School Bullying and Related Factors of the Case Study in Kaohsiung City. Advisor: Shu-Ching Yang, Ph.D. Author: Yu-Hsiu Chen Abstract The study use questionnaires and interviewing to survey school billing status and experience of fourth, fifth,and sixth graders in Kaohsiung. So we can understand those victims, bullies and witness who suffered from different types, frequency and degree of perceived harm.Then to explore the correlation between school bulling and the facyors, such as school management, teacher-student relationship, personal behavior, family disciplin and personalities and try to predict.First, based on grades and relationship. a total of 13 students interviewed. Campus Life questionnaire with "traditional bullying," "cyberbullying", "relevant factors" and "deal with attitude" proposition. There were 390 questionnaires given out and 381, effective ones returned. The effective received rate is 97.6%. They were analyzed by describe statistics, Independent-Sample t-test, One Way Anova, Pearson Product -moment Correlation, and multiple regression. The results of the study are listed as follow: 1. Elementary school students¡¦ School bullying is not serious in the case. Experience of bullying tend to serious injuries.Only respondents who suffered bullying experience serious. 2. Victim and the harm are mostly boys. However, interviews have found that gender differences only with the type tool. Higher grades more serious bullying. But school bullying is not difference with socioeconomic status. 3. Access to Internet cafes, more than 2-3 hours, online game, using the Internet without adult consent, not present when adults use the Internet, Prone to bullying. 4. Relevant factors and the type of school bullying and relationships are notable. School management, teacher-student interaction with the type of school bullying and relationships are negatively related. Behavior and attitude, family discipline, personality traits are positively correlated. 5. School bullying on the victim's psychological harm is more serious than physical. For the victim, victimization and bystander, have a negative influence. According to the results, suggestions are proposed as the reference for the school,f families and researchers in the future.

The Study of Relationship among bullying beha-viors, Emotion Management and parent-child rela-tionship of the Adolescents Abstract The aim of this study is to investigate the traditional bullying and cyberbullying phenomenon of adolescents in Kaohsiung. This study looks forward to understanding the frequencies of bullying, type of neglect, and the correlation among bullying, par-ent-child relationship and emotion management. The data was collected by means of questionnaires, and the participants were public and private senior high schools and vocational high schools students, junior high school students and high grade elenentary school students. The measurement applied in this study included Parent-child Relation-ship Scale, Emotion Management Scale and Bullying behavior Scale . There were 848 questionnaires given out and 837, effective ones returned. The effective received rate is 98%. They were analyzed by describe statistics, Independent-Sample t-test, One Way Anova, and Pearson Product -moment Correlation. The results of the study are listed as follow: 1. At present, 20% to 30% of the Adolescents who had been bullied or seeing the bully-ing incident in school bullying, and 10% to 20% of the students have ever suf-fered cyberbullying. 2. For the part of school bullying in the Adolescents, boys are more likely to become perpetrators, victims and bystanders than girls and junior high schools than the elemen-tary and high schools. 3. The higher frequency of Internet surfing and more time spend in Internet are more likely to become perpetrators, victims and bystanders. 4. For the part of school bullying in the Adolescents , living with mother are more likely to become perpetrators, victims and bystanders than living with their parents. 5. The higher parent-child relationship could help reduce to become perpetrators, victims, and the Adolescents who obtained more higher Emotion Management would had higher bystanders¡¦ experiences.

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京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第22375号 / 医博第4616号 / 新制||医||1043(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 古川 壽亮, 教授 佐藤 俊哉, 教授 村井 俊哉 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

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Bullying continues to be a significant problem for children and adolescents. Peers are often involved in bullying as bystanders. Through their actions or inactions, bystanders can support the bullying, or can stop it by defending the person who is victimized. The increasing use and availability of digital communications technology has provided an avenue for electronic bullying. Little is known about the role of peers in electronic bullying, nor about how peers behave across traditional and electronic bullying. Using a developmental contextualism framework to examine how the peer group context and environmental contexts of bullying influence adolescent interactions, this group of studies aimed to identify and explore peer roles in electronic bullying, and to compare peer roles across traditional and electronic bullying contexts. The first study developed and validated an assessment of peer roles in electronic bullying, the Electronic Bullying Roles Questionnaire (EBRQ), based on the traditional bullying roles identified by Salmivalli and colleagues (Salmivalli, Lagerspetz, Björkqvist, Österman, & Kaukiainen, 1996). The second study examined the correspondence between peer bystander roles across traditional and electronic bullying environments. The third study examined peers who intervene in traditional and electronic bullying, by examining whether perceptions of the harmfulness of bullying would influence subsequent defending behaviours. Overall, our findings confirmed that peers are involved in electronic bullying, and that these electronic roles parallel the behaviours and characteristics associated with traditional peer roles. However, our findings also suggest that the unique features of the electronic environment can lead to inconsistencies in adolescent bystander behaviours across bullying contexts. This research has implications for understanding how the peer group behaves when witnessing bullying in both bullying contexts. In addition, this research illuminates some of the similarities and differences between traditional and electronic bullying. It is our hope that this research leads to a greater understanding of the factors related to peer participant roles in both bullying contexts. Understanding traditional and electronic peer roles may help to provide insight into the peer processes involved in bullying, which may in turn inform intervention efforts to encourage adolescents to defend others when confronted with bullying, no matter the context. / Thesis (Ph.D, Psychology) -- Queen's University, 2012-10-14 10:50:15.583

Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.

