links)
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Previous issue date: 2012-08-17 / The bullying s phenomenon began to be studed and discussed among in the mid of
1980. These studies indicate their demonstrations in schools around the world,
regardless of socio-cultural differences. We consulted the publications available in
Scientific Eletronic Library Online (SciELO), were sought, in the articles, information
books by brazilian authors or translations into portuguese in order to observe this
literature: aspects that involve the use of the term bullying, as it appears the concept of
the phenomenon among these authors and the process of trivializing the phenomenon in
Brazil. It was observed that the use of the term to common stock in personal
relationships and conflicts present in different fields causes problems in their
identification and admitted an omnipresent phenomenon, because there is a tendency to
consider bullying aggression occurred beyond the school walls, as in homes, streets,
military barracks, prisons or the workplace. From these data we seek to start a new
discussion among brazilian authors in order to promote further discussion about the use
of the term bullying and its definition in Brazil, since it indicates a consensus for the
maintenance of English at the expense of a search for another word in Portuguese. We
believe that targeting the use of this concept conflicts between students and school
environments in Brazil, presented with its own characteristics that differentiate it from
other forms of violence at school is an alternative to avoid its trivialization. You must
define the boundaries of this phenomenon, knowing its structure and everything that
surrounds the consequences for those involved and policies to combat. The specification
of what we mean by bullying in Brazil is sine qua non condition for knowledge,
diagnosis, prevention, punishment, treatment and trivialization of the term of reproach. / O fenômeno bullying começou a ser estudado e discutido em meados dos anos de 1980.
Esses estudos indicam suas manifestações em escolas de todo o mundo, independente
das diferenças socioculturais. Ao consultarmos as publicações disponíveis na Scientific
Eletronic Library Online (SciELO), buscamos, nos artigos, indicações de livros de
autores brasileiros ou traduções para a língua portuguesa, afim de observarmos nessa
literatura: os aspectos que envolvem o uso do termo bullying, como é apresentado o
conceito do fenômeno entre estes autores e o processo de banalização do fenômeno no
Brasil. Observa-se que o uso do termo para ações comuns nas relações pessoais e de
conflitos presente em diversos campos provoca problemas em sua identificação e
admite uma onipresença do fenômeno, pois há uma tendência a se considerar bullying
as agressões ocorridas para além dos muros da escola, como em casas, ruas, quartéis
militares, presídios ou no local de trabalho. A partir destes dados buscamos iniciar uma
reflexão nova entre os autores brasileiros, a fim de promover um aprofundamento da
discussão a cerca do uso do termo bullying e de sua definição no Brasil, uma vez que se
aponta um consenso para a manutenção do inglês em detrimento de uma busca por
outro termo em português. Entendemos que o direcionamento do uso do conceito para
conflitos existentes entre alunos e no ambiente escolar no Brasil, apresentado com suas
próprias características que o diferencia de outras formas de violência na escola, seja
uma alternativa para evitar sua banalização. É preciso delimitar as fronteiras desse
fenômeno, conhecendo sua estrutura e tudo que circunda as consequências para os
envolvidos e as políticas de combate. A especificação do que entendemos por bullying
no Brasil, é condição sine qua non para o conhecimento, diagnóstico, prevenção,
punição, tratamento e repreensão da banalização desse termo.
