Made available in DSpace on 2014-04-05T02:01:36Z (GMT). No. of bitstreams: 1 000453498-Texto+Parcial-0.pdf: 629338 bytes, checksum: 2e933e108c438d9a1a6c5a9752fc4fbc (MD5) Previous issue date: 2013 / The Social Skills have an important role in the social, academic and emotional development of adolescents. At this stage of life, to have a good repertoire of SS is associated with a healthy development, and the deficit of these behaviors is associated with numerous negative outcomes. Among the consequences associated with a poor repertoire of SS among young we highlight the internet addiction (IA) and the involvement in bullying behaviors. Given the above, the aim of this study was to verify, through two empirical studies the association between SS and IA, and between SS and bullying in a sample of adolescent students, residents in a city in the interior of Rio Grande do Sul state, Brazil. Both studies were quantitative and with a cross-sectional design. We used the following instruments: Inventário de Habilidades Sociais para Adolescentes(IHSA), Internet Addiction Test (IAT) and the Questionário Multimodal de Interação Escolar (CMIE-IV). Through the application of the instruments we sought to observe whether having IA and being involved in bullying behaviors were associated with lower scores of SS. We also tried to estimate which classes of social skills behaviors were associated with IA and bullying. As regarding the association between SS and IA, the results have indicated that IA was associated with greater difficulty in expressing social skills behaviors. Concerning the association between HS and bullying, it was possible to verify that either be victim or aggressor was associated with a lower repertoire of SS in the most of the factors of this construct. However, the results indicated that a lower repertoire of SS in adolescents was associated with having IA and being involved in bullying behaviors. / As Habilidades Sociais (HS) têm um importante papel no desenvolvimento social, acadêmico e emocional dos adolescentes. Nesta etapa da vida, possuir um bom repertório de HS está associado a um desenvolvimento saudável, sendo que o déficit destes comportamentos encontra-se associado a inúmeros eventos negativos. Entre os desfechos associados a um pior repertório de HS entre jovens destaca-se a dependência de internet (DI) e o envolvimento em comportamentos de bullying. Diante do exposto, o objetivo deste trabalho foi verificar, mediante dois estudos empíricos, a associação entre HS e DI e HS e bullying, em uma amostra de adolescentes escolares, residentes em um município do interior do Rio Grande do Sul, Brasil. Ambos os estudos foram quantitativos e com delineamento transversal. Foram utilizados os seguintes instrumentos: Inventário de Habilidades Sociais para Adolescentes (IHSA), Internet Addiction Test (IAT) e o Questionário Multimodal de Interação Escolar (CMIE-IV). Através da aplicação dos instrumentos, buscou-se observar se ter DI e estar envolvido em comportamentos de bullying estavam associados a menores escores de HS. Também se procurou estimar quais classes de comportamentos socialmente habilidosos estavam associadas à DI e ao bullying. Em relação a HS e DI, os resultados indicaram que ter DI estava associado a uma maior dificuldade em expressar comportamentos socialmente habilidosos. No que se refere à associação entre HS e bullying, se pode constatar que tanto ser vítima quanto agressor estava associado a um repertório de HS inferior na maior parte dos fatores deste constructo. Contudo, os resultados indicam que um baixo repertório de HS nos adolescentes esteve associado a ter DI e estar envolvido em comportamentos de bullying.

Bullying is a frightening phenomenon, which begins accompany children from preschool age.In recent years there has been considerable growth cases.The children bullying are most vulnerable to the basic school.Speeches bullying, albeit in a different scale, exist in each of the mapping work was school.The aim incidence of bullying among pupils in elementary school fourth classes, monitoring pupils' awareness of bullying and their experiences.From conducted research shows that almost half of pupils fourth classes selected primary schools with bullying met, even before the basic second degree of school.Pupils are informed about what is bullying, but not sufficient to provide an overview on how to deal with when confronted with bullying.

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.

Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2008. / Submitted by Luize Santos (lui_rg@hotmail.com) on 2012-07-14T02:28:12Z No. of bitstreams: 1 Samara Pereira Oliboni.pdf: 388609 bytes, checksum: f05a7bf7af8b16929df7b7af54846548 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-08-03T20:58:36Z (GMT) No. of bitstreams: 1 Samara Pereira Oliboni.pdf: 388609 bytes, checksum: f05a7bf7af8b16929df7b7af54846548 (MD5) / Made available in DSpace on 2012-08-03T20:58:36Z (GMT). No. of bitstreams: 1 Samara Pereira Oliboni.pdf: 388609 bytes, checksum: f05a7bf7af8b16929df7b7af54846548 (MD5) Previous issue date: 2008 / O bullying é um tipo de violência escolar, praticada entre estudantes, em que um aluno, ou mais, persegue e intimida um colega sem que exista um motivo que justifique o ato. Com as recentes pesquisas nacionais apontando a sala de aula como o local de maior incidência do bullying, esta dissertação teve o objetivo de conhecer a percepção e atuação dos professores frente aos casos de bullying em suas atividades de aula. Caracterizada pelo método qualitativo, a pesquisa seguiu o modelo de inserção ecológica por permitir a imersão do pesquisador no ambiente natural do objeto de estudo. O contexto onde se desenvolveu a pesquisa, foi em uma turma de alunos de 6ª série do Ensino Fundamental de uma Escola Pública, no Estado de Santa Catarina, em 2007, tendo como participantes, os oito professores ministrantes das disciplinas. A de coleta de pelas subcategorias A Atividade Docente nas Manifestações de Bullying, e A Busca dos Professores por Soluções Para os Conflitos Entre Alunos; e, - A Percepção Docente Sobre o Bullying, que é formada pelas subcategorias Identificação do Bullying Pelos Professores, Insegurança dos Professores Quanto ao que Percebem no Comportamento dos Alunos, e Percepção do Bullying Como Indisciplina. Entre os resultados, a pesquisa demonstra que apesar do projeto pedagógico estar embasado em uma proposta progressista, alguns professores pareceram ter dificuldades de se afastar de um modelo tradicional de ensino, por priorizarem o desenvolvimento do conteúdo programático específico de suas disciplinas, mesmo nas situações de conflito vivenciadas pelos alunos. Desta forma, na tentativa de solucionar os conflitos entre alunos, a maioria dos docentes adotavam, predominantemente, o uso de reprimendas, que de modo ineficiente, pareciam contribuir para a manutenção da prática de bullying e da indisciplina. Quanto a percepção do bullying, poucos foram os professores que perceberam essa prática identificando os alunos envolvidos. Mesmo com o reconhecimento de que o bullying perturbava o aluno alvo das agressões, os docentes mostraram-se inseguros em reconhecê-lo como violência, caracterizando-o, assim como os demais professores, apenas como indisciplina. Em conclusão, este trabalho revela que o não reconhecimento do bullying pelos professores, como um comportamento danoso ao desenvolvimento psíquico dos alunos, aliado, as práticas educativas tradicionais adotadas, contribuem para a incidência e a manutenção do bullying em atividades de aula. A incorporação efetiva da educação ambiental como um conteúdo transversal, assim como da abordagem ecológica do desenvolvimento humano na prática docente, poderia favorecer o reconhecimento, valorização e enfrentamento das situações de bullying em aula. / Bullying is a kind of schooling violence between students, where one or more students, follow and intimidate a classmate without a reason to justify the action. In the current national researches shows the classroom as the local with more cases of bullying, this work aims to know the teacher´s action and perception facing bullying in classroom. Categorized by qualitative method, the research followed the ecological method of insertion model allowing the immersion to the natural environment on the study. The place where the research was developed was 6º level of elementary school from a public school, in Santa Catarina, 2007, eight teachers were involved in the process. Dates were collected thought observation and interview. The observations were focused on the teacher-students interaction by some principles used by the teacher to deal with bullying; the interviews were made individually with the teachers, where they explained their perception with these conflicts between students, in special, bullying. After the dates analyses and from the ecological theory of human development, ambient education and from pedagogical projects from school, were built two interrelation categories: - The teacher action facing bullying between students, which is composed by subcategories, The teacher activity in bullying manifestation, and The research for solutions between these conflicts; and, - The teachers perception about bullying, which is formed by subcategories Bullying identification by teachers, teacher´s insecurity when they realize the students behavior, and Bullying perception as indiscipline. Among the results, the research shows that the pedagogical project is well based on a progressive proposal, however, some teachers seems to have difficult to get ride from the traditional model of teaching, by putting in the first place the development of specifics subjects from teaching, even in the conflict lived by students. This way trying to solve the conflicts between students, the majority of teachers adopted the use of reprehension, inefficient, seems to collaborate to bullying practice and indiscipline. About bullying perception, few teachers realized this practice between students. Even recognizing bullying as a concern between students, the teachers seems insecure in recognize it as violence, characterizing it, thus other teachers, just like indiscipline. In conclusion, this work shows that the no recognizing of bullying by the teachers, as a bad behavior to psychological development, together with, the traditional teaching practices, contribute to the incidence of bullying activities in school. The incorporation on ambient education as a transversal subject, thus as the ecological human development in teaching practices, could help to recognize, valorization and to face the bullying in class.

