Thesis (M.Psych.Ed.) - University of Queensland, 2006. / Includes bibliography.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (M. Ed.)--Lancaster Bible College, 2005. / Includes bibliographical references (leaves 59-66).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

The purpose of the case study is to investigate causes and factors contributing towards bullying behaviour and how these learners can be supported by the school and community in managing bullying behaviour. Factors such as violence, divorce, unemployment are supposedly affecting learners, many of whom attend school with feelings of frustration, anger and bitterness. These feelings may be acted out by bullying behaviour such as fighting, teasing, pushing and stealing. Learners are aggressive, violent, disrupt lessons, and take others’ money. This behaviour often results in learning barriers, absenteeism, high failure rates, bunking lessons and dropping out of school. Educators and parents sometimes aggravate the situation because of their own stress, and financial problems. Bullying behaviour is thus a manifestation resulting from a complex interaction of factors within the learners social context, thus the eco-systemic perspective will be utilised as the theoretical basis of this case study. The literature review will concentrate on what other theorists say about bullying behaviour, and how the school can support learners in managing bullying behaviour. Qualitative research methods were used for data collection and analysis. One secondary school was identified, and selected for use in the case study. Four individual open-ended interviews, that is, (two learners boy and girl, parent and one school management team) were conducted, and an observational protocol used. These methods contributed to the validity and reliability of the data. Interviews were audio recorded, transcribed, analysed and interpreted. Meanings were categorised into themes utilising a content analysis technique. Findings indicated that there are factors, such as, the family, school environment and community that contribute towards bullying behaviour in a secondary school. There are also strategies such as anti-bullying policy, buddy system and curriculum used by the school and the community to support learners on how to manage bullying. / Mrs. J.V. Fourie

M.Ed. / Afknouery (bullying) is ’n wêreldwye verskynsel en die gevolge raak die afknouer, sy slagoffer en die hele gemeenskap. Hierdie navorsingstudie toon dat afknouery ’n werklikheid en ’n algemene verskynsel ook in óns skole is. Die insette van die skoolhoofde en leerlinge van die Verre Noord Laerskole, van Johannesburg-Oos D9, is gebruik om die omvang van afknouery in hierdie skole te bepaal asook die effektiwiteit van bestaande voorkomende maatreëls. Daar is gefokus op die verskillende vorms van afknouery, die oorsake en gevolge daarvan, die omvang van die probleem en die karaktereienskappe van “bullebakke”en hulle slagoffers. Skole se gedragskodes is onder die soeklig geplaas en voorkomende maatreëls en maniere van ingryping is bespreek. ’n Kwalitatiewe navorsingsmetode is gevolg om ’n diepgaande insig te kry in die skoolhoofde en leerders se menings en ervarings aangaande bogenoemde aspekte. Fokusgroep onderhoude is gebruik om inligting te bekom en die volgende kategorieë is geidentifiseer: • Die omvang van afknouery • Die formulering en implementering van ’n beleid teen afknouery • Strategiese ingrypingsaksie Die bevindings van die navorsing het aan die lig gebring dat die omvang van afknouery in Johannesburg-Oos D9, Verre Noord Laerskole, ernstige afmetings aanneem. Beleidsformulering teen afknouery en die implementering van sulke maatreëls is gebrekkig en te min ondersteuning bestaan vir die ontwikkeling van sodanige maatreëls en/of strategiese ingrypingsprogramme om die probleem aan te spreek. Daar word dus aanbeveel dat hierdie saak dringend en ernstig aandag ontvang en dat skole betrokke raak by voorkomende beleidsvorming en ingrypaksies. Die bekamping van hierdie euwel het ’n noodsaaklikheid geword wat nie langer verontagsaam durf word nie. Om die bestaan van afknouery te ignoreer, is om dit goed te keur!

Thesis (M. Ed.) -- University of Limpopo, 2020 / Bullying is a major challenge that affects learners in schools world-wide. Negative effects of bullying on learners are physical and psychological including depression, anxiety and school declining performances. Every learner is entitled to a safe school environment without being a victim or a bystander of bullying. Therefore the main objective was to explore strategies that could be implemented to manage bullying in schools. A qualitative approach with a case study was used to provide an understanding of the phenomenon of bullying and how it could be managed. The grade three and six learners of two former model-c schools in Potgietersrus circuit in Limpopo Province were purposively selected as participants with the aim of representing learners in the junior and intermediate phase. Observation, interviews and document analysis were used as data collection methods. The data collected was developed through thematic content data. The results indicated that bullying is receiving increasing attention with appropriate responsiveness and effective management strategies. Additional measures that can help reduce the prevalence of bullying and impact were explored and included bullying intervention strategies, increased playground supervision, behaviour modification strategies, encouraging learners to report bullying incidents and the adoption of School Based Support Team to assist in combating bullying. It is recommended that the department of education, educators and learners can adopt the explored strategies as part of intervention process to combat bullying in the school environment and to ensure that schools are still seen as safe places for all learners

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

Violence and bullying in schools have become major issues of concern to teachers, students and parents in the new millennium. As evidence mounts of the destructive, pervasive and sometimes lethal impact of these phenomena within the education milieu, it has become apparent that an approach which compromises a pragmatic intervention informed by innovative theoretical perspectives is urgently required. The body of work presented in this portfolio attempts to address this need by presenting a comprehensive model for intervention in violence and bullying in schools. Based upon the findings of a survey of four Sydney metropolitan schools, and drawing upon extant theory and research, a number of important theoretical perspectives were identified. The proposal that violence may be resolved through education is explored and perceptions about contemporary influences, including the impact of exposure to media violence, are challenged. The conceptualisation of peer abuse as a legislated child protection issue is initiated and discussed. The necessity for the development of resiliency as an individual attribute for victims is examined and the function of peers as formal advocates for victims is proposed. In summary, this portfolio presents a body of scholarly, professional work focused on addressing the issues of violence and bullying in schools through new perspectives and a comprehensive model for intervention that can readily be implemented by educators / Doctor of Education (Ed. D.)

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 86-93).