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Evaluation of a bullying prevention programme at selected schools in the Western Cape Province – the Olweus approachMatthews, Brenda Marian Frederica January 2015 (has links)
Philosophiae Doctor - PhD / The study aimed to pilot-test the effectiveness of the Olweus Bullying Prevention
Intervention Programme (OBPP) at two selected primary schools in the Western Cape; and to compare the differences in reported incidents of bullying between the control schools (CSs) and intervention schools (ISs), after the OBPP intervention. On the basis of these aims, the stated objectives were to measure bullying behaviour for pre-test and post-test comparisons with the CSs after the implementation of the OBPP at the ISs; and to investigate the effectiveness of the OBPP by comparing the ISs and CSs for programme targets. Three main hypotheses were formulated and tested, including: (1) There is no statistically significant difference in the mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred, disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments at
the ISs and CSs before and after intervention; (2) There is no statistically significant difference in mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred , disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments between females’ and males’ reports before and after intervention; (3)There is no statistically significant difference in mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred , disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments between females’ and males’ at the ISs and CSs before and after intervention. In order to provide the relevant theoretical orientations to the study, the Olweus Approach, served as a framework for investigating the prevalence and extent of bullying in the selected schools, while Bronfenbrenner’s Ecological theoretical framework was used to inform the study. In order to reach these objectives, a quantitative method using a questionnaire to collect data and a quasi-experimental design with intervention (ISs) and control (CSs) groups was used. The following are the main findings in terms of tested hypotheses: Firstly, there is a positive statistically significant difference concerning the CSs variables that include peer support toward bullying (school 2 and 4) where females represented higher mean ranks than males at school 2 and males were represented by higher mean ranks compared to females for school 4. Furthermore, for the variables peer attitudes toward bullying (school 4) and reported satisfactory schooling environments (school 4), more females than males attested for both. This suggests a favourable effect without the intervention. Furthermore, there is a statistically significant difference concerning the ISs variables that include characteristics (grade level and gender) of the perpetrator (school 1), disclosure of the bullying incident (school 1), peer reaction and attitudes toward bullying (school 1), parents’ and teachers’ reactions and efforts to support and protect victims against bullying (school 1 & 3), class teacher efforts to support and protect victims of bullying (school 1) as well as reported satisfactory schooling environments
( school 1). Secondly, it is noteworthy that for all the variables that presented statistically significant differences between females and males at baseline and follow
up for the ISs – on average more females compared to males attested to this. Finally, statistically significant differences in terms of overall positive improvements i.e. N=200 that reported been bullied at baseline, was highlighted at only one of the ISs (school 1). Variables in this regard, included exposure to various types of bullying, characteristics (grade and level) of the perpetrator, disclosure of the bullying and reports of having a satisfactory schooling environment and noteworthy is that more males than females attested to be exposed to various types of bullying. These findings confirmed that the implementation of the OBPP has shown to be an effective programme at instilling an anti-bullying culture in terms of the named variables. The study therefore recommends, among others, that schools address existing bullying behaviour and prevent further bullying by building and enhancing existing connections between itself and the community which it serves; that the staff as a whole sets the standards of advocating an anti-bullying culture; and that teacher training colleges and universities offer the guidelines of the OBPP as a part of the students’ curriculum requirements. / National Development Agency (NDA) and the University of the Western
Cape
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The experience and aftermath of chronic bullying on individuals' socio-emotional developmentDarney, Christine Kyle January 2009 (has links)
Bullying behaviour is fast becoming a common feature in schools around the world. It is a practice that provokes concern, as it infringes upon the child’s right to human dignity, privacy, freedom and security. The physical, emotional and educational consequences of bullying behaviour can never be underestimated (Oyaziwo, 2008). Limited research has been conducted in South Africa regarding the prevalence and possible long-term effects of chronic bullying at school. This study intended to explore and describe the prevalence of bullying behaviour among a sample of grade 8 learners and the prevalence of previous chronic bullying at school among a sample of young adults in the Nelson Mandela Metropole. In addition, the study aimed to explore and describe the relationship between chronic bullying at school and self-esteem and attachment styles. Finally, the contextual factors which may influence the outcomes of chronic bullying for victims were explored and described. The study was exploratory descriptive in nature and employed a mixed method research design. Participants were selected by means of non-probability sampling. The sample consisted of 225 grade 8 learners at a secondary school in the Nelson Mandela Metropole and 101 young adult participants who had completed their school education in the Nelson Mandela Metropole within the past sixteen years. Data on the demographics of the sample was gathered through the administration of a biographical questionnaire. Furthermore, the Olweus (1996) Bully/Victim Questionnaire was utilized in order to obtain information about the prevalence of bullying behaviours among the participants. James Battle’s (1981) Culture-Free Self-Esteem Inventories were used to measure the construct of self-esteem, and Bartholomew and Horowitz’ (1991) Relationship Questionnaire was employed in order to identify the participants’ current attachment styles. Individual semi-structured interviews were later conducted among a sub-set of young adult participants, who had experienced chronic bullying at school, in order to identify the contextual factors which may have influenced the xiii outcomes of their experiences of victimization. Descriptive and inferential statistics, including correlations and multivariate analysis of variance (ANOVA), were utilized in order to analyze the quantitative data. Key findings revealed that eighty-five percent of the grade 8 participants had been involved in bullying behaviours at school this year and ninety-one percent of the young adult participants had been involved in bullying behaviours during some stage of their school careers. No significant relationship was found to exist between bullying and self-esteem in the grade 8 sample. Self-esteem scores did however vary significantly among the victims, bully-victims and bystanders in the young adult sample. Correlational coefficients confirmed that there was a significant relationship between previous chronic bullying at school and the total self-esteem scores of participants in the young adult sample. Findings also showed that there was no significant relationship between bullying and attachment in either of the samples in this study. Finally, qualitative results revealed that a number of contextual factors influenced the outcomes of chronic bullying at school for the sub-set of young adult victims. These factors included: The nature, frequency and duration of the bullying behaviour, the victims’ social support at the time as well as the victims’ personal characteristics.
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Cyberbullying: When Bullies Follow You Home.Phillips Newton, Ann E. 08 1900 (has links)
Researchers have studied adolescent bullying behavior since the 1970s, however, today's technological advances have opened the door to a new form of abuse. Teens can no longer escape the wrath of their bullies once they have left the school grounds, because bullies are following them home. Cyberbullying is a new phenomenon in which bullies use computer-mediated communication (CMC) to torment their victims. This research project focused on uncovering some of the mysteries surrounding this new means of bullying. A grounded theory analysis of stories written by victims revealed cyberbullies often use synchronous chat tools, e-mail, web sites, and cell phone text messages to reach their victims. Data analysis also revealed victims use of contextualization, descriptions of their bullying episodes, and discussions of their responses and outcomes to characterize their experiences. Interestingly, the researcher found victims of cyberbullying generally were also victims off face-to-face bullying as well.
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A social network analysis of bullying experienced by Grade 4 learnersBird, Jessie-Anne January 2016 (has links)
The purpose of this research was to study the influence of strong and weak social network ties on the phenomenon of bullying by examining the social ties leading to, or preventing bullying. Social ties were examined in relation to bullying, to establish the risk and protective factors associated with the structures of existing social networks. The study answered the research question: How does the strength of social ties relate to the phenomenon of bullying experienced by Grade 4 learners in a school environment? The secondary research questions addressed by the study were: What types of social ties are prevalent in bullies' and victims' networks? How do social ties act as protective factors when regarding bullying for the Grade 4 victims and bullies? How do social ties act as risk factors when regarding bullying for the Grade 4 victims and bullies? Social capital theory formed the basis of the theoretical framework. This study made use of an interpretivist paradigm, and employed a qualitative approach. This study was conducted using an exploratory, embedded case study design. One-on-one, semi-structured interviews, observations and reflexive journal were used to gather data. The data was analysed using thematic content analysis. Bullies were found to have more weak network ties than victims. Weak ties are largely necessary for the exchange of resources across networks, leading to greater diversity and variety of information, thus increasing access to social capital. Future research recommendations included a mixed-methods study, as well as an examination of the longevity of bullying and social network status. Recommendations included interventions aimed at reducing the incidences of bullying through addressing unrealised assets within social networks, and the wider social context, alongside teacher training. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted
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Addressing Bullying Behavior in Pediatric Patients Using a Clinical Practice GuidelineMoses, Barnitta Latricia 01 January 2019 (has links)
Childhood bullying can lead to adverse physical and mental health outcomes for both the victim and the bully. Risk factors for bullying can be related to gender, race, sexual preference, and having any type of disability. A pediatric primary care clinic in a large, metropolitan area, the focus for this project, did not have an evidenced-based clinical practice guideline (CPG) for providers to facilitate the management of children who presented with reported bullying. The project, guided by the Tanner's integrated model of clinical judgement, addressed the question whether a CPG would facilitate the early recognition and treatment of bullying in the pediatric clinical site. Using a literature search, a CPG was developed with evidence that included 6 recommendations ranging from clinical assessment and screening to advocacy. The CPG was then evaluated by 4 expert panelists using the AGREE II tool. Panelists included 2 pediatric medical doctors, 1 pediatric school nurse, and 1 mental health nurse practitioner. The panel evaluation results revealed a score of 81 out of a possible 100, where a score of 71 was the standard for acceptable results for the 6 recommendations. Results from the expert panel were used to modify the CPG, after which the guideline was presented to the panel for final approval. One final recommendation of the panel was to include a provision for referral and follow up for children identified with bullying. The finalized CPG was presented to the medical director of the pediatric clinic for implementation. The implications of the project for positive social change include decreased variations in clinical practice, early detection and intervention of bullying, improved effectiveness and quality of care, and decreased costly and preventable adverse events.
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Cyberbullying: youth's perceptions in a Johannesburg school contextMoross, Karen January 2017 (has links)
A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Psychology, Johannesburg 2017 / Cyberbullying is a new form of bullying that has emerged as a by-product of interactive communication technologies, of which adolescents are the most prolific users. A meaningful number of adolescents are involved in cyberbullying and the impact can have a significant effect on the wellbeing of adolescents. The prevalence and the level of severity of this phenomenon is a matter of concern for society in general. Technology is pervasive and has become an integral part of the lives of adolescents; it can also leave individuals more vulnerable to harassment and violent behaviour penetration/victimisations.
This study used Q methodology as an alternative approach to explore how South African adolescents’ perceived the nature of cyberbullying and its severity by providing insights into their subjective understanding of the phenomenon. A sample of 46 adolescents (aged 14 to 17 years of age) ranked two sets of statements (Q sort 1 and Q sort 2) that described cyberbullying behaviours and hypothetical cyberbullying events respectively. Participants sorted the statements according to personal significance within a fixed matrix. Their responses were analysed using the freeware statistical program PQ Method (Schmolck, 2014).
A five-factor solution was identified and described for Q sort 1. The diversity of views emerging has implications for cyberbullying research, policy, and intervention and suggests different approaches for addressing this issue. Three distinct accounts of the severity of cyberbullying events emerged from the Q sort 2 analysis. These perspectives are discussed in relation to existing literature and the potential role of adults is considered. Participants also completed an open-ended questionnaire to inform their reactions to cyberbullying events by probing coping mechanisms. The distinct representations add to the understanding of this complex phenomenon. / XL2018
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Skolpersonals erfarenheter av lågstadieelevers rapportering av indirekt mobbning och hur den kan upptäckasNiemi, Josefin January 2023 (has links)
Mobbningen i skolorna har ökat. Indirekt mobbning är svårupptäckt, eftersom den är ämnad att döljas för alla utom den utsatta. Skolpersonals okunskap och subjektiva bedömningar i mobbningsincidenter begränsar elevers utsikter att få gehör vid rapportering. Syftet med denna studie var att undersöka skolpersonals erfarenheter av lågstadieelevers rapportering av indirekt mobbning och att belysa strategier skolor har för att upptäcka lågstadieelevers utsatthet. Kvalitativ analys av åtta semistrukturerade intervjuer med yrkesverksamma inom lågstadiet, utfördes. Det framkom existera ett mörkertal av indirekt mobbning på lågstadiet, varpå deltagarna insisterade på samverkan och kunskap för att upptäcka utsatthet. Krav på arbetet bidrog till upplevd stress, vilket försummade möjligheterna till anknytning mellan personal och elever. Teoretiskt kopplades studien till anknytningsteorin då både forskning och denna studies deltagare menar att tillit skapar förutsättningar för att elever ska rapportera mobbning. Slutsatsen dras att ökad bemanning kan stärka tilliten i elev-personalrelationer, vilket således ökar utsikterna att indirekt mobbning upptäcks.
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Educational Intervention to Mitigate the Effects of Bullying in the Student Nurse PopulationRutherford, Dawna E. 22 October 2020 (has links)
No description available.
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Joint Trajectories of Bullying Victimization and Perpetration: Investigating the Role of the COMT GeneDesmarais, Riley 22 September 2023 (has links)
Bullying research has grown tremendously throughout the years, and yet, there is a lack of research investigating the biological underpinnings of bullying victimization and perpetration. The single nucleotide polymorphism catechol-O-methyltransferase (COMT) Val158Met is an important candidate gene that has been demonstrated to interact with environmental factors and play an important role in emotion processing. However, it remains unknown whether COMT Val158Met influences youth and adolescents’ involvement as both targets and perpetrators of bullying, considering bully-victims are found to struggle with emotion regulation. To address this knowledge gap, the role of COMT Val158Met on the joint trajectories of bullying victimization and perpetration was investigated in a longitudinal community sample. A latent class growth analysis (LCGA) was used to identify distinct patterns of bullying victimization and perpetration across the ages 10 to 18 years (n = 648). A three-class solution was chosen for bullying victimization where most participants were reflected in a trajectory of low decreasing bullying victimization (74%), followed by moderate stable trajectory of bullying victimization (23%) and a final group following a high stable trajectory of bullying victimization (3%). A two-class solution was chosen for bullying perpetration. As predicted, most participants were reflected in the low stable bullying perpetration group (83%) and a small group followed a moderate increasing/decreasing trajectory of bullying perpetration (16.4%). Dual trajectory models revealed distinct subgroup of individuals involved in bullying either as targets, perpetrators, or bully-victims. Conditional probabilities results suggest that highly victimized youth would in time perpetrate against others while remaining targets of high levels of perpetration (i.e., target to bully-victim), whereas youth moderately victimized were more likely to be uninvolved in bullying perpetration. There was no significant difference in allelic variations (i.e., any Met allele vs Val/Val) of COMT Val158Met between bully-victims and children uninvolved in bullying. Implications of these findings are discussed from a differential susceptibility model. Gaining an understanding of the mechanisms behind the impact of bullying victimization and perpetration on children and adolescent will help provide insight and support for school and clinical prevention and intervention efforts.
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