Submitted by MARIANA VICENTE GALLI null (mariana.galli@hotmail.com) on 2017-05-02T22:57:55Z No. of bitstreams: 1 Bullying .pdf: 854907 bytes, checksum: a7f3a3b323e0451184d927a90863d0ea (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-03T13:23:24Z (GMT) No. of bitstreams: 1 galli_mv_me_bauru.pdf: 854907 bytes, checksum: a7f3a3b323e0451184d927a90863d0ea (MD5) / Made available in DSpace on 2017-05-03T13:23:24Z (GMT). No. of bitstreams: 1 galli_mv_me_bauru.pdf: 854907 bytes, checksum: a7f3a3b323e0451184d927a90863d0ea (MD5) Previous issue date: 2017-03-24 / O corpo, a mente, o cérebro e o comportamento humano passaram, ao longo do tempo, por pressões evolutivas, ou seja, alguns mecanismos foram mantidos e aprimorados com a seleção natural. Desta forma, o comportamento humano seria o resultado do predisposto biologicamente e a influência do ambiente. Assim, alguns comportamentos foram mantidos como, por exemplo, a tendência de viver em grupos que podem tanto beneficiar o indivíduo quanto distorcer e fazer com que o mesmo abandone suas concepções e ideais. O preconceito, o estigma e o estereotipo são exemplos de situações em que o sujeito enfrenta dificuldade na interação grupal. Há de se considerar também que, quando este indivíduo deseja realmente fazer parte do grupo, o mesmo é capaz de manipular seus comportamentos a fim de convergir com o grupo, modificando assim a sua imagem pública. O bullying também pode ser apontado com uma situação em que ocorre a dificuldade de ajustamento grupal, caracterizado por agressões, ações desrespeitosas e assédios, que ocorram de maneira recorrente e intencional sem uma motivação específica do agressor. Desta forma, esta pesquisa se justificou pela necessidade de se compreender por que alguns indivíduos são mais vulneráveis ou propícios a serem vítimas de bullying, e assim evoluir o conhecimento sobre o fenômeno, para se obter um recurso a mais no campo científico, bem como a possibilidade de intervenção e prevenção no âmbito social. Desta maneira, objetivou-se investigar qualitativa e quantitativamente quais as características das vítimas de bullying, com distinção entre homens e mulheres em diferentes fases do ciclo vital, que desencadeiam tais práticas na opinião de universitários. Participaram 76 universitários (38 homens e 38 mulheres), com faixa etária de 17-29 anos, que estavam no primeiro e segundo ano de faculdade, nos cursos de Psicologia, Engenharia Elétrica, Biologia e Jornalismo, de uma faculdade pública do interior de São Paulo. Utilizou-se como instrumento um questionário elaborado pelos pesquisadores, que buscou obter características femininas e masculinas, que os participantes julgavam desencadear as práticas de bullying na escola no Ensino Fundamental II (9º ano) / Ensino Médias (1ª a 3ª série) e Ensino Superior. Como resultado observou-se que as mulheres obtiveram maior variabilidade ao mencionarem as características, em relação aos homens. Notou-se que no passado (Ensino Médio) as características estavam relacionadas a aspectos psicológicos, sociais e, sobretudo físicos, enquanto no presente (Ensino Superior) houve prevalência de aspectos psicológicos e social. As cinco características mais citadas no passado foram: gordo, homossexualidade, racismo, nerd, comportamento sexual livre. No presente foram: ideologia, homossexualidade, comportamento sexual livre, racismo e classe social. Outro ponto foi que as mulheres apresentaram mais facilidade para mencionar características de ambos os sexos, enquanto os homens apresentaram mais aptidão para mencionarem características relacionadas ao próprio sexo. Como conclusão, o estudo apontou que as marcas ou sinais que desencadeiam as práticas de bullying são reais, além de comprovar que a distinção de gênero ligada às características das vítimas de bullying, está relacionada a fatores biológicos que se acentuam quando analisados sob uma perspectiva cultural. Também se confirmou a existência de características específicas que vulnerabilizam o indivíduo, além de se observar que a práticas hostis também ocorrem na universidade, sendo necessários projetos para promoção de práticas de respeito e aceitação das diferenças. / The body, mind, brain and human behavior have, over time, passed through evolutionary pressures, that is, some mechanisms have been maintained and improved with natural selection. In this way, human behavior would be the result of biological predisposition and the influence of the environment. Thus, some behaviors have been maintained, such as the tendency to live in groups that can both benefit the individual and distort them and cause them to abandon their conceptions and ideals. Prejudice, stigma and stereotype are examples of situations in which the subject faces difficulty in group interaction. It must also be considered that when this individual really wants to be part of the group, he is able to manipulate his behavior in order to converge with the group, thus modifying his public image. Bullying can also be pointed out with a situation in which the difficulty of group adjustment occurs, characterized by aggressions, disrespectful actions and harassment that occur in a recurrent and intentional way without a specific motivation of the aggressor. Thus, this research was justified by the need to understand why some individuals are more vulnerable or susceptible to be victims of bullying, and thus to evolve the knowledge about the phenomenon, to obtain an additional resource in the scientific field, as well as Possibility of intervention and prevention in the social sphere. In this way, the objective was to investigate qualitatively and quantitatively the characteristics of victims of bullying, with a distinction between men and women in different phases of the life cycle, that trigger such practices in the opinion of university students. Participants were 76 university students (38 men and 38 women), aged 17-29, who were in the first and second year of college, in the Psychology, Electrical Engineering, Biology and Journalism courses of a public college in the interior of São Paulo. A questionnaire developed by the researchers was used as instrument, that sought to obtain feminine and masculine characteristics, that the participants judged to initiate the bullying practices in the school in Elementary School II (9th grade) / Teaching Medium (1st to 3rd grade) and Higher Education. As a result, it was observed that women obtained greater variability when mentioning characteristics, in relation to men. It was noted that in the past (Teaching Medium) the characteristics were related to psychological, social and, above all, physical aspects, while in the present (Higher Education) there was a prevalence of psychological and social aspects. The five characteristics most cited in the past were: fat, homosexuality, racism, nerd, free sexual behavior. At present they were: ideology, homosexuality, free sexual behavior, racism and social class. Another point was that women were easier to mention characteristics of both sexes, while men were more apt to mention characteristics related to their sex. In conclusion, the study pointed out that the marks or signs that trigger the practices of bullying are real, besides proving that the gender distinction related to the characteristics of the victims of bullying, are related to biological factors that are accentuated when analyzed from a cultural perspective. It was also confirmed the existence of specific characteristics that vulnerabilize the individual, besides observing that hostile practices also occur in the university, and projects are needed to promote practices of respect and acceptance of differences.

