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11	Attachment, Bullying, and Romantic Relationships in College Students Fang, Qijuan 24 August 2017 (has links) No description available. Developmental Psychology Individual and Family Studies Psychology
12	Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective Jones, Sarah E 01 January 2014 (has links) Cyberbullying, defined as any behavior performed through electronic or digital media by individuals or groups that repeatedly communicates hostile or aggressive messages intended to inflict harm or discomfort on others, is a widespread problem. Bystanders play an integral role in the initiation, maintenance, and prolonged presence of such aggressive behaviors, but have thus far been overlooked in cyberbullying literature. Cyberbullying bystanders are defined in this study as those who witness cyberbullying, either within or outside their personal social network(s) and whose available responses range from inaction to intervention. Operating from a social-ecological perspective and guided by multiple goals theories, this study used focus group methodology and found that cyberbullying bystanders have an impact on perpetration and victimization by way of multiple, distinct goals, which impact their choice of behavioral response. Bystanders’ goals and behaviors served to inform the creation of a cyberbullying bystander typology inclusive of five types: the oblivious/distant bystander, the entertained bystander, the conspiring bystander, the unintentional instigating bystander, and the active/empowered bystander. By allowing a thorough, nuanced understanding of bystanders’ role in cyberbullying, the study has significant implications for communication theory and practical application in the development of prevention and intervention efforts. Cyberbullying Traditional Bullying Bystanders Multiple Goals Social-Ecological Model Communication Technology and New Media
13	Dimensions of bullying: examining face-to-face and cyber-bullying among adolescents with and without emotional and behavioural disorders Evancio Barker, Laurissa 04 October 2017 (has links) Bullying, in its many different face-to-face and cyber manifestations, profoundly impacts involved youth, particularly those with special education needs. Schools have typically focused on policing the bullies, while teaching victims of bullying effective reactive responses. The objective of this study was to identify those students at greatest risk, the factors placing them at risk, and to understand the source of their consequently aggressive social behaviours and communication. Understanding root causes thereby enables schools to shift toward proactively preventing bullying behaviours. Evidence suggests that adolescents with Emotional and Behavioural Disorders (EBD) are overrepresented in the face-to-face bullying dynamic. Through a social-ecological lens, the current study compares bullying involvement among typically developing adolescents (n = 134) with EBD adolescents (n = 30), and considers how within-person characteristics of adolescents with EBD are influenced by and interact with bi-directional microsystem (i.e. family, friends, teachers, school) and macrosystem (i.e. social and educational patterns of programming) factors to increase or decrease face-to-face- and cyber-bullying involvement. As hypothesized, adolescents with EBD were significantly more involved in both face-to-face- and cyber-bullying and –victimization. Predictive factors were uniquely identified for on- and off-line bullying and victimization. The current findings demonstrate a need to approach bullying prevention proactively by aiming resources at the source of social aggression. / Graduate Bullying victimization face-to-face bullying and victimization traditional bullying and victimization cyberbullying and cybervictimization Special Education Needs Inclusion Segregation
14	Predicting Resilience from Previous Bully Victimization from Middle Adolescent Students Chapanar, Taylor M. 07 May 2015 (has links) No description available. Psychology Families and Family Life Education Social Research Bullying Cyberbullying Traditional Bullying Resilience Bully Victimization Bully Victim Adolescence Adolescent Victimization Relational Bullying Physical Bullying
15	Exploring bullying, cyberbullying and the authoritarian parenting style among grade six and seven learners in Benoni Young, Kelly Anne 11 1900 (has links) This study aimed to gain insight into the nature and extent of traditional and cyberbullying among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned through the observation of authoritarian parents), a quantitative research method was applied which utilised an online self-report questionnaire to examine the relationship between bullying and the Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while 31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least once (N = 279). Further results revealed that the Authoritarian parenting style is significantly related to the perpetration of both types of bullying. These results bring to the fore the reciprocal relationship between both types of bullying, and indicate a need for systemic intervention at the primary school level (involving parents/caregivers). Interventions should therefore not seek to separate types of bullying into discreet problems, but rather focus on their common underlying aspects, including parenting behaviours / Psychology / M.A. (Psychology) Traditional bullying Cyberbullying Authoritarian parenting style Social Learning Theory Parenting Practices Questionnaire 371.580968225 Cyberbullying -- South Africa -- Benoni
16	Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors Baek, Ji Eun 08 1900 (has links) Children and Adolescents with emotional and behavioral disabilities (EBD) are often involved in aggression, acting out, bullying, violence, substance abuse, and juvenile crime. However, the limited Korean studies have focused primarily on bullying of students with developmental disabilities or intellectual disabilities. Therefore, the current study aimed to explore contributing factors to traditional bullying and cyberbullying in Korean children and adolescents with EBD. The current study surveyed 112 students with EBD between ages of 10 and 15 and their parents (guardians). The results revealed that internalizing problem behaviors including anxious/depression, withdrawal/depression, and somatic problems significantly affected traditional bullying victimization of Korean students with EBD. The peer support was a significant factor affecting cyberbullying victimization. Furthermore, the maternal psychological control was a meaningful factor affecting perpetration at school and in cyber world. Based on the findings, the present study described implications regarding prevention and intervention programs for addressing traditional bullying and cyberbullying victimization and perpetration. traditional bullying cyberbullying emotional and behavioral disabilities Bullying -- Korea (South) Cyberbullying -- Korea (South)
17	Exploring bullying, cyberbullying and the authoritarian parenting style among grade six and seven learners in Benoni Young, Kelly Anne 11 1900 (has links) This study aimed to gain insight into the nature and extent of traditional and cyberbullying among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned through the observation of authoritarian parents), a quantitative research method was applied which utilised an online self-report questionnaire to examine the relationship between bullying and the Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while 31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least once (N = 279). Further results revealed that the Authoritarian parenting style is significantly related to the perpetration of both types of bullying. These results bring to the fore the reciprocal relationship between both types of bullying, and indicate a need for systemic intervention at the primary school level (involving parents/caregivers). Interventions should therefore not seek to separate types of bullying into discreet problems, but rather focus on their common underlying aspects, including parenting behaviours / Psychology / M. A. (Psychology) Traditional bullying Cyberbullying Authoritarian parenting style Social Learning Theory Parenting Practices Questionnaire 371.580968225 Cyberbullying -- South Africa -- Benoni
18	Adolescents' Interpretations of Bullying Caparanis, Lacey B. 28 April 2015 (has links) No description available. Communication Demographics Developmental Psychology Education Educational Psychology Gender Studies Mental Health Psychology School Administration Social Psychology Social Structure Social Research Teaching bullying cyberbullying traditional bullying adolescents vignettes psychology social development intervention school prevention gender education

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