Magíster en Antropología y Desarrollo / Esta investigación se inscribe en el área temática de la denominada “violencia escolar”, indaga en el tema del bullying o acoso escolar, a partir de las observaciones desde la perspectiva de los docentes, apuntando a responder la pregunta de investigación: ¿Cuáles son las principales distinciones que realizan los docentes de 5º a 8º básico de colegios municipalizados de Santiago, respecto al bullying o acoso escolar? A través de un estudio de tipo cualitativo, apoyado por herramientas de la semántica estructural y de un enfoque teórico, sistémico- constructivista, que apunta metodológicamente a la Observación de Segundo Orden, se aborda la temática del bullying o acoso escolar, desde la mirada de los docentes, teniendo en cuenta que son ellos quienes aplican los programas de intervención sobre violencia escolar en los establecimientos educacionales, y quienes además pasan más tiempo en las salas de clases, dónde este tipo de agresiones se dan con mayor frecuencia. Desde las descripciones expertas sobre la temática, se ha caracterizado el rol del docente como fundamental para inhibir, fomentar o contribuir a través de la intervención oportuna a evitar el acoso escolar, pero a la vez, se ha dado cuenta de una crisis en el sistema educacional, producto de las tensiones generadas por la democratización de la educación y el debilitamiento de la autoridad pedagógica, situación que ha complejizado las relaciones al interior de los establecimientos educacionales, generando un clima escolar que ha favorecido la aparición de nuevas formas de violencia escolar, entre las que se inscribe el bullying. Conocer las observaciones de los docentes sobre el bullying, puede constituirse en un aporte para profundizar en una temática contingente y de altísimo interés y preocupación, tanto a nivel nacional como internacional, teniendo en cuenta los efectos negativos del acoso escolar en el proceso educativo y la relevancia y prioridad de introducir mejoras en la educación, un tema prioritario para el desarrollo del país. Las entrevistas en profundidad se han llevado a cabo en los meses de septiembre a diciembre de 2010 en colegios municipalizados de la Región Metropolitana

Bystander approach is widely used in violence and bullying prevention programs as it encourages the witnesses to become aware of abusive conducts and take action against them. Given the recent implementation of this approach in organizational contexts, the present work aims at understanding factors supporting or discouraging witnesses to intervene on behalf of the victims of workplace bullying.Organizational ethics literature highlights the prominent role of morality in fostering bystander intervention at work. This moral component is discussed in the theoretical part of this doctoral dissertation, along with moral courage, a concept that corresponds to the ability to take moral actions despite knowing that they lead to adverse consequences for the intervener. Because of its characteristics, we claim that moral courage is as a particularly appropriate construct to help bystanders stopping workplace bullying. Therefore, we analyzed this concept and developed a scale to measure it, namely the MC@W scale.Afterwards, we used some of the concepts previously discussed to analyze bystander intervention against bullying as the result of a process that involves personological and contextual factors. In a frst study, drawing from vignette methodology, we explored the relationship among personological antecedent factors, such as moral courage, and different typologies of bystander intervention. As a stimulus, in this study we used a video that we designed and shot to represent a workplace bullying episode.In a second study, we developed and validated a model explaining the process that leads workplace bullying bystanders to act or not. Based on works about the “bystander effect”, the BI@W model highlights the key role of individual factors, such as assumption of responsibility and moral identity, and contextual ones, such as socio-moral climate, in influencing the behavioral process of intervention.These studies follow the research line that seeks to better understand witnesses’ behavior with the practical purpose to help HR professionals and organizations to develop more effective strategies against workplace bullying. / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

The aim and overall purpose of this study was to investigate how common physical bullying (perpetration and victimization) was, in the perception of 221 upper secondary school students between the ages of 16 and 20 years old in the middle parts of Sweden, and how they interpreted the resources and safety available within the school environment. The study was quantitative with a cross-sectional research design, and the data was obtained via a questionnaire that the authors made specifically for this study. The data was analysed with the chi-square test to find possible statistical significance. The results indicated that almost one out of five of the students participating in this study had perpetrated at least one violent act against another student, and that one out of five students had been victimized of at least one violent act by another student. The routine activity theory, Moffitt's developmental theory and the lifestyle theory was used to get a better understanding of why physical bullying occurred, why some students chose to use physical violence against other students, and why some students were being victimized of physical bullying in the school environment. More research is needed in physical bullying, and bullying in general as well, among school students in Sweden. / <p>2017-06-01</p>

