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

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 163-175). Also available on the World Wide Web.

Made available in DSpace on 2014-06-11T19:28:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-02-29Bitstream added on 2014-06-13T20:18:43Z : No. of bitstreams: 1 oliveira_kmr_me_bauru.pdf: 281829 bytes, checksum: f8da06bd922876b7ab6732ae8874b18b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Universidade Estadual Paulista (UNESP) / O bullying é um tipo de comportamento violento que vem chamando a atenção de pesquisadores de diversas áreas, por estar se manifestando de forma cada vez mais grave e frequente. As consequencias para quem sofre bullying são imprevisíveis, pois dependem dos recursos individuais de enfrentamento e da obtenção ou não de ajuda e apoio social (familiares, professores, outros). Considerando a gravidade do fenômeno bullying, os diferentes tipos de sofrimento de suas vítimas e as possíveis estratégias que podem ser identificadas para que as vítimas possam se livrar das humilhações, esse estudo pretendeu descrever e analisar, compreensivamente, experiências vividas por adolescentes que sofreram bullying. Neste estudo, de natureza quantitativa e quantitativa e qualitativa, fundamentado em análises estatísticas e no método fenomenológico de investigação, verificou-se não só a necessidade de diagnosticar os acontecimentos de bullying, mas também de estudos voltados à compreensão mais profunda do sofrimento das vítimas. Essa pesquisa foi realizada em duas fases. Na primeira, foi realizado um estudo quantitativo, utilizando um questionário elaborado para o estudo, o qual foi respondido por 160 adolescentes do 6º e 7º anos dos Ensino Fundamental de uma escola pública visando identificar casos de vítimas de bullying, seu percentual nessa amostra e sua significância estatística. Na segunda fase, foi realizado um estudo qualitativo, por meio do método fenomenológico de coleta e análise dos dados, da qual participaram seis alunos selecionados de acordo com critérios definidos, que foram individualmente entrevistados. Os resultados quantitativos mostraram que 54% da amostra relatou ter sido vítima de bullying sendo 64% de alunos do 6º ano e os demais do 7º ano. A escolha foi mais apontada... / Bullying is a type of violent behavior that has attracted the attention of researcheres from various fields, to be manifesting itself in an increasingly severe and frequent. The consequences for those who suffer bullying are unpredictable because they depend on individual coping resources and getting help or not, and social support (family, teachers, etc). Considering the seriousness of the bullying phenomenon, different types of suffering of its victims and the possible strategies that can be identified so that victims can get rid of humiliation, this study aimed to describe and analyze, understandably experiences of adolescents who have experienced bullying. In this study, quantitative and qualitative, based on statistical analysis and the phenopmenological method of investigation, there was not only the need to diagnose the events of bullying, but also for studies aimed at understanding more deeply the suffering of victims. This survey was conducted in two phases. At first, we performed a quantitative study using a questionnaire prepared for the study, which was answered by 160 adolescents in the 6th and 7th years of basic education of a public school in order to identify cases of victims of bullying its percentage in this sample and its statiscal significance. In the second phase, we performed a qualitative study, using the phenomenological method of data collection and analysis, of which six students selected according to defined criteria, which individually interviewed. The quantitative results showed that 54% of the sample reported having been bullied, 64% of students in the 6th grade and the other of 7th year. The school was most often mentioned as the location of bullying, and verbal as the type used by the classmates. There was no statistically significant difference by gender with... (Complete abstract click electronic access below)