The purpose of this study was to examine the relationships between demographic variables known to predict bullying and victimization, traditional bullying victimization, cyberbullying victimization, and school climate. Participants were 214 fourth and fifth grade students from three elementary schools in Warren County, Kentucky. Students answered demographic questions and completed a series of surveys including the Positive Experience Checklist and the School Climate Survey Suite. Demographic variables and traditional bullying victimization were regressed on the students’ perception of school climate (Model 1). Additionally, cyberbullying victimization was included in a second block to estimate its explanatory value (Model 2). The present study supports previous research that found that traditional bullying is related with a lower perception of school climate and extended this research by examining the relation between cyberbullying and school climate; of interest, are the impacts of cyberbullying on meaningful outcomes (e.g., school climate) of a sufficient magnitude to warrant changes in preventative and intervention strategies? Interestingly, cyberbullying had a negligible but significant effect on school climate, only explaining an additional 3% of the variance in student perception of school climate. These data indicate that cyberbullying victimization is much less predictive of perceptions of school climate than traditional victimization.

The present study aimed to investigate the cyber bullying and empathy relationship with respect to gender by utilizing the traditional bullying and empathy relationship. Additionally, the predictive role of traditional bullying, frequency use of information and communication tools, and adult monitoring of the Internet use on cyber bullying was examined. The sample consisted of 717 adolescents (411 females, 302 males) with a mean age of 16.83 (SD=1.46). Cyber Bullying Inventory (Erdur-Baker &amp / KavSut, 2007) was revised, Traditional Bullying Questionnaire was developed and Basic Empathy Scale (Jolliffe &amp / Farrington, 2006) was adapted into Turkish and utilized in the present study. Results of the study pointed that 55.2% of the adolescents reported to engage in traditional bullying and 47.6% of them reported to involve in cyber bullying. Males&rsquo / scores were higher than females&rsquo / for both traditional and cyber bullying. Hierarchical multiple regression analyses indicated that traditional bullying and frequent use of ICT predicted cyber bullying well. Finally, results of multiple regression analyses indicated that gender was a mediating factor in the negative relationship between empathy and bullying. In other words, females who have higher empathy scores reported to have less frequent traditional and cyber bullying experience. Males who have lower empathy levels reported to have more frequent traditional and cyber bullying experience. However, gender did not moderate the negative relationship between empathy and bullying. Findings were discussed in the light of the literature.

The purpose of this study was to explore and describe the experiences of a secondary school teacher from Gauteng who was a victim of learner cyber bullying. Cyber bullying of teachers is a relatively under researched phenomenon in South Africa and can be a painful event for many teachers. The ultimate goal of this study was to raise awareness about learner cyber bullying and the effect it had on the emotional and professional well-being of the participant. Awareness about this phenomenon might lead to better support and understanding by different role players such as departments of education, principals, unions, communities, learners, educational psychologists and other teachers. I followed a qualitative research approach, guided by an interpretivist epistemology. I employed a descriptive case study design and purposefully selected a single secondary school teacher as my unit of analysis. Data for this study was collected through a semi-structured interview with the participant in order to explore his experiences relating to learner cyber bullying. In addition to the semi-structured interview I used observation, field notes, audio recording and a research diary for data collection purposes. The collected data was analyzed through several phases to establish thematic categories. Twenty six sub-categories of learner cyber bullying were identified from the experiences of the participant which were grouped under six main categories that was discussed and interpreted in order to provide the findings portrayed by the study. The six main categories included: type of cyber bullying experienced, causes of cyber bullying, characteristics of cyber bullies, response to cyber bullying, outcomes after taking action, and results of protective factors. To ensure the trustworthiness and quality of the data, the study incorporated member checking, peer debriefing and literature control. Based on the findings of the study, I concluded that the teacher experienced learner cyber bulling primary as a negative and painful reality. The cyber bullying incident had a damaging impact on the participant’s emotional and professional well-being. In addition, the study also indicated that the participant, after addressing the cyber bullying incident, experienced some positive outcomes. Being able to share his experiences with the larger teaching community helped him to overcome some of the indignity he experienced due to the learner cyber bullying. An attempt was made to raise awareness of this phenomenon and to provide effective strategies to prevent and counter its impact on the teaching community. This study can be used as a platform for larger research projects to about the experiences of teachers as victims of cyber bullying. / Mini-dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted