Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 138-152).

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed July 22, 2010). PDF text: viii, 174 p. : ill. ; 884 K. UMI publication number: AAT 3386839 . Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 205-215).

Thesis (Ed.D.)--East Tennessee State University, 2004. / UMI number: 3152150. Includes bibliographical references (leaves 134-138). Also available online (World Wide Web).

Ο σχολικός εκφοβισμός, ή αλλιώς θυματοποίηση (bullying), ως μία μορφή σωματικής, λεκτικής ή κοινωνικής επιθετικότητας, είναι η πλέον διαδεδομένη μορφή επιθετικής συμπεριφοράς στο χώρο του σχολείου. Πρόκειται για ένα φαινόμενο πολυπρισματικό, καθώς οφείλεται σε πληθώρα παραγόντων, έχει πολλές συνέπειες και εμπλέκει ένα μεγάλο αριθμό προσώπων. Εξαιτίας αυτού, αποτελεί ένα πεδίο που συγκεντρώνει συνεχώς αυξανόμενο ενδιαφέρον σε ερευνητικό επίπεδο παγκοσμίως. Εδώ, λοιπόν, καλείται το σχολείο, ως θεσμός, και ο εκπαιδευτικός, ως ο βασικότερος «εκπρόσωπός» του, να αναδείξουν τη σημασία και τον τρόπο της παρέμβασής τους για την αποτελεσματική αντιμετώπιση του φαινομένου. Σε αυτό πρέπει να προστεθεί και το ερώτημα κατά πόσο δύναται η Συμβουλευτική, ως ένας κλάδος που μπορεί και πρέπει να έχει εφαρμογή στο σύγχρονο σχολείο, να διαδραματίσει κάποιο ρόλο κατά τη διάρκεια της παρέμβασης αυτής. Η παρούσα εργασία διερευνά τον τρόπο, με τον οποίο οι εκπαιδευτικοί της Πρωτοβάθμιας Εκπαίδευσης αντιλαμβάνονται τις διαστάσεις και τις διάφορες πτυχές του φαινομένου του σχολικού εκφοβισμού, το πώς κατανοούν το συμβουλευτικό τους ρόλο και, τέλος, το κατά πόσο εντάσσουν στρατηγικές της συμβουλευτικής στην παρέμβασή τους στο φαινόμενο του σχολικού εκφοβισμού. Λέξεις – κλειδιά: σχολικός εκφοβισμός, συμβουλευτική, εκπαιδευτικός / Bullying, also called victimization, as a form of corporal, verbal or social hostility, is considered as the most popular type of aggressive attitude in school. It is a multidimensional phenomenon, due to the fact that it is caused by a variety of factors, has many consequences and involves a large number of people. As a result, it is a phenomenon that gradually interests the global scientific community. At this point, the school, as an institution, and the teacher, as its most basic “representative”, need to designate the importance and the way to intervene effectively, in order to face this phenomenon. It must also be considered in what way can counseling, as a sector that can and has to be implemented in the contemporary school, play a role during this intervention. The present study investigates the way teachers of Primary Schools perceive the different aspects of bullying, how they realize their consulting role and, finally, which strategies of counseling do they include during their intervention at the phenomenon of bullying. Key words: bullying, counseling, teacher

