Thesis (Ed. D.)--Northern Illinois University, 1977. / Typescript. Includes bibliographical references (leaves [101]-111).

It is the purpose of this study to determine how the pupils' participation in certain lunchroom activities for a two-weeks period affected their acceptance of foods.

Call number: LD2668 .T4 1953 K4 / Master of Science

published_or_final_version / Dentistry / Doctoral / Doctor of Philosophy

No description available.

Bullying among school children is a social phenomenon that is now recognised as a widespread and serious problem across the globe. While decades of research have generated valuable insights as regards prevalence, main correlates and detrimental health consequences, many questions and gaps remain. For instance, it is unclear why the great majority of peer bystanders not intervene to support victims in a bullying conflict despite holding anti-bullying beliefs. Furthermore, great efforts have been made in the area of peer support and anti-bullying initiatives however there is still no intervention that has shown to be effective long term and cross-culturally. This thesis consists of two empirical studies. To advance knowledge of factors that influence pupils' victim support behaviour, the first study examined the role of perceived friend and peer consequences in predicting intentions to three types of help: provide emotional support, help to stop the bully and get adult support. Structural equation modelling revealed that perceived friend consequences were significantly associated with each of the victim support behaviours studied. Additionally, perceived peer reactions predicted intentions to get adult help. These findings suggest that friends play a more important role than peers in affecting victim support. Some significant gender effects emerged, showing that the overall pattern of associations held for boys, but not for girls. The findings highlight the concerns children hold with regard to their (dis)approving views related to victim support. Outcomes further suggest that victim defending should not be regarded as a broad homogeneous construct. The second study assessed the effectiveness of a cross-age teaching of social issues intervention (CATS) on enhancing pupils' knowledge on three victim support behaviours, and their awareness of the value of helping. In small cooperative groups older pupils were invited to step into the tutor role to prepare a lesson and teach it to two years younger tutees. An experimental-control group design was employed to test participants' performance at three time points over a six to eight week period. CATS tutors significantly improved their knowledge and awareness of the provictim behaviours studied while no positive changes were evident for participants in the control group. Furthermore, children who participated in the project expressed high satisfaction with the intervention. Based on the positive findings it was concluded that CATS is a viable technique for enhancing pupils' knowledge and awareness on prosocial topics. Helping children to see the value of supporting victims of bullying, in any of the ways studied, could help them avoid anticipating negative reactions from friends and peers, and in turn make it more likely that they would choose to help if the need arose.

Thesis (M.D.S.)--University of Hong Kong, 1992. / Also available in print.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1939. / Vita. Published also without thesis note. Bibliography: p. 64-65.

Thesis (Ed. D.)--Illinois State University, 1968. / Title from title page screen, viewed Aug. 16, 2004. Dissertation Committee: Ben C. Hubbard (chair), Walter Friedhoff, Harold Phelps. Includes bibliographical references (leaves 191-195). Also available in print.