There is evidence from the literature that the negative emotions and behaviours that bystanders expressed in reactions to witnessing bullying could have stemmed from self-debasing cognitive distortions and errors in thinking patterns which included personalisation, catastrophising, over-generalisation and selective abstraction. For this reason, the purpose of this qualitative descriptive-exploratory study was to explore and describe 10 early adolescent bystanders' experiences of school bullying following a self-debasing cognitive distortion restructuring intervention. Appraisal and cognitive theory were adopted as the overarching theoretical framework. This is because both theories demonstrated how individual thinking patterns could play a primary and significant role in the development and maintenance of emotional and behavioural responses to events witnessed or experienced. A descriptive-exploratory research design was used because it best suited the purpose of the study. The philosophical assumption underpinning this study emanated from an interpretivism paradigm which is a paradigm concerned with understanding the world from the perspective of people‟s experiences thereof. Purposive sampling was used to select 10 participants who were within the age range of 11 to 13 years for the study. Individual interviews were used as formal data collection strategies while a reflective research journal and audio recordings were used as additional data collection methods. The inductive thematic data analysis process was followed to analyse all data collected. The data was collected and analysed in two stages. The findings of this study, from the pre-intervention phase, indicated that personalisation evoked self-blame and feelings of guilt; catastrophising amplified anxiety and fear; overgeneralisation induced and exacerbated a negative perception of school safety and selective abstraction led to indirect co-victimisation. The findings that emerged at the first stage informed the common concepts that were addressed in the intervention. The findings of this study from the post-intervention phase revealed specifically that the self-debasing cognitive distortion restructuring intervention modified bystanders‟ experiences of school bullying. There were observable reduction in bystanders‟ negative emotional and behavioural reactions to witnessing bullying as a result of learning to challenge the validity and reality of distortions in their thinking patterns. Therefore, it is recommended that school counsellors and educational psychologists should provide adequate support to victims of bullying by equipping them with cognitive restructuring skills to root out the source of bias in their thought patterns. / Thesis (PhD)--University of Pretoria, 2020. / Educational Psychology / PhD / Unrestricted

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Submitted in partial fulfilment of the requirements for degree of Master of Education in the Faculty of Humanities at the University of the Witwatersrand / This study explored learners’ experiences of bullying and how it makes them feel excluded in a school in Botha-Bothe district, Lesotho. A qualitative research method was applied, which included analysis of data obtained from narrative essays and from individual, semi-structured interviews. A narrative essay question was given to 76 Grade eight learners who participated in this study to write about their experiences of bullying and how it makes them feel. Out of these 76 Grade eight learners who wrote narrative essays, a purposive sampling was used to select 6 learners who seemed to experience multiple forms of bullying to participate in individual, semi-structured interviews. Various forms of bullying, the effects and factors that contribute to bullying which make learners feel excluded in a school environment are described. The study explicates that learners were exposed to multiple forms of bullying, for example, physical and verbal bullying. In addition, it was established that bullying exhibits psychological and emotional effects, particularly on the victims. Unique to this study were participants’ perceived reasons why they think they are vulnerable to bullying and what they think triggers some learners to bully others. The study was brought to a conclusive end by highlighting the need for a systematic way of assessing and addressing the problem of bullying in schools. The study also highlighted that parental involvement is as crucial in dealing with cases of bullying as it is presumably caused by the way in which children are raised from their homes. / MT2017

The level of diversity among colleges and universities is at its greatest level. This level of diversity has proven to be beneficial in several key areas for all students. With this increase in diversity, there have been other consequences as well. One form of bullying, cyberbullying, has been on the rise due to greater use of technology, increase of social media platforms, accessibility of smartphones and a shift from in-person instruction to virtual instruction. Although copious amounts of research can be conducted on cyberbullying on adolescents, there is a deficiency of information on whether cyberbullying exists within higher education as well as the impact it may have on students. This was a mixed methods study which included a survey of the undergraduate population within a university on the east coast of the United States. There were a total of 148 survey respondents and four interviews conducted. The findings indicate that that cyberbullying does, in fact, exist within colleges and universities at the undergraduate level. In addition, different groups of people experience cyberbullying at different levels and frequencies. Also, it has been noted that cyberbullying impacts these different groups in a variety of different ways. Some groups were not impacted at all, while others were impacted a great deal. The implications from this study demonstrate that there is the need for improvement in a couple of key areas pertaining to policy and practice. Those areas are the training for faculty staff and administration, support services and additional programming available for students. / Educational Leadership

