Indiana University-Purdue University Indianapolis (IUPUI) / Bully victimization takes place within a social context of youths’ parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or peers for support. However, there is a gap in the literature in understanding parents’ experiences of what occurs before, during, and after reporting bullying to school officials. Therefore, this dissertation study examined parents’ experiences in discovering, reporting, and living through the aftermath of their child being bullied. This study used a purposeful sample that was criterion-based. Nine mothers and one mother/father pair were tape-recorded using face-to-face semi-structured interviews. Follow-up phone interviews followed. Key themes and patterns were analyzed using the philosophical method of interpretive phenomenology based on Heidegger’s philosophy of being. Exemplars were used to illuminate several themes. Results suggest three unique stages. In the first stage, discovery, parents often noticed psychosocial changes in their child related to bullying. Parents often responded initially by providing advice to their children. When signs of their schoolchildren being bullied persisted, parents decided to report the incidents to school officials. Nine parents reported incomplete interventions that let their youths’ victimization continue. One parent, a paradigm case, shared understandings of how her son’s school official provided a full intervention that was restorative. However, all other parents who received an incomplete intervention found themselves rethinking how to protect their children from bullying. In this aftermath, several parents moved their children out of the school into a new district or began to home school. However, half the parents were left unable to move their child and therefore could not provide protection. Indiana’s anti-bullying law was unknown to eight parents and was unsuccessful in leveraging protection for one parent who used it with school officials as a threat. School official’s responses to bullying were incongruent with student handbook procedures. Recommendations from a parent’s perspective indicate school officials must: 1) have a clear process in place for parents to report, 2) follow through by calling parents back with results from investigating and procedures that will be taken to intervene, and 3) call the bullies’ and victims’ parents to notify what has occurred and what will be done to ensure safety. Discussed are implications for school officials, including social workers, and state policymakers. There is a proposed intervention model (Appendix J) that addresses how parents can respond to school officials who are hesitant to provide bullied youth protection.

A presente tese ocupa-se do estudo do bullying escolar, partindo da constatação de que sua ocorrência se deve à intolerância diante da diferença que o outro representa. Para alcançar tal objetivo foi necessário unir os ensinamentos da Criminologia e da Educação, visando a desvendar os processos sociais que estruturam o espaço escolar. O caminho percorrido inicia-se pela análise da violência, passando pela violência escolar, para finalmente encontrar o bullying, considerado mais um dos modos de manifestação do fenômeno. A junção dos ensinamentos emanados das duas ciências mencionadas solidifica-se no momento em que a escola é estudada como instrumento do exercício do controle social informal dos comportamentos. / The present thesis analyzes the study of school bullying, based on the finding that its occurrence is due to intolerance of the differences that others represent. To achieve this objective it was necessary to unite the teachings of Criminology and Education, in order to unravel the social processes that structure the school environment. The road travelled begins with the analysis of violence, continuing through to school violence, finally reaching bullying, considered one of the manifestations of this phenomenon. The union of the teachings stemming from the two aforementioned sciences solidifies the moment that school is studied as a means of exercising informal social control of behavior.

Thesis (D.Ed.)--University of Western Sydney, 2004. / "Portfolio submitted in satisfaction of the requirements for the Doctorate in Education, University of Western Sydney, 2004." Vol. 4 : binder containing loose leaves and CD. Includes bibliographical references, glossary and appendices.

A presente tese ocupa-se do estudo do bullying escolar, partindo da constatação de que sua ocorrência se deve à intolerância diante da diferença que o outro representa. Para alcançar tal objetivo foi necessário unir os ensinamentos da Criminologia e da Educação, visando a desvendar os processos sociais que estruturam o espaço escolar. O caminho percorrido inicia-se pela análise da violência, passando pela violência escolar, para finalmente encontrar o bullying, considerado mais um dos modos de manifestação do fenômeno. A junção dos ensinamentos emanados das duas ciências mencionadas solidifica-se no momento em que a escola é estudada como instrumento do exercício do controle social informal dos comportamentos. / The present thesis analyzes the study of school bullying, based on the finding that its occurrence is due to intolerance of the differences that others represent. To achieve this objective it was necessary to unite the teachings of Criminology and Education, in order to unravel the social processes that structure the school environment. The road travelled begins with the analysis of violence, continuing through to school violence, finally reaching bullying, considered one of the manifestations of this phenomenon. The union of the teachings stemming from the two aforementioned sciences solidifies the moment that school is studied as a means of exercising informal social control of behavior.

Thesis (Ph.D.)--Indiana University, 2010. / Title from screen (viewed on May 3, 2010). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Margaret E. Adamek, Valerie N. Chang, Nancy Chism, Rebecca S. Sloan, Lorraine Blackman, Matthew C. Aalsma. Includes vitae. Includes bibliographical references (leaves 216-241).

