Some, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by peers as particularly frustrating, humiliating, and shameful, and these reactions increase the children’s threshold for exhibiting aggression during peer interactions. Participants were 195 children in the fourth through seventh grades of a school serving an ethnically and racially diverse student population (94 girls and 101 boys; M age = 10.1 years). Children completed self- and peer-report questionnaires in the fall and spring of a school year. Measures included rejection and victimization by peers, demonstration self-guides (narcissism, self-efficacy for demonstration attributes, felt pressure for gender conformity, and sexist ideology), aggression toward peers, and other variables testing secondary hypotheses. Consistent with the focal hypothesis, children with demonstration self-guides were more likely than other children to increase their aggression following peer rejection or victimization. However, this result was more common for girls than for boys; for boys, increased aggression more often reflected additive rather than interactive effects of peer rejection/victimization and demonstration motivation. Support for the focal hypothesis also depended on additional moderator variables, including gender of the peer group rejecting or victimizing the child, the nature of the demonstration self-guide, and gender of the target of the child’s own aggression. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

This dissertation examines the influences of LGBTQ positive school climate and state-level anti-bullying policy with sexual and gender minority (SGM) identity enumeration on weight and victimization disparities among sexual minority adolescents. Compared to their heterosexual peers, sexual minority adolescents (those who identify as gay/lesbian or bisexual, or who are unsure of their sexual identity) have higher odds of having obesity and experiencing school violence victimization. The effects of school climate and anti-bullying policy that seek to specifically provide protections for LGBTQ adolescents on the health outcomes of obesity and school violence have rarely been examined, and especially in tandem. Decreasing disparities in both these outcomes would help improve quality of life and decrease morbidity. Therefore, the overall objective of this dissertation is to help fill several gaps in the literature related to obesity, school violence, school climate, and state-level anti-bullying policy with SGM identity enumeration. An adapted Social Ecological Model guided conceptualization and design of the three studies included. Chapter 1 introduces the current state of adolescent obesity, including trends in obesity over time, contextual influences on obesity, and obesity disparities among sexual minority adolescents. Existing research on school violence victimization, school climate, and SGM enumerated policy are also introduced and described. Chapter 2, a systematic review, aimed to systematically search and review the literature on the effects of positive school climate on weight-related health behaviors and risk factors for obesity. Overall, we found that LGBTQ adolescents in more positive school climates reported lower levels of bullying victimization, depressive and suicidal feelings, and sexual orientation-based harassment than those in less positive school climates. Results were more mixed for studies examining the effects of positive school climate on alcohol, tobacco, and other drug use. Chapter 3, a cross-sectional analysis of the Center for Disease Control and Prevention’s (CDC’s) Youth Risk Behavior Surveys (YRBS) and School Health Profiles (SHP) from 2010–2019, examined and compared the associations among sexual identity, school violence victimization, and obesity across varying levels of LGBTQ school climate in ten United States school districts. We found that for both female and male adolescents, regardless of sexual identity, those who reported two or more counts of school violence victimization had significantly higher odds of obesity compared to those who reported no violence victimization experienced in the last 12 months (1.33 and 1.24 greater odds, respectively). We also found that in the presence of more positive LGBTQ school climates, adolescents had 0.85 lower odds of obesity compared to those in the presence of less positive LGBTQ school climates. Chapter 4, a quasi-experimental difference-in-differences analysis of state-level anti-bullying policies and state-level CDC YRBS data from 1999–2019, examined the causal effect of anti-bullying policies with SGM identity enumeration on bullying and obesity trends over time. We found that adolescent girls had a significant 1.0 percentage point decrease in the probability of bullying victimization in the period post SGM enumeration enactment. For boys, this association was slightly stronger with a 3.2 percentage point decrease in the probability of bullying victimization in the post-period. However, when we examined subgroups of sexual minority adolescents specifically, we found the average treatment effects for SGM enumeration were even stronger for sexual minority girls and boys—with a 6.4 percentage point decrease in the probability of being bullied for sexual minority girls and a 6.0 percentage point decrease for sexual minority boys. Results for the obesity outcome showed that in the post-period, obesity rates increased for sexual minority girls and boys, an unintended effect that should be explored in future research that considers temporality of relationships among these outcome variables. Finally, Chapter 5 summarizes the studies included in the dissertation, identifies strengths and limitations, reviews key findings, and discusses implications for policy, practice, and future research. Using strong quantitative statistical methods, our primary contribution to the public health literature is that LGBTQ positive school climates and inclusive, SGM enumerated anti-bullying policies work to help decrease odds of obesity and rates of bullying victimization, respectively, for both heterosexual and sexual minority adolescents—highlighting how specific protections for one group of adolescents can extend benefits to all adolescents.

