The immediate effects of teasing on children and adolescents are well documented, but in recent years, the long-term effects of teasing on adults have gained research attention. Recollections of teasing during youth have been shown to be related to increased psychosocial distress during adulthood. The present study focused on replicating the findings of previous work, as well as expanding the existing knowledge base concerning teasing and adulthood. Eightyfour adult participants completed a questionnaire packet designed to measure teasing history and perception, and levels of depression, anxiety, self-esteem, and life satisfaction. Results indicated that recalled teasing experiences from youth are related to psychosocial distress in adulthood. Teasing experiences were related to increased rates of depression and anxiety, lower self-esteem, and reduced life satisfaction. Notable differences were also found between the frequency and focus content of teasing between youth and adulthood. Implications for practice and recommendations for future research are presented.

The purpose of this study was to explore how having Mexican American friends influences a person?s perception to racial/ethnic (Mexican American) specific teasing. This study sought to extend the research on friendships and prejudice by investigating how friendship influences a person rating of ethnic specific teasing. This study is significant because promoting interracial friendships could be an avenue to alleviate some of the negative effects of racial teasing. Moreover, it may help facilitate and create a more comfortable social environment that might help ethnic minorities in school. Participants were asked to rate vignettes, including characters that were identified as Mexican American, which contained racial/ethnic specific teasing. They were asked to rate the vignettes according to adjectives that were either positive or negative, such as: humorous, friendly, mean, and cruel. Additionally, measures of empathy, social desirability, prejudice, and white racial consciousness were administered. Participants were asked to think of a Mexican American friend and complete a questionnaire, the Acquaintance Description Form F-2, as a way of measuring the intensity and closeness of this friendship. The major hypothesis was that participants who indicated a greater and more intense friendship with their Mexican American friend would rate the teasing as less positive and more disapproving. Analysis found that people have a more disapproving attitude toward teasing to the extent that they have, respectively, at least one Mexican American friend or a higher level of exposure to African Americans. Statuses of white racial consciousness were also found to be strong predictors for how participants rated vignettes. Findings somewhat supported both the Extended Contact Theory and the Intergroup Contact Theory, adding to the literature that finds when groups spend not only time together but quality time together benefits can be expected. Some of these benefits may help to reduce the positive perception of racial teasing and presumably less racial teasing. Future research should explore the relationship between white racial consciousness and attitudes and perceptions of racial specific teasing as a strong associate between the two emerged in this study. Additionally future research may explore whether less positive feelings of racial teasing is related to less racial teasing behaviors.

Teasing is prevalent throughout the lives of most individuals beginning in childhood. Teasing can be a positive "pro-social" interaction, or a negative "anti-social" experience. Childhood teasing on the "anti-social" level has been show to have detrimental effects on an individual's self-esteem and has been linked to increased psychological distress in adulthood. The purpose of this study was to investigate the effects of an individual's environment, as defined by his or her teasing history with their peers and families, at different stages during their development on their level of self-esteem. Two hundred and three adult participants completed a questionnaire packet designed to measure teasing history, self-esteem, and perceived social support from family and peers. Results indicated that negative teasing interactions were related to lower reported levels of self-esteem. Negative teasing from one's family during elementary school and negative teasing from one's peers during middle school were found to have the greatest influence on current self-esteem levels. Results also showed that early and concurrent exposure to teasing at the pro-social level during elementary school could negate the later influence future anti-social teasing might have on one's self esteem levels. Implications for practice and recommendations for future research are presented.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xii, 215 p. : ill. Advisors: Nancy Ann Rudd and Patricia A. Cunningham, College of Human Ecology. Includes bibliographical references (p. 101-114).

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Research suggests that as children reach adolescence teasing is a common experience with negative consequences, usually focused on the physical appearance of peers. This study aimed to identify variables that may place children at risk for negatively interpreting and being more adversely impacted by teasing incidents. Students from two middle schools were randomly assigned to view videotaped vignettes of appearance-related teasing, competency teasing, or a no teasing control video. Students completed questionnaires to assess their effective and cognitive reactions, as well as their subjective evaluation of the teasing incidents. Results indicated that females perceived and reacted to both types of teasing more negatively than males. Females recalled appearance-related teasing phrases more readily than competency teasing phrases from the videotaped teasing, suggesting that females may process appearance-related teasing at a deeper level than competency teasing. The findings indicate that cognitive theory may serve as an important foundation for studying adolescents' interpretation of teasing.

