Relationships or connections with caring pro-social others (e.g., parents, teachers, school, friends, neighborhood, religion) serve as pro-resilience assets that may enhance children's abilities to cope with bullying. The purpose of this research study was to explore the roles of connectedness and religiosity as potential factors that could enhance resiliency against bullying among preadolescents in Puerto Rico (PR). This doctoral dissertation also addressed several gaps in the children's bullying, resilience and religiosity research literature. A sample of 426 community-based afterschool program preadolescents (ages 10-12 years old) participated in this exploratory, cross-sectional study, by completing a quantitative questionnaire in paper and pencil format. Data was analyzed overall, by location (i.e., San Juan Metropolitan Area (SJ Metro), Other Municipalities within PR), gender, age, and church attendance. Twenty percent of all participants were victimized by bullying at least 2-3 times per month. On the other hand, 5% of participants said they had been a bully 2-3 times per month. The most frequent type of bullying perpetration and victimization reported was verbal. Participants reported the highest levels of connectedness to school and the community, followed by connectedness to parents, teachers, mothers, religion, fathers, and friends. Most participants (71%) said they attended church regularly, but only 35% did so every week. Statistically significant differences were found by location, gender, age and church attendance. Connectedness and religiosity were correlated significantly to the participants' involvement in bullying at different roles. Surprisingly, having strong prosocial connections do not appear to have a reduction impact on participants' bullying victimization. Connectedness overall, to mothers, teachers and school was positively and significantly correlated to victimization, whereas connectedness to school was negatively correlated to perpetration. Bully-victimization was negatively correlated to connectedness overall, to parents, mothers, friends, teachers, and school. Multiple linear regression analyses found that higher levels in connectedness to mother and connectedness to the community accounted for a 60% decrease and a 45% increase, respectively, in bullying perpetration among non-church attending participants. In terms of religiosity, analyses distinguished between participants' engagement in private and public religiosity practices. Private religiosity was negatively correlated to being a bullying perpetrator, and positively correlated to being a bystander. Public religiosity was positively correlated to bullying victimization. The self-report of religiosity did not affect the odds of being a perpetrator, victim or bully-victim. Specifically among SJ Metro participants, the self-report of private religiosity or the combination of both private and public religiosity reduced the odds of being a bystander. Multiple linear regression analyses found that among non-church attending participants, a 1-unit change in public religiosity acccounted for a 62% increase in bullying perpetration. While the religiosity-related findings from this study's correlation analyses were consistent with the literature, regression analyses' findings were unexpected and warrant additional research. This study goes beyond solely school-based approaches to bullying research and prevention, by utilizing a non-school sample of low-income preadolescents who attend afterschool programs at local community-based organizations. Furthermore, its focus on a younger age group (i.e., preadolescents) is consistent with the resiliency literature and the need to enhance resilience factors earlier in childhood. Findings also consider the multiplicity of actors involved in bullying (i.e., perpetrators, victims, bully/victims, or bystanders), and distinguishes between direct and indirect types of bullying. Consistent with recommendations from previous research, a socio-ecological approach was followed to explore the role of connectedness to others at the individual, family, school, peer, religious and community levels, as well as the role of religiosity as an external asset to enhance resilience in preadolescents. This exploratory study contributes to our understanding of bullying among PR preadolescents, and serve to inform the development of prevention programs, strategies and policies at the school and community level. Research on bullying in PR is limited, making it increasingly challenging for PR schools, community- and faith-based organizations to collaborate in multilevel interventions that specifically address the needs of PR's children.

The primary objective of this study was to explore the influence of parental support on antisocial behavior among 1514 adolescents from Sarasota County (Florida). An integrated multilevel approach was developed considering elements of the social support paradigm and social learning theory. Using Hierarchical Linear Modeling (HLM), the results suggest that both paternal and maternal support were significant factors in the prevention of antisocial behavior. However, paternal support demonstrated to be stronger when students justified school misbehavior. At the school level, the findings suggest that the influence of parental support to reduce antisocial behavior competes with favorable definitions toward crime learned by youngsters from society and deviant peers.

Self-control and various elements comprising this construct have received much credit over the years as it has been able to account for a large amount of variance in delinquency rates. Some research has suggested that individual difference factors (e.g., self-control) can overwhelm external factors (e.g., neighborhoods; see Loeber & Wikström, 2000). Others have found that social influences (e.g., employment; see Wright, et al, 2001) have more pronounced effects for those most at-risk. Because of the equivocal nature of the empirical findings, this study seeks to replicate and extend previous efforts. Specifically, the influence of constructs derived from social learning, control, deterrence, and strain are examined to see if any vary in their influence on adolescent offending as a function of self-control. Results indicate that all of these theoretical constructs (with the exception of paternal attachment) played a more important role among those who evinced the highest levels of self-control. Implications for criminological theory and criminal justice policy are discussed.

This study seeks to understand the transmogrification of four Mexican foreign language teachers as they participate in a teaching exchange in American schools throughout the United States. Previous research into development of competent membership in given communities of practice points to the need for mutual engagement with other community members, an understanding of the community activity, and a shared repertoire among community members. Framed within an activity theory perspective, the present study examined how the teachers's socio-historical background, cultural tools and artifacts, along with other pedagogical activities, community rules, and division of labor mediated the teachers' understanding of their professional identity within their exchange communities. Situated within a cohort of thirteen exchange teachers, these four teachers employed an electronic discussion board, Voice over Internet Protocol (VoIP), and instant messaging to narrate their experiences as well as create a global support community. Data collected from these electronic medium were employed as research texts to evidence shared construction of teacher identity within the teachers' local communities. The research texts, in turn, served as data for the development of narrative accounts of these teachers' activities and experiences as mediational factors in community participation. Findings from this study uncover the importance of pedagogical activity as a mediational factor in the transmogrification of teacher identity for these exchange teachers. In additon, it is suggested that culturally shared repertoire, family participation, and social interaction are essential factors in mediating competent community membership in local communities. Finally, this study points to the fluid nature of teacher identity; it proposes that this conceptualization of self-as-teacher is constantly transforming due to mediation by pedagogic activity and participation in local communities of prac tice.

Collaborative forest governance is viewed as promising for sustainable forestry because it allows forest-based communities to participate directly in management activities and benefit from resource use or protection. Forest-based communities are important because they provide contextual knowledge about the forestry resources being managed. Collaborative forest governance can be strengthened through social learning. Despite significant research on social learning in environmental governance, it is not clear how social learning evolves over time, who has access to social learning opportunities, who influences social learning, and whether learning influences management effectiveness. This study investigated the contributions of social learning to collaborative forest governance in two forest-based organizations: Harrop-Procter Community Forest in Canada, and Kapeka Integrated Conservation Development Agency in Uganda. Data were collected using personal interviews, key person interviews, focus group meetings, and participant observation. Results revealed that in both organizations, participants started engaging in forest management with limited information and learned as they engaged in various activities. In addition, for both organizations, government set the context for what was learned through forest policy. Nevertheless, learning was influenced by the governance structure chosen in the Canadian case whereas learning was influenced by non-governmental organizations in the Ugandan case. As the Canadian organization became effective at complying with forestry legislation over time, learning opportunities and outcomes became more restricted, especially for women. Meanwhile at the Ugandan organization, learning opportunities and outcomes remained restricted for illiterate people irrespective of their gender. In conclusion, this study’s findings suggest that the prevalent view that social learning increases collaboration and collective action in forest resource management cannot be assumed.

Social learning theory continues to be one of the most enduring theories of crime. Psychological criminology, on the other hand, tends to explain crime in terms of behavioral propensities. This research is specifically focused on the generality of social learning theory as it varies across a measure of criminal propensity- in this case, psychopathy. Prior studies have tested various theories with the use of measures of propensity, but the theory is rarely social learning, and the measure of propensity has never been psychopathy. The current study examines three components of social learning theory (definitions, differential association, and differential reinforcement) to determine whether or not its influence is dependent on an individual's level of psychopathy. Data used in this research is from the Pathways to Desistance Project, a serious juvenile delinquent sample. Standard ordinary least-squares and Tobit regressions (a method of analyses designed to correct for linear relationships between variables when there is censoring in the dependent variable) are modeled. Results indicate that definitions, differential association, differential reinforcement, and both measures of psychopathy exerted significant main effects on antisocial behavior. In addition, the social learning variables interacted differently across varying levels of psychopathy. Conclusions and policy implications for future social science research are discussed within.

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Servant leadership focuses on stakeholder concern and follower development and empowerment. It has begun to emerge as a useful perspective of leadership within academic research, but theoretical development remains limited, and some of its key propositions have not been tested. In this dissertation I build and test a theory of how servant leadership works, why it works, and when it works. Drawing on the extant servant leadership literature, a social learning perspective, and research on gender roles and schemas, I propose a conceptual definition and theory of how servant leadership impacts two characteristics of followers (prosocial motivation and psychological capital) to affect distal outcomes including voice and performance. I also test servant leadership's impact on the spread of servant leadership behaviors to followers, a key proposition of servant leadership for nearly fifty years which has never been empirically tested. Further, I propose gender and gender schemas as potential moderators of servant leadership, arguing that the more communal emphasis of this approach may interact with sex role factors to impact its effectiveness, such that females may actually have an advantage in using servant leadership, as opposed to the implicit masculine advantage in other leadership behaviors. To answer these research questions, I conducted a temporally lagged multi-organizational study testing the mediators, moderators, and outcomes of servant leadership. Using a variance decomposition approach to clustered and cross-level interactions in an HLM framework, I find substantial support for my theoretical predictions. Results support the idea that exposure to servant leadership behaviors is associated with all three performance outcomes, including an employee's own enactment of servant leadership, both directly and through the mediating effects of positive psychological capital. These effects were contingent as hypothesized, such that servant leadership was more powerful when used by a female manager, and when experienced by individuals with high female gender schemas. Theoretical and practical implications of these conclusions, as well as future research suggested by these results, are discussed.