Made available in DSpace on 2013-08-07T18:42:07Z (GMT). No. of bitstreams: 1 000448546-Texto+Completo-0.pdf: 1722481 bytes, checksum: a40adfe8bfc8e436fd504a30736f22aa (MD5) Previous issue date: 2013 / Temperament can be regarded as the basis of mood, behavior and personality. It has a strong biological basis, manifested early in the development of the individual, guiding the formation of habits and is relatively stable over time. Although it is known that there are environmental influences, the relationship of temperament with biological markers and social environment is not well defined. Evidence suggests that the temperament and personality traits predict psychiatric disorders and that most of them are recurrent and chronic. Thus, this study aims to investigate the biological and social basis of behavior and in animal models of traits to assess the relationship of temperament with hyperucemia and with self-report of having been bullied in humans. To study the neurobiological basis of this trait, we selected mice with high and low exploration of a central object in an open field. Out of one hundred mice tested, the ten mice with higher (HE) and lower exploratory (LE) activity were evaluated with gene expression (Genechip Mouse Gene 1. 0 ST Array – Affymetrix) in the striatum and frontal cortex. The results showed 118 and 86 differentially expressed genes (DEGs) in the striatum and frontal cortex, respectively. Through analysis of DEGs biological processes were significantly more enriched in nervous system were development and function and cell-to-cell signaling, particularly in the striatum. These results suggest the involvement of translational and post-translational processes as well as striatal synaptic elements in the trait differences of exploratory behavior. Human studies were conducted with the data collected in a large web-survey on psychological and psychiatric measures (BRAINSTEP). In the study of biological basis of behavior we analyzed temperament in 7. 155 males (5. 1% hyperuricemic) and 25. 225 women (1. 8% hyperuricemic). Hyperuricemic subjects scored higher in anger and lower in inhibition and control, but hyperuricemic women also showed a higher emotional sensitivity and a lower degree of volition and coping. Subjects with hyperuricemia present more more externalizing and unstable emotional traits and affective temperaments In the study of the social bases of temperament assessed bullying during childhood and adolescence, through a question on time of exposure to bullying (none, <1 year, 1-3 years and> 3 years).Emotional traits and affective temperaments were evaluated with The Affective and Emotional Composite Temperament Scale (AFECTS). About half of the sample reported exposure to bullying and 10% reported being victimized by peers for longer than 3 years. Longer exposure to bullying was associated with lower Volition, Coping and Control. Bullying victimization was also associated with a much lower proportion of euthymic and hyperthymic types in both genders, which was compensated by an increase mainly in the proportion of depressive, cyclothymic and volatile types. Being bullied was associated with a broad and profound impact on emotional and cognitive domains in all dimensions of emotional traits, and with internalized and unstable affective temperaments. These results, taken together, show the importance of social factors and serum markers, as well as genetic markers of temperament. / O temperamento pode ser considerado como a base do humor, do comportamento e da personalidade, tem uma base biológica forte, manifesta-se cedo no desenvolvimento do indivíduo, norteia a formação dos hábitos sendo relativamente estável no decorrer do tempo. Apesar de se saber que há influências do meio, não está bem definida a relação entre temperamento e o meio social. Evidências sugerem que o temperamento e os traços de personalidade predispõem aos transtornos psiquiátricos e que a maioria deles é recorrente e crônico. Dessa forma, o presente estudo tem como objetivo investigar as bases biológicas e sociais do temperamento em modelos animais de temperamento e avaliar a relação do temperamento com hiperuricemia (elevação dos níveis séricos de ácido úrico) e com o autorrelato de ter sido vítima de bullying em humanos. Na avaliação das bases neurobiológicas do temperamento foram usados modelos animais, no qual foram selecionados camundongos com alta e baixa exploração em um teste campo aberto. Foram testados cem camundongos, e posteriormente selecionados os dez camundongos mais exploradores (HE) e os dez menos exploradores (LE), cujo mRNA de córtex frontal e estriado foi coletado para posteriormente ser avaliado através de chips para avaliação da expressão gênica (Genechip Mouse Gene 1. 0 ST Array - Affymetrix). Os resultados mostraram 86 e 118 genes expressos diferencialmente (DEGS) no estriado e no córtex frontal, respectivamente. Através da análise dos DEGs os processos biológicos mais significativamente enriquecidos foram o do desenvolvimento do sistema nervoso e da função e sinalização celular, especialmente no estriado, numa comparação entre animas HE com LE. Estes resultados sugerem o envolvimento de processos de translação e pós-tradução, assim como os elementos sinápticos do estriado nas diferenças de características de comportamento exploratório. Nos estudos em humanos, os dados foram coletados em um grande levantamento via Web através do Brazilian Internet Study on Temperament and Psychopathology (BRAINSTEP). No estudo de bases biológicas do temperamento em humanos, analisamos o temperamento em 7. 155 homens (5,1% hiperuricêmicos) e 22. 225 mulheres (1,8% hiperuricêmicas). Indivíduos hiperuricêmicos apresentaram escores mais elevados em raiva e inferiores na inibição e controle, já as mulheres hiperuricêmicas também mostram uma maior sensibilidade emocional e um menor grau de vontade e de enfrentamento. Os resultados demonstraram que indivíduos com hiperuricemia têm mais traços emocionais e temperamentos afetivos externalizados e instáveis. No estudo sobre as bases sociais do temperamento avaliamos o bullying durante a infância e adolescência, através de uma pergunta sobre tempo de exposição ao bullying (nenhum, <1 ano, 1 a 3 anos e > 3 anos).Traços emocionais e temperamentos afetivos foram avaliados com a Escala de Temperamento Afetivo e Emocional (AFECTS). Cerca de metade da amostra relatou exposição ao bullying e 10% relataram ter sido vítimas por mais de 3 anos. Vitimas de bullying também apresentam uma proporção muito menor de temperamentos eutímicos e hipertímicos em ambos os sexos, o que foi compensado por um aumento, principalmente, na proporção de traços depressivos, ciclotímicos e volátil. Sofrer bullying foi associado com um impacto amplo e profundo sobre os domínios cognitivos e emocionais em todas as dimensões de traços emocionais, e com temperamento afetivo internalizado e instável. Esses resultados, em conjunto, mostram a importância de possíveis marcadores séricos (ácido úrico) e fatores genéticos e sociais sobre os traços de temperamento.

