Thesis (Ph. D.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 274-282).

Thesis (M.S.)--Brigham Young University. Dept. of Recreation Management and Youth Leadership, 2008. / Includes bibliographical references (p. 84-91).

Thesis (Ph. D.)--Columbia University, 1935. / Vita. Bibliography: p. 89-93.

Thesis--Catholic University of America. / "Selected bibliography": p. 151-155.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This research explores boys’ perspectives on peer ‘bullying’ in one Ghanaian secondary school. Since the 1970s, empirical studies on bullying in the UK (and other global north countries where the term bullying is commonly used) have received increasing attention (Sondergaard, 2012). This extensive body of work, which is often multidisciplinary, has examined bullying in schools and focused particularly on harassment and aggression amongst peers (Sercombe and Donnelly, 2012). To date however, no empirical studies on understanding bullying in schools in Ghana have been conducted. This exploratory qualitative study is positioned within a constructivist paradigm using a case study design. Twenty boys from one secondary school in Ghana were interviewed using one-to-one semi-structured interviews, which were supplemented by using a vignette (hypothetical scenario) in order to stimulate discussion among boys. In addition, group interviews, observations, school mapping exercises, and interviews with adults were conducted. Data was analysed using thematic analysis. The key findings of this research include the observation that while the boys engaged in interactions and competitive behaviours that have been readily associated with ‘bullying’ in other national settings such as the UK, boys who participated in this study did not use the term bullying (or any similar word) to describe such behaviour. Many of ‘bullying-like’ behaviours amongst the boys were not construed as negative; rather, they tended to be normalised and viewed as a ‘natural’ way in which children mature and grow up. They were also interpreted by boys as a way of gaining status which warranted little or no adult intervention. This study suggests that ‘bullying’ acts were not named or labelled as such because they happened in a friendly and generally supportive atmosphere, where the boys related to each other as members of a cohesive community. The boys coped with such ‘bullying’ behaviours by acting in ways defined as masculine, as expected in their socio-cultural (as well as institutional) context. It followed that those boys who did not play out the expected and quintessential masculine roles were disadvantaged in such interactions. The informal socio-cultural conventions of the current case study school dictated a hierarchical environment where boys (men) were placed on a socially advantageous platform that also expected them to be tough and to hide their vulnerabilities. The current study emphasizes the need to thoroughly examine the socio cultural setting when understanding the phenomenon of ‘bullying’ and related behaviours. This study’s approach, informed by symbolic interactionism (Goffman, 1959), has unveiled an alternative understanding of ‘bullying’ behaviours in the case study school which has some implications for understanding the phenomenon of bullying behaviour more generally in other national settings.

Adolescent boys can either possess an internal or an external locus of control. An internal locus of control refers to a perception of being in control of one’s own life through own decisions and abilities. An external locus of control refers to the opposite, meaning a belief in luck and fate and also that one is being controlled by powers outside oneself. With these different perceptions, especially with the last perception, the high expectations of society of adolescent boys, can lead to frustrations. This can lead to aggression, consisting of physical, verbal and/or indirect aggression, which might be one of the possible causes of aggression in schools. Consequently a questionnaire consisting of 56 items was compiled by a combination of Julian Rotter’s (www.ballarat.edu.au/ard/bssh/psych/rot.htm) “Locus of control” questionnaire (1966) - and Björkqvist, Lagerspetz and Österman’s (www.vasa.abo.fi/svf/up/dias.htm) DIAS (“Direct and Indirect Aggression Scale) questionnaire (1992). Biographical items, namely language of instruction, age and grade of learners, were included as independent variables in the questionnaire. The questionnaire was completed by 184 boys from School A and 256 boys from School B in Grade 9-11. From the factor analysis, three factors were distinguished consisting of physical, verbal and indirect aggression. All the factors consisted of a high Cronbach Alpha (physical aggression=0.847, verbal aggression=0.820 and indirect aggression=0.845) which reflected a high validity and reliability of the research instrument. According to the relational analysis there was a relationship between external locus of control and especially verbal and indirect aggression, although very slightly. From the differential analysis, it has been judged according to the low averages, that the tendency of the different ways of aggression in language, age and grade are not prominent enough. Yet the following findings were made: • from language of instruction a meaningful difference was found, although with an average of only 0.2, it is not substantial; • age wise it was found that the 15 year old adolescent boys’ indirect aggression was statistically meaningful lower than the 17 year old boys; and lastly • grade in general reflects that the grade 9 learners of specifically School A, were more aggressive (physically, verbally and indirectly) than the grade 10 and 11 learners. From the literature study and empirical search, a definite relationship was found between adolescent boys with an external locus of control and aggression. With the increase of aggressive and violent behaviour in schools, this research topic has relevant and important educational implications for all parties that form part of the educational process.