Adequate water for ecosystems and humans is at a premium as the global population increases and the climate changes. Coping with these impacts requires tools to improve water governance and water management through legal or policy mechanisms. Water governance generates laws, policies, and rulings and water management implements those laws, policies, and rulings and rulings through management decisions. A key concern of water governance is balancing human and ecosystem water needs. Effective governance that promotes sustainable use of water resources to maintain ecosystem integrity is challenging. Many regions do not have sufficient resources for water management or water for ecosystems is not protected under traditional legal mechanisms. The challenge of improving water governance for ecosystems is, therefore, twofold. First, there is a need to provide resources that build the capacity of water managers to allocate water to ecosystems. Second, mechanisms to promote effective transformation of environmental flow needs into policy or practice are required. This research provides methods to advance water management by: 1) assessing environmental flow needs through creation of a geospatial database and 2) improving stakeholder engagement through lessons learned from three multi-year stakeholder engagement processes. Appendix A describes the current understanding of the link between hydrology and riparian and aquatic ecosystems in Arizona through synthesis of environmental flow needs. The synthesized information, stored in a geospatial database, can be used by water managers to determine the water needs to maintain riparian and aquatic habitats. Review of 121 studies reveals that there are very few analyses of surface water and groundwater requirements for intermittent or ephemeral river systems, and there are only limited generalizable data for aquatic species. This database can be used to identify critical geographic and topical knowledge gaps, as well as serve as a single place for water and land managers to assess and use the most current research to inform management decisions. Appendix B provides an empirical example of engagement to promote social learning as a way to preserve water for the environment when law does not protect environmental flows. Through 43 focus groups with 226 individuals representing a diversity of interests, we determined that there was common ground on concerns about water conservation, cooperation, financial incentives, and multiple benefits for water use. Through this engagement process, we found that identifying and then building common ground requires attention to details. These details include the process of analyzing qualitative data and methods for displaying complex information, which are not frequently discussed in the social learning or stakeholder engagement literature. Appendix C presents a framework for designing effective stakeholder engagement based on the experiences of the University of Arizona Water Resources Research Center in three separate processes that engaged water experts. The proposed framework provides an iterative and flexible approach centered on a bridging organization that can bring people together and keep the engagement process moving forward. As illustrated through an evaluation of the three projects, the proposed framework provides for inclusivity, interactiveness, and flexibility in engagement through guidance by a steering committee and iteratively examining the water resource management problem. While further assessment is necessary, it appears that this framework is general enough to be applicable across projects at three different scales and with three separate sets of goals, yet detailed enough to provide a tangible approach that could aid other processes where the goal is implementing and evaluating expert engagement to solve complex problems and promote social learning. Previous studies on water governance have focused predominantly on the identification of the current problems with governance. However, because humans have an important role in shaping the global water cycle, the time has come to focus on solutions. In order to further water management solutions, a better understanding of the tools needed to manage water for ecosystems and effective methods for co-producing knowledge or encouraging social learning are needed. This research provides a regional example of approaches to advance water management using a tool to assess environmental flows needs and frameworks for promoting common ground and social learning in stakeholder engagement.

In accordance with societal norms and values, consumers readily indicate their positive attitudes towards sustainability. However, they hardly take sustainability into account when engaging in exchange relationships with companies. To shed light on this paradox, this paper investigates whether defense mechanisms and the more specific concept of neutralization techniques can explain the discrepancy between societal norms and actual behavior. A multi-method qualitative research design provides rich insights into consumers' underlying cognitive processes and how they make sense of their attitude-behavior divergences. Drawing on the Ways Model of account-taking, which is advanced to a Cycle Model, the findings illustrate how neutralization strategies are used to legitimize inconsistencies between norm-conforming attitudes and actual behavior. Furthermore, the paper discusses how the repetitive reinforcement of neutralizing patterns and feedback loops between individuals and society are linked to the rise of anomic consumer behavior. (authors' abstract)