Bullying behaviour is fast becoming a common feature in schools around the world. It is a practice that provokes concern, as it infringes upon the child’s right to human dignity, privacy, freedom and security. The physical, emotional and educational consequences of bullying behaviour can never be underestimated (Oyaziwo, 2008). Limited research has been conducted in South Africa regarding the prevalence and possible long-term effects of chronic bullying at school. This study intended to explore and describe the prevalence of bullying behaviour among a sample of grade 8 learners and the prevalence of previous chronic bullying at school among a sample of young adults in the Nelson Mandela Metropole. In addition, the study aimed to explore and describe the relationship between chronic bullying at school and self-esteem and attachment styles. Finally, the contextual factors which may influence the outcomes of chronic bullying for victims were explored and described. The study was exploratory descriptive in nature and employed a mixed method research design. Participants were selected by means of non-probability sampling. The sample consisted of 225 grade 8 learners at a secondary school in the Nelson Mandela Metropole and 101 young adult participants who had completed their school education in the Nelson Mandela Metropole within the past sixteen years. Data on the demographics of the sample was gathered through the administration of a biographical questionnaire. Furthermore, the Olweus (1996) Bully/Victim Questionnaire was utilized in order to obtain information about the prevalence of bullying behaviours among the participants. James Battle’s (1981) Culture-Free Self-Esteem Inventories were used to measure the construct of self-esteem, and Bartholomew and Horowitz’ (1991) Relationship Questionnaire was employed in order to identify the participants’ current attachment styles. Individual semi-structured interviews were later conducted among a sub-set of young adult participants, who had experienced chronic bullying at school, in order to identify the contextual factors which may have influenced the xiii outcomes of their experiences of victimization. Descriptive and inferential statistics, including correlations and multivariate analysis of variance (ANOVA), were utilized in order to analyze the quantitative data. Key findings revealed that eighty-five percent of the grade 8 participants had been involved in bullying behaviours at school this year and ninety-one percent of the young adult participants had been involved in bullying behaviours during some stage of their school careers. No significant relationship was found to exist between bullying and self-esteem in the grade 8 sample. Self-esteem scores did however vary significantly among the victims, bully-victims and bystanders in the young adult sample. Correlational coefficients confirmed that there was a significant relationship between previous chronic bullying at school and the total self-esteem scores of participants in the young adult sample. Findings also showed that there was no significant relationship between bullying and attachment in either of the samples in this study. Finally, qualitative results revealed that a number of contextual factors influenced the outcomes of chronic bullying at school for the sub-set of young adult victims. These factors included: The nature, frequency and duration of the bullying behaviour, the victims’ social support at the time as well as the victims’ personal characteristics.

Thesis (M. A. (Research Psychology)) --University of Limpopo, 2016 / The study investigated prevalence rates and psychological consequences of bullying in schools within the Sekgosese West Circuit, Capricorn District, Limpopo Province. Participants were identified and drawn through stratified random sampling. The final sample consisted of 670 learners enrolled for Grades 8, 9 and 10, 49% of whom fell in the 14-15 years old age group, and 56% being female. Data were collected using a structured, composite questionnaire, within a cross-sectional research design. The results of the study show that most bullies and the bullied-bullies were male learners, and rates of the bullied were evenly split between male and female learners. The largest proportions of bullies and the bullied-bullies were the youngest and the oldest age groups. The oldest group was the largest group of the bullied. The largest proportions of the bullies and the bullied were in grade 8, and the proportion of the bullied-bullies was almost the same in grades 8 and 10, edging the proportion found in grade 9. The investigation also found that learners who were not involved in bullying experienced the least amounts of psychological distress. However, the bullies, bullied and bullied-bullies obtained mean scores that were not statistically different from each other from the measures of psychological distress used in this study. It is concluded from the results of the study that bullying is common in the Sekgosese West Circuit, and its psychological consequences are same for all the learners who involved in bullying one way or another. It is recommended that the study be replicated in other districts of Limpopo, and the context of bullying itself be considered as a candidate for inclusion in future studies. Key words: Bullied, bully, bullied-bully, learners, psychological distress