Submitted in partial requirements for the degree of Master of Arts in the Department of IsiZulu namaGugu in the Faculty of Arts at the University of Zululand, 2006. / Lolu cwaningo lucubungula indlela umfana akhuliswa ngayo esizweni samaZulu nokubaluleka kwakhe. Lubheka imikhutshana eyenziwa kusukela ezalwa ekhula aze eluse, esenga, ebophela, ebuthwa aze abe insizwa lapho eseqomisa. Isahluko sokuqala sizokwethula ucwaningo nenhloso yalo. Kuzovezwa umklamo wocwaningo nendlela ezosetshenziswa ngenkathi kubhekenwe nalo mshikashika. Kuzokwenekwa umlando omfishane ngendlela umfana akhuliswa ngayo esizweni sikaMalandela. Isahluko sesibili sizobheka kabanzi imikhutshana namasiko enziwa mhlazane kuzelwe umntwana womfana. Kuzobhekwa amakhambi agezwa ngawo nezinyamazane ashunqiselwa ngazo. Ukubaluleka kokugcotshwa ngebomvu nakho kuzobhekwa ngeso lokhozi. Luzobheka ngokubanzi umkhutshana wokuklekla, ukuphehla, ukusokwa luze lumgojele lapho esekhula. Isahluko sesithathu sizogxila lapho umfana eselusa noqeqesho aluthola khona. Sizomqala phansi lapho esalusa izinkukhu, sinyuke naye eselusa izimbuzi, aye emvemveni, emankonyaneni, amathole aze afike ezinkomeni. Izifundo ezitholakala ekwaluseni njengolwazi lwezilwane, izinyoni nemithi nakho kuzenhlobonhlobo etholakala ekwaluseni ukungcweka, ukudla iphaphu, nokuciba insema. esebuthwa nalapho eseba udibi. njengokubhukuda, Sizombheka lapho Isahluko sesine sizocubungula uqeqesho umfana aluthola ekhaya. Lapho kuzobhekwa ukusenga, ukuhlinza, ukuhlahlela, ukubophela izinkabi, nokudipha. Indlela yokuvunula sizoyifakela iso lapho ezofundiswa khona ukusika amabheshu nezinene. Ukugawula izintingo umfana efundiswa ukwakha isibaya nakho kuzovezwa. Isahluko sesihlanu sizogxila lapho umfana esengene ebunsizweni, eseqomisa. Sizobheka izingqinamba nemikhutshana ephathelene nokuqomisa. Amakhambi asetshenziswayo ukuze insizwa ibe nogazi ezintombini njengobulawu nakho kuzofakelwa iso. Eminye imikhutshana eyenziwayo ukuzuza intombi njengokunqunda izimbangi ukuyiphonsa, ukuyithwala, ukukhuzela neminye nakho kuzocutshungulwa. Umkhosi wokubonga indaba nawo ngeke wabukelwa phansi. Isahluko sesithupha sizobe sesiyiphothula le mbenge bese sihlaziya lonke ucwaningo siveze namakhambi (izincomo). Imidlalo

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