Thesis advisor: Judith A. Vessey / Teasing among children is pervasive; however, it has received remarkably little attention in the empirical, theoretical, or methodological literature in Taiwan. The purposes of this study were to translate and psychometrically validate the Chinese versions of the CATS (CATS-C). The purposes for this study were accomplished in two major phases. Phase I focused on translating the CATS and evaluating the psychometric equivalency of the original English and translated CATS-C. First, the CATS was translated into Chinese and semantic equivalence was determined by three different kinds of evaluations during the translation process. Then, the semantic equivalence of the translated CATS-C was empirically tested with 25 6th grade bilingual students. The results of the paired sample t-test and the Pearson correlation indicated congruence between the two versions of the CATS on the semantic equivalence. In order to evaluate each item’s relevance in Taiwanese culture, a Content Validity Index (CVI) was calculated among the ratings of the five Taiwanese elementary school teachers. The CVI was .88 for the entire CATS and were .66 to 1.0 for the four subscales. One additional item, “personal hygiene”, was included at the suggestion of the experts. ii Phase II focused on evaluating the psychometric properties of the CATS-C. The 33-item adapted CATS-C was tested on a sample of 343 4th through 6th grade Taiwanese students to determine its psychometric properties. Construct validity was assessed through PCA with Varimax rotation. Reliability was tested through the analysis of internal consistency. The results showed that five-component solution was the most appropriate and interpretable solution for the 29-item CATS-C after deleting four items. Cronbach’s alpha was .91 for the total CATS-C scale and were .73 - .83 for the five CATS-C subscales. The 29-item CATS-C with five components is a culturally appropriate instrument which has potential for determining Taiwanese students at high risk from teasing. Further studies are recommended to test the reliability and validity of the CATS-C. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

Mokyklose dažniausia smurto forma patyčios. Pradinėse klasėse mokiniai tyčiojasi vienas iš kito taip pat dažnai kaip ir vyresnėse. Todėl šios problemos sprendimas - naujų patyčių prevencijos būdų ir priemonių paieška - yra aktualus pradinėse klasėse dirbantiems pedagogams. Tyrimo tikslas – pateikti patyčių tarp pradinių klasių mokinių prevencijos galimybes. Empirinis tyrimas atskleidė, jog mokykloje pradinukai jaučiasi saugiai ne visada. Dominuojančios patyčių formos yra prasivardžiavimas, stumdymas, apkalbėjimas, šaipymasis. Anketinės apklausos duomenų analizė atskleidė, kad pradinėse klasėje jau pasitaiko visų patyčių formų. Dažniausiai pradinių klasių mokiniai tyčiojasi koridoriuose, šalia mokyklos, mokyklos kieme ir klasėse. Mokiniai patyrę patyčias arba pastebėję kitus tyčiojantis dažniausiai pasako mokytojams, tėvams. Kartais vaikai, pedagogų nuomone, patyčias tik stebi. Pradinukai teigia, jog jie atsako tuo pačiu, galvoja keršto planą, arba tampa aukos gynėjais. Patyčių prevencija pradinėse klasėse vykdoma klasės ir individualiu lygiu. Mokytojų ir socialinių pedagogų interviu atskleidė, jog taikomi įvairūs metodai ir priemonės patyčių mažinimui. Mokyklos mastu, kaip teigė socialiniai pedagogai, galėtų būti daroma daugiau. Remiantis mokslinės literatūros analize ir empirinio tyrimo išvadomis, parengtos patyčių prevencijos pradinėse klasėse galimybių rekomendacijos, kurios turėtų padėti organizuoti ir tobulinti prevencinę veiklą. / Teasing is the most common form of violence at school. Teasing among pupils in primary school is as much common as in senior forms. Solution to this problem – searching for the new ways and means of prevention - is very important for the teachers working in primary schools. The objective of investigation – present the possibilities to prevent teasing among pupils in primary school. Empirical investigation has disclosed that pupils not always feel safe in primary school. Dominant forms of teasing are nicknames, pushing, slander, and sneer. The analysis of the data of questionnaire has disclosed that all forms of teasing happen in primary school. Usually, pupils of primary school sneer in the corridors, near the school, in the school yard and in the classrooms. Pupils undergoing teasing or noticing others doing that, speak with teachers or parents. Sometimes pupils, from teachers’ point of view, observe sneering. Infant state that they retaliate, create revenge plans or become victim’s protector. Prevention of teasing is prosecuted according to two levels – class and individual. An element of qualitative investigation, a standardized interview, helped to reveal, the teachers point of view towards the teasing among pupils in primary school and the prevention of teasing. To a school extent, as social educators state, it could be done much more. According to scientific literature analysis and the conclusions of empirical investigation, presented recommendations of possibilities of... [to full text]

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