The current study explored whether childhood bullying has a lasting impact on the quality of adult romantic relationships. A complete case analysis of 86 participant responses examined the association between bullying, insecure attachment, romantic relationship satisfaction, and trust. The findings partially supported study hypotheses. Specifically, a significant positive correlation between social manipulation, a type of bullying, and avoidant attachment was found. Physical victimization was also positively correlated with trust. However, no significant association between bullying and relationship satisfaction was found. Exploratory multiple regression analysis showed that both physical victimization and romantic relationship satisfaction predict the level of trust experienced in a romantic relationship. Additional research is warranted in this area of interpersonal functioning.

Sammanfattningsvis handlar studiens syfte om att undersöka implementeringen av antimobbningsmodeller i två olika skolor. Våra frågeställningar fokuserar på varför denvalda modellen används, hur trygghetsteamet arbetar med implementeringen av denvalda modellen, vilka faktorer och perspektiv betonar trygghetsteamet vidimplementeringen av anti-mobbningsmodeller i skolorna, samt hur faktorerna påverkartrygghetsteamets arbete. I helhet lyfter vi fram olika avsnitt i arbetet. Uppsatsensdisposition ger en övergripande bild av anti-mobbningsprogram och hur de kan varaförebyggande. I avsnittet om tidigare forskning jämför vi till en början olika artiklar ochavhandlingar i anknytning till implementeringen om olika anti-mobbningsmodeller. Vitar även upp en översikt av forskning om mobbning, anti-mobbningsmodeller i Sverigeoch internationellt. I avsnittet om teoretiskt perspektiv och centrala begrepp har vi utgåttifrån både ramfaktorsteorin och läroplansteorin. Vi har även lyft fram centrala begreppsom ramfaktorer. I vår metoddel har vi gått till väga genom att vi har använt oss av enkvalitativ metod. Följande rubriker presenterar vi i metodavsnittet. Fokusgrupper,målstyrt urval och kedjeurval, genomförande, etiska överväganden, reliabilitet ochvaliditet och slutligen utgår vår analysmetod ifrån en tematisk analys. I Resultatdelenpresenterar vi våra intervjuer med trygghetsteamen. Resultaten är uppdelade i olikateman. I tema 1 beskriver vi trygghetsteamets bakgrund och sammansättning. I tema 2belyser vi rapportering av mobbningsfall. I tema 3 lyfter vi fram förändringar imobbning. I tema 4 diskuterar vi Gävlemodellen och arbetssätt. Slutligen tar vi upplikvärdighet och inkludering i tema 5. I vår diskussionsdel knyter vi ihop säcken genomatt vi har kopplat samman alla delar från uppsatsen för att skapa en röd tråd.

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Many educators and parents are gravely concerned about disorder and danger in school environments. In addition to school discipline issues, American classrooms are frequently plagued by minor infractions of misbehavior that disrupt the flow of classroom activities and interfere with learning. The purpose of this qualitative study was to investigate common threads of effective school discipline practices as perceived by administrators, tenured teachers, and parents in 20 schools in East Tennessee. I also attempted to determine if the views of administrators, tenured teachers, and parents are consistent with published research on school discipline practices. Data were collected from administrators, tenured teachers, and parents through an open-ended interview form that I designed. The study offers a number of recommendations regarding components of effective school discipline practices. An effective school discipline practice involves all stakeholders in its design. The principal and the teachers are responsible for carrying out the school discipline practices to foster appropriate behavior from the students. However, parents, students and community members should be equally represented in the design of discipline procedures. Administrators and teachers need to have quality professional development opportunities to acquire strategies for classroom and school discipline practices. Rewarding students for good behavior and positive contributions to the school community is important. Effective discipline practices are built through consistency and teamwork. Evaluation of school discipline practices should be ongoing, and strategies for reducing school disruptions should be continuously assessed for improvements.