The aim and overall purpose of this study was to investigate how common physical bullying (perpetration and victimization) was, in the perception of 221 upper secondary school students between the ages of 16 and 20 years old in the middle parts of Sweden, and how they interpreted the resources and safety available within the school environment. The study was quantitative with a cross-sectional research design, and the data was obtained via a questionnaire that the authors made specifically for this study. The data was analysed with the chi-square test to find possible statistical significance. The results indicated that almost one out of five of the students participating in this study had perpetrated at least one violent act against another student, and that one out of five students had been victimized of at least one violent act by another student. The routine activity theory, Moffitt's developmental theory and the lifestyle theory was used to get a better understanding of why physical bullying occurred, why some students chose to use physical violence against other students, and why some students were being victimized of physical bullying in the school environment. More research is needed in physical bullying, and bullying in general as well, among school students in Sweden. / <p>2017-06-01</p>

Background: The prevalence of obesity is increasing in all segments of our society. While research exists on the physical consequences of obesity, the social implications of childhood obesity require study. Those who are obese are visibly different from their peers and are more likely to experience physical and verbal abuse when compared with their normal weight peers. Objectives: The objectives of the two studies comprising this thesis were to examine, 1) the temporal sequence between adiposity class and bullying involvement, and, 2) to determine whether the relationship between adiposity class and weapon carrying is mediated by bullying. Methods: Objective 1. Participants were administered the Health Behaviour in School-Age Children Survey (HBSC) in 2006 and 2007. Study outcomes were self reports of: 1) physical bullying victimization and perpetration, and 2) relational bullying victimization and perpetration. Relationships between adiposity and the four forms of bullying were investigated in separate analyses using a repeated measures design. Objective 2. A cross-sectional analysis of the health experiences of 7877 Canadian children (11-15 years) using the 2006 HBSC survey was conducted. Relationships between adiposity status and weapon carrying were evaluated using multi-level logistic regression. Mediation by bullying involvement was assessed using standard methods. Results: Objective 1. Adiposity class was shown to precede bullying involvement, with obese males reporting 2-fold increases in both physical and relational victimization, while obese females reported 3-fold increases in perpetration of relational bullying. Objective 2. Results suggest that overweight and obese males report increased odds of weapon carrying compared to their normal weight peers. Among obese males, partial mediation of this relationship was observed by acts of: physical victimization, relational victimization and physical perpetration. No such relationships were observed among female students. Conclusions: Objective 1. Our study demonstrates the importance of adiposity status as a determinant of poor interpersonal relationships. These findings are congruent with previous cross-sectional studies, and confirm that obese youths are at increased risk of social consequences attributable to their appearance. Objective 2. Overweight and obese male students appear to be more likely to carry weapons for defensive and offensive purposes, a behavior mediated in part by bullying involvement. / Thesis (Master, Community Health & Epidemiology) -- Queen's University, 2009-08-20 14:56:57.616

No description available.

Every student has the right to a safe learning environment, yet so many students have been targets of or witnesses of bullying incidents. In spite of school administration efforts to create effective reporting systems and to implement anti-bullying programs, many students remain silent victims. The present study analyzes data collected from a School Safety Survey through SchoolTipline. This data was used to determine the bullying trends, reporting trends, and reporting preferences of 562 7th and 8th grade students at an urban, suburban, and rural school. The results of this study indicate that bullying continues to be a prevalent issue that students face, but a great majority still fail to report these bullying incidents to school personnel. The results also indicate that there are significant differences in regard to bullying among the urban, suburban, and rural schools, which warrant further research.

Teachers are faced with numerous interruptive bullying behaviors in middle school classrooms, which brought the quality of education into question. Bullying victims have shown decreased rates of academic success, measured by lower grades, compared to those not involved in bullying. The purpose of this basic interpretative qualitative study was to explore the phenomenon of classroom bullying from the perspectives and experiences of 10 middle school teachers. The research questions examined teachers' experiences in witnessing bullying in their classrooms and the strategies they used to identify and effectively avert bullying in school. Bandura's theories of moral disengagement and social learning theory of aggression informed and provided a framework for the research process. Information was gathered from 10 purposefully selected middle school teachers through personal interviews. Data analysis included coding, categorizing, and thematic analysis. The resulting themes revealed that teachers and school counselors played the most important role in bullying prevention. Physical, verbal, and cyberbullying were perceived as the major types of bullying in the middle school. Teachers reported that more bullying professional development was needed. Given the negative short and long term outcomes associated with bullying, the bullying phenomenon merits serious attention for preventive intervention. Social change will be realized when teachers become more knowledgeable of specific school bullying policies and are able to respond effectively to bullying incidents in schools. Subsequently, students will be able to enter peaceful, productive classrooms and schools.

