Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Nov. 22, 2006). PDF text: x, 83 p. : ill. ; 0.35Mb. UMI publication number: AAT 3215321. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (Ed.D.) -- Central Connecticut State University, 2006. / Thesis advisor: Ronnie Casella. "... in partial fulfillment of the requirements for the degree of Doctor of Education, Department of Educational Leadership." Includes bibliographical references (leaves 232-272). Also available via the World Wide Web.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on August 24, 2006). PDF text of dissertation: vii, 245 p. : ill. ; 3.81Mb. UMI publication number: AAT 3208051. Includes bibliographical references. Also available in microfilm, microfiche and paper format.

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Aim: This study investigated the nature and extent of the relationship between bullying and trauma among male adolescent learners. Trauma was operationalised through the constructs of posttraumatic stress, anxiety, depression, dissociation and anger. In addition the study aimed to determine the prevalence and forms of bullying with reference to the different bullying roles (the bully, the victim, the bully-victim and the bystander). Method: In this quantitative study, two objective measures were administered (viz., the Olweus Bullying/Victimisation Scale and the Trauma Symptom Checklist for children) to a saturation sample of male adolescent learners between the ages of 12 and 17, from a purposively selected South African male-only high school (N=509). Findings and Conclusions: Statistical analysis (correlational analyis, MANOVA, and Binary-Logistic Regression analysis) produced evidence to suggest that there is a statistically significant relationship between bullying and trauma, and this was strongest for the victim role. The relationship between bullying and trauma was dependent on the frequency of bullying; as the frequency of being bullied increased so too did the mean scores of all the five trauma subscales. Depression demonstrated the highest correlation with the victim role, followed by Posttraumatic stress. In addition, 22.4% of learners could be clinically and subclinically diagnosed with posttraumatic stress and 21.0% with dissociation. The study suggests that each learner has a subjective experience of bullying, and accordingly displays different symptom profiles. Overall, the findings corroborate the argument that repetitive stressful events (such as bullying) are predictive of symptom-clusters of ongoing trauma. The subjective experience of bullying was also evident in the prevalence rates of bullying; as these were evidently dependent on how it was defined and understood by learners. While only 32.1% of learners admitted to being bullied; 60.2% of this same sample admitted experiencing at least one form of bullying listed in the questionnaire; and similarly, while only 29.8% of learners admitted to bullying other learners; 49.0% admitted participating in at least one form of bullying listed in the questionnaire. Chronic bullying demonstrated greater levels of trauma for all 5 subscales; 19.7% of learners had experienced weekly (or chronic) bullying and 12.3% had participated in chronic bullying. A range of policy, school-specific and research recommendations are offered based on the findings of the study. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

This study identified research-based components for an effective anti-bullying policy and arranged them according to Bronfenbrenner's (1989) ecosystemic framework. It was hypothesized that the prevalence of different types of bullying was lower in elementary schools with a greater comprehensiveness of anti-bullying policies. Independent variables included the rated presence of anti-bullying components in school policies at four ecosystemic levels: microsystemic, mesosystemic, exosystemic, and macrosystemic. Dependent variables consisted of students' self-report of the occurrence of four types of bullying: attacks on property, and physical, verbal, and social bullying.Two hundred and thirty-one students from six elementary schools completed the Multidimensional Peer-Victimization Scale (Mynard & Joseph, 2000). The majority of students were African American. Three focus groups (students, parents, and school personnel) were also conducted in each school to gather information about anti-bullying policies. Independent raters blind to the hypothesis rated the information from the focus groups using the Comprehensiveness of Anti-bullying Policies Scale; a reliable measure designed for this study. Further, this information was evaluated through content analysis.Results of a One-Way (Comprehensiveness of Policies and Programs) Between Subjects MANOVA revealed a greater prevalence of verbal and physical victimization associated with schools having a lower comprehensiveness of anti-bullying policies and programs. Social victimization and attacks on property did not vary, however, as a function of the comprehensiveness of a school's policies.A supplementary 2 (Gender) x 2 (Comprehensiveness of Policies and Programs) Between Subjects MANOVA yielded no significant interaction between gender and the comprehensiveness of anti-bullying policies. A main effect for gender was found to be significant, however. Boys reported a higher level of physical bullying than girls.Content analyses showed focus group participants perceived physical bullying as more severe than the other types. Participants also reported harsher consequences to address such bullying. It is possible schools convey greater intolerance for physical bullying, hence its lower prevalence.It is concluded that schools' anti-bullying efforts should involve all ecosystemic levels. In addition, policies must include all types of bullying and communicate equal intolerance for each. Implications for theory, counseling, research, and anti-bullying policies are discussed. / Department of Counseling Psychology and Guidance Services

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 80-93).

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/15/2009). Includes bibliographical references (leaves 90-94).

Thesis--Auburn University, 2009. / Abstract. Vita. Includes bibliographical references (p. 59-75).