This qualitative interview study was designed to explore with Trans-Spectrum college students, including graduates, current students, and dropouts, how they have conceptualized and made meaning of their experiences in traditionally Red States since the 2016 U.S. Presidential Election. This study resulted in recommendations that would enable administrators in both community colleges and four-year institutions to implement specific practices to improve learning environments and access to resources for Trans-Spectrum college students. The researcher based this study on three principal assumptions: (1) there is a population of Trans-Spectrum college students in these Red States. Although no data exist on the number of transgender students in higher education per state, these students must exist. (2) Trans-Spectrum college students in these Red States face an array of challenges every day both on and off campus from bullying and family struggles to financial struggles to suicidality. (3) The 2016 U.S. Presidential Election had a negative impact on these participants’ college experiences. Interviews conducted with 25 participants comprised the primary data for this study. Participants included students presently attending community college; students presently attending four-year institutions; recent graduates of both community colleges and four-year institutions; and students who departed college. A document review also yielded data. The findings regarding the experiences of Trans-Spectrum college students in Red States since the 2016 U.S. Presidential Election were: (1) A strong majority of participants described their overall college experiences as being shaped by an uncertain and unpredictable learning environment. (2) A strong majority of participants indicated that the 2016 U.S. Presidential Election had a compromising effect on their safety and well-being on campus and in their community. (3) All participants described experiencing issues related to access to resources, campus-wide illiteracy on trans issues, and race and gender identity, while an overwhelming majority of participants described having mental health issues. A strong majority reported incidents of being bullied on campus and in the college community. (4) An overwhelming majority of participants identified a support system as a significant factor in helping them learn to overcome their challenges. The key recommendations that emerged from this study were: (1) Community Colleges should create an Intake Form on which students have the option to self-identify in terms of sexual orientation and gender identity. This will enable these colleges to track data on completion, persistence, and retention of Trans-Spectrum students. (2) Both community colleges and four-year institutions should invest more in mental health services and consider investing more resources in on-campus mental health personnel and resources. (3) Both community colleges and four-year institutions should build community partnerships to provide more resources for Trans-Spectrum students.

This explorative study investigated bullying in a sample of schools in Lesotho from the learner’s perspective. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, school violence, victim and bully. The research described various forms of bullying, reason for and possible intervention strategies. The quantitative research method was applied, which included an analysis of the data obtained from a questionnaire containing 33 close-ended questions divided into six sections: general information; observation of bullying; experience of bullying; impact of bullying; participation in bullying activities and reasons for bullying and measures against it. The questionnaires were distributed among 1 373 learners from Lesotho public schools which were used for the study. The research was brought to a conclusive end with a proposal for school bullying intervention strategies in Lesotho public schools. / Criminology / M.A. (Criminology)

The purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student fights, and a safe school climate and the number of bullying incidents and student fights. The study surveyed 12 middle schools located in a large, urban district in south Florida. Principal leadership style was determined from the MLQ-5X, school safety climate was determined from the school district’s Annual Customer Survey, and the reported number of fights and bullying incidents recorded in the school district’s Discipline Management System were collected via records request for each participating middle school and tallied. Pearson correlations were conducted to examine the bivariate association between the leadership dimensions, a safe school climate, and school violence. Separate multiple linear regression models were used to examine the following relationships: leadership style and the number of reported fights and reported bullying incidents; leadership style and a safe school climate; and a safe school climate and the number of reported fights and reported bullying incidents. The findings suggested that there were no statistically significant correlations between leadership style (transformational, transactional, and laissez-faire), and bullying or fighting, and no statistically significant correlation between principal leadership style and middle school climate. There was a statistically significant correlation found between school climate and the number of student fights. The significance of this finding is important because it illustrates the adverse impact fighting has on student safety, which, in turn, adversely affects the school climate. Therefore, it is up to the school leader to create a climate where everyone feels safe can focus on student achievement. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The current study addressed whether there were differences in relational aggression in 9- to 10-year-old boys and girls in Hungarian and German samples. There has been very little empirical research conducted comparing children of diverse cultures in their use of relational aggression. The current study used teachers’ reports of different aggression styles observed in their 9- to 10-year-old students (N = 269). The purpose of this study was to examine the incidence and styles of aggression used in a 9- to 10-year-old culturally diverse population, as it was hypothesized that culture would be a factor in the incidence of relational aggression as well as a difference in boys’ verses girls’ relational aggression within native Hungarian cultures. Data were collected from classroom teachers using the Children’s Social Behavior Scale – Teacher Form (Crick, 1996). Six sets of analyses were conducted, including the evaluation of teacher reports of relational aggression among all 160 Hungarian and all 109 German students, the evaluation of teacher reports of physical aggression among Hungarian and German students, the evaluation of teacher reports of prosocial behavior among Hungarian and German students, the evaluation of teacher reports of relational aggression among Hungarian boys and girls, the evaluation of teacher reports of physical aggression among Hungarian boys and girls, and the evaluation of teacher reports of prosocial behavior among Hungarian boys and girls. Results confirmed 2 out of 2 hypotheses. Teachers reported greater incidence of relational and physical aggression among German students. Teachers reported a greater incidence of prosocial behavior among Hungarian students. Hungarian teachers reported a greater incidence of physical aggression among boys and a greater incidence of prosocial behavior among girls. This research failed to find any differences in Hungarian boys’ and girls’ use of relational aggression in this sample. Overall, the current findings support that cultural differences exist in relational aggression, physical aggression, and prosocial behavior among a 9- to 10-year-olds. It also supported the position that gender differences exist in the use of physical aggression and prosocial behavior among a native Hungarian sample.

published_or_final_version / Education / Master / Master of Education

Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perceive bullying. Students remain confused and flounder in the moment when they feel bullied, while bystanders are statistically shown to be scared and even help the bully in many cases (Mishna, Pepler, & Wiener, 2006). This study examines research from the past 10 years on the effectiveness of whole-school programs. Two main criteria include: (1) A comprehensive “macro” comparison study of research leading to a “micro” examination of specific school research, and (2) an examination of the importance of recognizing perception and creating interventions that any student can utilize no matter their level of fear. In addition, an introduction and an explanation of the ideas and concepts of the I’m Gonna Write That Down program are included.

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

This explorative study investigated bullying in a sample of schools in Lesotho from the learner’s perspective. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, school violence, victim and bully. The research described various forms of bullying, reason for and possible intervention strategies. The quantitative research method was applied, which included an analysis of the data obtained from a questionnaire containing 33 close-ended questions divided into six sections: general information; observation of bullying; experience of bullying; impact of bullying; participation in bullying activities and reasons for bullying and measures against it. The questionnaires were distributed among 1 373 learners from Lesotho public schools which were used for the study. The research was brought to a conclusive end with a proposal for school bullying intervention strategies in Lesotho public schools. / Criminology and Security Science / M.A. (Criminology)