Many stakeholders in American education are concerned about the frequency of reported bullying incidents within schools in general and middle schools in particular. This nationwide problem has manifested itself in many ways over the past few decades. These manifestations include, but are not limited to, increased gang violence, school shootings, and attendance problems due to student concerns over safety. The purpose of this quantitative study was to investigate the bullying behaviors of a single class of students as they progressed through E. B. Stanley Middle School in Abingdon, Virginia. Data were gathered over the course of three consecutive school years beginning in August 2002 and continuing through May 2005. Reported bullying incidents were analyzed based upon gender of students, grade level of students, frequency of bullying behaviors, types of bullying behaviors (verbal, physical, or emotional), and location of incidents (bus, classroom, hallway, or other). The study offers a valuable insight into the bullying incidents that occur within E. B. Stanley Middle School. It also offers a number of recommendations to combat this problem in middle level schools. Effective implementation of bullying prevention programs will need to involve all school stakeholders in order to be successful. Students have a right to feel safe at school as they grow and mature into adulthood. It is the duty of all schools to provide them that safe and secure atmosphere.

在台灣欺凌行為對於工作場所信任之影響 / Purpose: This study examines the association between the prevalence of bullying behavior and the degree of trust in the Taiwanese workplace as it is perceived by employees and managers across a variety of organizations and sectors. Background: Bullying behavior occurs when someone at work is systematically subjected to aggressive behavior from one or more colleagues or superiors over a long period of time, in a situation where the target finds it difficult to defend him or herself or to escape the situation. Previous research on the bullying behavior phenomenon focused on the causes of bullying, the psychosocial factors at work, the organizational costs, the personality of the victim and the health outcomes. Methodology: 180 online questionnaire survey responses were collected among Taiwanese employees and managers in various organizations from the private, public and NGO sectors. The responses were divided into two sample groups; 146 employees and 34 managers. Results summary: The first hypothesis predicted that there is a negative correlation between bullying behavior and trust in the workplace. This hypothesis was confirmed among employees and refuted among managers since their correlation was positive. The second hypothesis was that the immediate supervisor is the most significant factor of bullying behavior in the workplace. This hypothesis was confirmed with 38.9% of the managers and employees reported that they were subjected to a behavior that can be defined as bullying behavior. In addition, the immediate manager is the main source of this behavior, and then coworker and senior manager. The Third hypothesis was that women are more prone to being bullied than men and their degree of trust in the workplace is lower than men. Among employees there was no significant difference between men and women with bullying behavior, however women’s degree of trust in the workplace was lower than men’s. .As for the managers there was not a significant difference between men and women in regard to either bullying behavior or trust. Conclusions: The study results were significant and revealed a link between bullying behavior and trust in the Taiwanese workplace. However, organizations can take measurements to prevent and eliminate bullying behavior, and also raise the level of trust of the employees in the organization and prevent unwanted organizational costs. Key words: Bullying, Harassment, Work environment, Trust, Taiwan.

abstract: This two-study investigation examined the social behavior competencies of a sample of students ages 8 to 18 who identified themselves as either bullies or non-bullies based on ratings of items on a comprehensive behavior rating scale. Specifically, the purpose of Study 1 was to establish criteria using the Social Skills Improvement System – Student Rating Scale (SSIS-S) to identify students from a nationally representative standardization sample who displayed high frequencies of bullying behaviors. The social behavior ratings for these self-identified bullies were then compared with all other students in the national sample and analyzed to determine differences among various domains of social skills and problem behaviors. In Study 2, the same students’ social behaviors were rated by adult informants to determine if there was added value in including parents and teachers in the assessment of the self-identified bullies. Finally, the extent of concurrent agreement was examined for all students among the teachers, parents, and students’ ratings of social skills and problem behavior domains. Study 1 revealed that self-identified bullies are not a homogeneous group. The main findings from Study 2 showed parents and teachers may add to the overall predictive validity of the student self-report assessment, but not the accuracy of classifying the students as bullies. Study 2 showed differences and similarities exist across the ratings provided by each rater. The relative value of including adult reports in the self-assessment likely lies in the reported differences from each rater, as they provide a more complete social behavior profile for each student. These findings are discussed in terms of existing research and theories regarding children and youths’ bullying behavior. Limitations and recommendations for future research conclude the report. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2020

Med det här kandidatarbetet vill vi se EdTechs möjligheter att påverka barns sociala förmåga på ett positivt sätt, för att förebygga situationer där mobbning uppstår. Genom Future Workshops och Participatory Design utvecklar vi, tillsammans med elever på en lokal högstadieskola, ett koncept för en applikation med en potential för ökat kamratskap.Vi analyserar elevernas åsikter angående funktioner och visuell design för applikationen samt presenterar en konceptprototyp för ämnesexperter. Deras validering av vår prototyp ses som ett direkt resultat av frågeställningens utgångspunkt, och därav en möjlig lösning av grundproblemet. / With this Bachelor Thesis we consider EdTechs possibilities in influencing children’s social abilities in a positive way, to prevent repetitive bullying behavior. By the methods of Future Workshop and Participatory Design we develop, together with students on a local secondary school, a concept for an application with the potential of increased friendships.We analyze the student’s opinions about functionalities and visual design, and then present a prototype of the concept to experts in the field of Educational Technology. Their validation of our prototype is seen as a direct result of the research question, and a possible solution to the issue at hand.