The goal of this study was to investigate the impact of physical, verbal and social bullying in high school on the adolescent’s sense of self, thereby improving the knowledge base and insight of counsellors who work with victims of bullying. The objectives of this study were: <ul><li>To build a knowledge base on the problem of bullying using existing literature. The knowledge base was used to form a holistic picture of the problem.</li> <li>To empirically investigate the impact that bullying in the school has on the adolescent’s sense of self.</li> <li>To provide conclusions and recommendations for teachers of school A as well as counsellors who, in the counselling setting, work with bullied children. </li></ul> This quantitative study endeavoured to answer the following research question: “What is the impact of bullying on the adolescent’s sense of self.” The researcher aimed to use the statistical analysis of the empirical study to improve the helping profession’s understanding of the phenomenon. This may lead to more successful intervention strategies on behalf of these adolescents. The study was feasible, as it was within the financial and practical means of the researcher. She had access to the school as she was employed there and obtained permission from the school, Department of Education, parents of participants, the participants themselves and The Ethical Committee of the University of Pretoria. The following themes emerged from the data analysis (when the male and female adolescents’ results were separated) namely: <ul><li>Physical bullying does not affect any parts of the sense of self of the female adolescent but does affect the physical and creative self of the male.</li> <li>Social bullying impacts every part of the female adolescent self but only affects the emotional, behavioural and creative sense of self of the male.</li> <li>Verbal bullying has an impact on every part of the female adolescents sense of self and affects all parts of the male sense of self except the physical and intellectual sense of self.</li></ul> From the research findings, recommendations were made on a micro, macro and exo- level. On a micro-level, this included improved intervention and prevention programmes in schools. On macro-level the researcher is of the opinion that the Department of Education of various districts need to ensure that policies are put in place as well as to support individual schools in their endeavours to stop bullying. On a meso-level, legislation changes and enforcement of the Bill of Human rights in schools are recommended. Copyright / Dissertation (MSD)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

The purpose of this dissertation is to extend General Strain Theory (GST) to examine prosocial, asocial, and antisocial behavior in response to bullying. In GST, Agnew (1992; 2001; 2013) asserted that negative emotions can lead to criminal or aggressive coping but there are a number of factors that increase or decrease the propensity to respond aggressively (Agnew, 1992; Richman & Leary, 2009). In this dissertation, I examine whether and how rejection (operationalized as bullying victimization) is associated with aggressive responding as opposed to prosocial (e.g., befriending others) or asocial (e.g., avoiding people and social events) responding. This dissertation consists of three studies testing theoretical variables of bullying victimization as well as behavioral responses to four types of bullying: physical, verbal, relational, and cyber. Study 1 of this dissertation examines risk and protective factors for types of bullying victimization. Study 2 applies GST to test the effect of social support, or the availability of alternative relationships (i.e., having others to count on or turn to for social support), on responses to four types of bullying. Study 3 tests the effect of power dynamics on responses to physical and relational bullying. In conducting this research, I hope to: 1) integrate interdisciplinary bodies of literature to examine risk and protective factors of bullying victimization and behavioral responses to bullying and 2) improve understanding of how these experiences are affected by the power dynamics involved in bullying. Overall, the results of this dissertation suggest that types of negative emotions and behavioral outcomes vary by type of bullying victimization. Cyber bullying was found to have more negative consequences than any other form of bullying. Across all four forms of bullying, social support was found to be associated with an increased likelihood of youth engaging in prosocial behavior. Implicit power, or the perception that one’s bully has a high social standing at school, significantly influenced responses based on the type of bullying. However, even when controlling for power dynamics, social support was still associated with increased prosocial behavior in response to bullying victimization. Theory and policy implications are discussed.

No description available.

The purpose of the study was to investigate the frequency and type of bullying behaviours experienced in a Pretoria private high school in the past six months. The aim was to determine how factors such as gender, age and ethnicity influenced the frequency and type of bullying experienced. The different types of bullying behaviours were categorised into physical, indirect, verbal and cyber-bullying. A quantitative method was applied and a self-report questionnaire was administered to 367 learners ranging from ages 12 – 18 (Grade 8 to Grade 12). The results of the study indicated that indirect bullying (such as malicious gossip) was the highest form of bullying reported in the study and occurred equally throughout the grades. However a high amount of bullying in all categories was found in the grade 9 group. Females reported higher frequencies of indirect bullying than males but no differences were found with regards to gender and the other types of bullying. No differences were found between the ethnic groups and physical violence as well as cyber-bullying. Caucasians seem to experience higher frequencies in bullying behaviours when it came to indirect bullying compared to African and Asian learners. Indian learners were also more prone to experience indirect bullying than Asians. Caucasians were also more likely to experience verbal bullying than Asian learners. It was found that racial bullying might occur in the school but that it does so at a minimal level. / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted

This study investigated the severity of bullying perpetration in secondary schools in the Uthungulu District of KwaZulu-Natal. The study further sought to establish the various types of bullying that were rife in secondary schools, the factors that contributed to bullying perpetration and the negative impact of bullying behaviour on all stakeholders of the school system. An in-depth literature study was conducted in this regard. Accordingly, various theories relevant to the phenomenon were explored exhaustively. A qualitative research design and methodology was employed to investigate the phenomenon through interviews with participants from five secondary schools, including the circuit manager of the circuit concerned. Strict ethical principles were adhered to throughout and the study was also evaluated for reliability and validity. The study found that the factors that contributed considerably to the problem of bullying in secondary schools were embedded at the level of the family, the school and the community. In addition, the study established that the impact of bullying was so severe that it affected the day- to- day functioning of the school from a management perspective where a considerable amount of time was spent managing the problem, substantially reducing valuable teaching time. The impact was also felt significantly among victims who experienced low self-esteem, humiliation, embarrassment and palpable levels of stress and anxiety that ultimately led to appreciable rates of absenteeism, truancy, dropping out of school, transfers to other schools, ill-health, depression and even suicide. On the basis of the findings of the literature study and the empirical investigation, a model to curb bullying was developed, which required all stakeholders of the secondary schools in the Uthungulu District of KwaZulu-Natal to work collectively as a team to manage the problem effectively and efficiently. / Educational Leadership and Management / D. Ed. (Educational Management)