Background: Bullying is a form of violence and is described as unwelcome aggressive behavior(s) by unrelated individuals. The prevalence of bullying in the nursing profession has been reported to be as high as 31% in the United States, and has been studied extensively in undergraduate nursing, midwifery, medical school residencies, and Certified Registered Nurse Anesthesia (CRNA) professional roles. There is a significant gap in the literature and paucity of evidence about the extent of Student Registered Nurse Anesthesia (SRNA) bullying underscored that this topic required further investigation. Purpose: To investigate whether bullying behaviors occur among anesthesia preceptors, and if so, how SRNAs perceive bullying has affected their educational experience. Methods: The American Association of Nurse Anesthetists (AANA) disseminated an online survey based on an existing tool to SRNAs for this study. The study used a quantitative descriptive methodology consisting of a survey of nine demographic questions, eight 5-point Likert scale questions, and two multiple-choice questions. Setting and sample: A nationwide online survey sent to 1500 SRNAs yielded (N=133) participants, who were predominantly female (67.67%), in front-loaded programs (52.63%) with an average age of 24-29 years old. Results: Results revealed SRNAs entering clinical rotations in 2015 and 2016 were bullied more than those entering in 2017. The majority of the respondents (89.26%) reported that they couldn't think clearly when they were bullied. More than half of SRNAs agreed (74.62%) that bullying impedes learning. Overall, CRNA preceptors (85.48%) were reported as the most frequent bullies, with MD/DO anesthesiologists reported as the second most frequent (68.55%) followed by non-CRNA nursing staff (41.94%).

Parental psychological control is an intrusive dimension of parenting that involves parents' manipulation of children and adolescents' thoughts, feelings. and relationship bonds. Previous research indicates that parental psychological control is linked with increased risk for peer victimization in childhood and with increased risk for internalizing and externalizing problems in both childhood and adolescence. Less is known about the association of parental psychological control with peer victimization in adolescence or about the mechanisms that underlie this association. Participants in this study were 664 adolescents (ages 12-18) who were randomly sampled from a medium-sized Canadian city. Structural equation modeling showed that adolescents' internalizing problems mediated the link between parental psychological control and relational peer victimization whereas externalizing problems mediated the link between parental psychological control and both relational and physical peer victimization. The structural model was invariant across genders but differed between younger (ages 12-14) and older (ages 15-18) age groups.

Peer victimization is a serious national concern affecting as many as 54% of typically developing children and adolescents. Although an extensive body of literature on peer victimization in typically developing youth exists, few studies have focused on how this problem affects youth with autism spectrum disorders (ASD) who may be at a higher risk to experience peer victimization due to ASD symptomology and other common comorbid characteristics (e.g., anxiety and depressive symptoms) that may invite peer aggression. In this study, 81 school-aged youth between the ages of 9 and 17 years (M= 11.91, SD= 2.32) who were diagnosed with ASD and had a full scale intelligence quotient (IQ) equal to or greater than 70 (M= 104.10, SD= 14.24) and their parents completed questionnaires examining the frequency of peer victimization and clinical characteristics of the youth. Parents (n= 81) and their children (n= 78) reported that peer victimization occurred on average a few times in the past year, and frequency did not significantly differ across gender. Parent and child reports of victimization had a significant positive relationship with child’s report of loneliness (r(78)= .46, p< .001; r(78)= .61, p< .001, respectively), anxiety and depressive symptoms (r(78)= .22, p< 0.05; r(78)= .61, p< .001, respectively), and a significant negative relationship with social skills (r(78)= -.38, p= .001; r(78)= -.30, p< .01, respectively). The relationship between child’s and parent’s report of peer victimization and child’s anxiety/depressive symptoms (b= -.01, SE= .01, p= .55; b= .01, SE= .01, p= .34, respectively) and loneliness (b= .001, SE= .01, p= .88; b= .01, SE= .01, p= .48, respectively) did not significantly vary as a function of the overall amount of social support received. Parent and child report of peer victimization did not significantly predict parent reported parental stress above and beyond ASD symptom severity (p= .37, R2 change= .01 and p= .09, R2 change= .03, respectively). Lastly, the relationship between the child’s and parent’s report of peer victimization and parent reported social avoidance was not mediated by a fear of negative evaluation. The results indicate significant predictors of peer victimizations that may assist school staff, parents and healthcare providers identify youth with ASD who may be at risk for peer victimization and may help to shape treatment protocols by targeting the associated factors of peer victimization (e.g., anxiety and depressive symptoms, social skill deficits).