Orientador: Carmen Maria Bueno Neme / Banca: Ana Celina Pires de Campos Guimarães / Banca: Diana Pancini de Sá A. Ribeiro / Resumo: O bullying é um tipo de comportamento violento que vem chamando a atenção de pesquisadores de diversas áreas, por estar se manifestando de forma cada vez mais grave e frequente. As consequencias para quem sofre bullying são imprevisíveis, pois dependem dos recursos individuais de enfrentamento e da obtenção ou não de ajuda e apoio social (familiares, professores, outros). Considerando a gravidade do fenômeno bullying, os diferentes tipos de sofrimento de suas vítimas e as possíveis estratégias que podem ser identificadas para que as vítimas possam se livrar das humilhações, esse estudo pretendeu descrever e analisar, compreensivamente, experiências vividas por adolescentes que sofreram bullying. Neste estudo, de natureza quantitativa e quantitativa e qualitativa, fundamentado em análises estatísticas e no método fenomenológico de investigação, verificou-se não só a necessidade de diagnosticar os acontecimentos de bullying, mas também de estudos voltados à compreensão mais profunda do sofrimento das vítimas. Essa pesquisa foi realizada em duas fases. Na primeira, foi realizado um estudo quantitativo, utilizando um questionário elaborado para o estudo, o qual foi respondido por 160 adolescentes do 6º e 7º anos dos Ensino Fundamental de uma escola pública visando identificar casos de vítimas de bullying, seu percentual nessa amostra e sua significância estatística. Na segunda fase, foi realizado um estudo qualitativo, por meio do método fenomenológico de coleta e análise dos dados, da qual participaram seis alunos selecionados de acordo com critérios definidos, que foram individualmente entrevistados. Os resultados quantitativos mostraram que 54% da amostra relatou ter sido vítima de bullying sendo 64% de alunos do 6º ano e os demais do 7º ano. A escolha foi mais apontada... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Bullying is a type of violent behavior that has attracted the attention of researcheres from various fields, to be manifesting itself in an increasingly severe and frequent. The consequences for those who suffer bullying are unpredictable because they depend on individual coping resources and getting help or not, and social support (family, teachers, etc). Considering the seriousness of the bullying phenomenon, different types of suffering of its victims and the possible strategies that can be identified so that victims can get rid of humiliation, this study aimed to describe and analyze, understandably experiences of adolescents who have experienced bullying. In this study, quantitative and qualitative, based on statistical analysis and the phenopmenological method of investigation, there was not only the need to diagnose the events of bullying, but also for studies aimed at understanding more deeply the suffering of victims. This survey was conducted in two phases. At first, we performed a quantitative study using a questionnaire prepared for the study, which was answered by 160 adolescents in the 6th and 7th years of basic education of a public school in order to identify cases of victims of bullying its percentage in this sample and its statiscal significance. In the second phase, we performed a qualitative study, using the phenomenological method of data collection and analysis, of which six students selected according to defined criteria, which individually interviewed. The quantitative results showed that 54% of the sample reported having been bullied, 64% of students in the 6th grade and the other of 7th year. The school was most often mentioned as the location of bullying, and verbal as the type used by the classmates. There was no statistically significant difference by gender with... (Complete abstract click electronic access below) / Mestre

A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Psychology, Johannesburg 2017 / Cyberbullying is a new form of bullying that has emerged as a by-product of interactive communication technologies, of which adolescents are the most prolific users. A meaningful number of adolescents are involved in cyberbullying and the impact can have a significant effect on the wellbeing of adolescents. The prevalence and the level of severity of this phenomenon is a matter of concern for society in general. Technology is pervasive and has become an integral part of the lives of adolescents; it can also leave individuals more vulnerable to harassment and violent behaviour penetration/victimisations. This study used Q methodology as an alternative approach to explore how South African adolescents’ perceived the nature of cyberbullying and its severity by providing insights into their subjective understanding of the phenomenon. A sample of 46 adolescents (aged 14 to 17 years of age) ranked two sets of statements (Q sort 1 and Q sort 2) that described cyberbullying behaviours and hypothetical cyberbullying events respectively. Participants sorted the statements according to personal significance within a fixed matrix. Their responses were analysed using the freeware statistical program PQ Method (Schmolck, 2014). A five-factor solution was identified and described for Q sort 1. The diversity of views emerging has implications for cyberbullying research, policy, and intervention and suggests different approaches for addressing this issue. Three distinct accounts of the severity of cyberbullying events emerged from the Q sort 2 analysis. These perspectives are discussed in relation to existing literature and the potential role of adults is considered. Participants also completed an open-ended questionnaire to inform their reactions to cyberbullying events by probing coping mechanisms. The distinct representations add to the understanding of this complex phenomenon. / XL2018

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

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 97-102).

The purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after being trained in the manualized use of the program and other study-related procedures. The study followed a pre-post quasi-experimental design employing various self-report measures of behavior (PRQ, SE-SSS, MCI-SFR, and TMCI-SF). A series of ANOVA and ANCOVA analyses were then conducted to determine if there were statistically significant differences between the groups. Effect size estimates were also calculated for each measure. The data supported the SSS classroom guidance program as a viable intervention for positively affecting student behavior. Significant differences were noted between the treatment and comparison schools in the following areas: (a) increased pro-social behaviors, (b) decreased bullying behaviors, (c) increased engagement in school success skills, and (d) student perceptions of improved classroom climate. This study provides empirical support showing that students who are taught skills in key areas evidence benefits across several outcomes. The study also indicates that aggressive behaviors, like bullying, can be influenced by programs that do not specifically target those behaviors. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program. / by Melissa A. Mariani. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.