A rua tem sido utilizada como contexto de desenvolvimento por crianças e adolescentes. É importante questionar como essa trajetória, permeada de eventos de risco, pode afetar ou influenciar o desenvolvimento moral e emocional dessa população. As emoções morais, como culpa, vergonha, orgulho, são constantes e universais. No entanto, as variações em seu conteúdo moral resultam da interação com o contexto histórico e cultural. Dessa forma, o presente estudo teve como objetivo investigar e descrever a expressão das emoções morais de crianças e adolescentes em situação de rua a partir da aplicação de uma entrevista semi-estruturada e do instrumento psicológico Scripted Cartoon Narrative Bullying. Através da inserção ecológica no contexto da rua, foram selecionadas 17 participantes, de ambos os sexos, com idades variando entre 11 e 16 anos (M= 14,05 ; DP = 1,24), para participarem da pesquisa. Os resultados apresentam uma descrição da expressão das emoções morais de crianças e adolescentes no contexto ecológico da rua. Integrando os resultados encontrados pode-se afirmar que as crianças e os adolescentes em situação de rua possuem e expressam emoções morais que refletem suas vivências cotidianas. Ou seja, a rua e a trajetória de vida dessa população não impede o desenvolvimento moral e emocional, mas essas vivências oferecem diferentes conceitos e interesses morais e afetivos. Pode-se concluir que esses meninos e meninas apresentam respostas diferentes, de forma mais significativa, na organização das suas expressões afetivas e emocionais às transgressões. Os achados sugerem que essas respostas e expressões são construídas nas suas experiências sociais, incluindo as de maltrato, violência e vitimização.

My diploma thesis deals with the manifestations of aggressiveness and bullying on the second grade of basic schools. In the section dealing with theory I define the concept of bullying and aggressiveness and further I focus on participants, causes, consequences, prevention, diagnosis and process of diagnosis and investigation of bullying. In the section dealing with practice I have defined three aims: To map and depict the manifestations of bullying on the second grade of given basic schools; to find whether the data gathered have any relation to a total number of pupils at school and to find what attitude towards the issue of bullying and aggressiveness among children is held by basic-school teachers themselves. To gather the data for the first and second aim I have used a form which had been handed out in three basic schools with a various number of pupils. To meet the third aim I have questioned twenty teachers of given basic schools. All three aims of my thesis have been fulfilled. My research shows that up to 35 percent of children have experienced a certain form of aggressiveness and bullying while the occurrence thereof does not depend on a total number of pupils. Moreover my research has shown that teachers are not expertly prepared to deal with the issue.

The purpose of this qualitative inquiry was to examine retrospective experiences of bullying among a diverse sample of ethnic minority and lesbian, gay, and bisexual college students. This study examined the language that college students used to describe forms of peer aggression that they may have experienced or observed during their elementary, middle school, or high school years. The ways in which they made meaning of their experiences of peer aggression and interpreted effects of such experiences were assessed. The specific meanings that participants attached to the term `bullying' were also explored. This study attended to the influence of multicultural group memberships on language usage and meaning-making of peer aggression. Finally, this inquiry included an exploration of the impact of stigma upon assuming or avoiding personal identification as a victim of peer aggression. This qualitative investigation employed individual interviewing with college students in order to explore the primary research questions and utilized constructivist grounded theory methods and analysis. According to the results, issues of cultural identity and cultural context emerged as strong themes in this investigation. Peer aggression experienced by culturally diverse individuals often involved identity-specific peer interactions which occurred within or emerged out of cultural context. The implications of these results are that attending to culture and context may be crucial to gaining an understanding of the social worlds of minority-identified people and to developing more culturally relevant research and practice. The findings also support calls for continued research on the role of culture in the nature of and meanings associated with bullying. Moreover, the results indicated that the participants tended to minimize experiences and outcomes of bullying and to distance themselves from stigmatized victim identities. These factors may undermine constructions of bullying as a social problem and thus warrant further attention by claims-makers interested in drawing attention to this issue.