Made available in DSpace on 2016-08-10T10:32:23Z (GMT). No. of bitstreams: 1 ROSANGELA MARIA DA COSTA GARCIA.pdf: 791520 bytes, checksum: b765056d9793727fe77302bd583e0ca3 (MD5) Previous issue date: 2015-06-25 / Gender relations and violence involved by power designations are first-order issues to understand the social process because they relate to intricate issues that directly affect social development and the education system. In this way, the school becomes responsible for gender socialization process, as well as family. However, to further this approach, it is the way it is conceived and interrelate the categories gender and violence in their constant modification process. Therefore, there are new forms of violence, including, school violence and school bullying, which differ by repetition and the victims of torture so. The school, in turn, plays character actions sexist, stereotypical and conservative who ultimately validate certain behaviors that propagate racism, intolerance, discrimination, prejudice, homophobia, marking thus the places of girls and boys. For this, they analyzed renowned research institutions in order to extract information about the contemporary reality. The findings point to the need for the school to problematize the concept of gender with regard to value the multiple subjectivities constituents in the school environment, and intervene more effectively in promoting a school without violence and gender equity. In addition, it is evident in the scientific literature the difficulty of presenting proposals for knowledge, definition and combat bullying, demonstrating thus the obligation to act in numerous professional creation strategies and social policies that will mitigate violence involving social issues of gender and bullying school. / As relações de gênero e as violências envolvidas pelas designações de poder são temas de primeira ordem para compreender o processo social, pois referem-se a assuntos intrincados que afetam diretamente o desenvolvimento social e o sistema educativo. Desse modo, a escola torna-se responsável pelo processo de socialização de gênero, assim como a família. No entanto, para aprofundar essa abordagem, importa o modo como se concebe e se inter-relacionam-se as categorias gênero e violência em seu constante processo de modificação. Diante disso, surgem novas formas de violências, entre elas, a violência escolar e o bullying escolar, que se diferenciam pela repetição e o modo de tortura da vítima. A escola, por sua vez, reproduz ações de caráter sexistas, estereotipadas e conservadoras, que acabam por validar determinados comportamentos que propagam o racismo, a intolerância, a discriminação, o preconceito, a homofobia, marcando, assim, os lugares de meninas e meninos. Para isso, foram analisadas pesquisas de instituições renomadas a fim de extrair informações acerca da realidade contemporânea. Os dados encontrados sinalizam para a necessidade de a escola problematizar o conceito de gênero, com propósito de valorizar as múltiplas subjetividades constituintes no ambiente escolar, e intervir, de maneira mais eficaz, na promoção de uma escola sem violência e com equidade de gênero. Além disso, fica evidente na literatura científica a dificuldade de apresentar propostas de conhecimento, definição e combate ao bullying, demonstrando, assim, a obrigação de inúmeros profissionais atuarem na criação de estratégias e políticas sociais que venham amenizar a violência envolvendo questões sociais de gênero e bullying escolar.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 29-34).

The thesis deals with hygiene of educational process and sources of school strain. Theoretical part describes learning, socialization, human needs, specifics and risk of puberty, school strain and its sources, nature of reactions to stress, issue of class climate and abuse. Part of theoretical part deals with prevention and health promotion. Two main objectives have been determined: 1. Map subjective perception of each factors of hygiene of educational process, 2. Investigate the most common sources of school strain which influences health of ninth-grade pupils. Quantitative research methods have been selected for the practical part. Data was obtained through anonymous questionnaire. The questionnaire consists of twenty questions, the first two are identifiable (gender, age) and the remaining eighteen questions are focused on fading of subjective perceptions of the factors of the educational process. Preliminary research on twenty respondents was made before the start of the survey. Collection of questionnaires was made in February and March 2013. Data were evaluated in MS Excel and the results are presented in graphical and tabular form. The research group consisted of ninth-grade pupils of primary schools in Pardubice. The sampling frame was selected by simple random sampling. Each fifteen primary schools were properly numbered and then five of them were drawn lots of a hat. In total, 300 questionnaires were distributed. Although the response rate was 100%, 68 questionnaires remained unfilled, so 232 copies (77%) was evaluated in the practical part. Of the 232 respondents,106 respondents (46%) registered male and 126 respondents (54%) enrolled female. Age of probands was between fourteen into sixteen years. The paper outlines two hypothesis: H1. The boys are satisfied with the quality of the physical factors of the educational process more than girls, H2. The girls suffer subjective health problems more often than boys. For testing of both hypothesis was selected two sample test of significance for the mean value of two sample sizes (Student´s t-test). To verify H1 was necessary to use evaluation of four closed questions related to physical factors of the educational process (illumination, noise, air quality, air temperature). Testing of H2 was mediated by data obtained from question that map frequency of health problems.Because there is no difference between the sexes in the studied phenomena, the expected hypothesis were rejected. The results of this thesis show that pupils are more dissastified with the quality of school furniture than with the quality of physical factors. Non-school breaks from teachers is a fundamental problem. More than 50% of respondents recorded this adverse effect. The issue of homework can not be ignored neither. More than 46% of pupils record having a homework every day or several times a week. Perceptions of pupils that are recorded in the results of thesis and then confronted in discussion may be used as a source of informatiion for teachers of primary schools who will be able to compare the results of the research with data obtained from their primary school.