School bullying and its prevention have emerged very recently as a crucial topic in the Greek research and media. This thesis uses three bullying cases reported in one of the largest morning newspapers in Greece to analyze the discussions around the definition of bullying and its consequences, causes and solutions. Furthermore, the discussions around the concepts of children and childhood are analyzed and reported. Even though the research in Greece the last five years has taken huge steps forward, it has been only based on a more traditional view on bullying, both in research and the media. This thesis suggests that the new paradigm of new social studies could be a vital analytical view on the studies of bullying and its prevention and could be a very useful alternative to be used by both research and the media.

Bullying has severe consequences for school-aged adolescents who have experienced repeated victimization and for the families as well. While there is a considerable body of research on bullying and its effects on victims, very little research has been devoted to studying the experiences and resistance of the targeted young people and their families in the bullying situations. The literature on bullying characterizes victims as unable to defend themselves; this depiction is limited, simplistic, and one-dimensional. This dissertation presents an alternate view, focusing on the experiences and responses of victims and their families. The thesis draws on a poststructural view and a response-based framework to present a new perspective on the victims of bullying—a perspective that contrasts with the common depiction of “helpless, powerless victims” and foregrounds the personal agency of young people who have responded to bullying. Data for this study was collected in the form of narratives from the families and eleven to fifteen year old school adolescents who have been targets of ongoing bullying. The sample consisted of four families and five adolescents. The interview questions were based on Allan Wade’s response-based approach. The participants’ narratives focused on their responses to bullying. Each narrative was read thoroughly for themes related to the skills and the knowledge adolescents have used in responding to peer aggression. Similarly, parents’ narratives were examined for themes of their responses to the bullying of their children. The conclusion from the findings indicated that the parents and adolescents responded to bullying in many small but prudent and resourceful ways.

Thesis advisor: Margaret Lombe / Thesis advisor: Oscar Alfonso Martínez Martínez / The influence of cultural participation (in this study, attendance, engagement, and consumption in cultural and artistic activities) on the subjective well-being of victims of crime has not been thoroughly studied. Considering the increasing incidence of crime in Mexico, for policymakers and practitioners, it is necessary to understand the strategies and adaptations that persons utilize in response to crime victimization and the effects of this on their subjective well-being. With data from the 2012 Self-reported Well-Being Survey (BIARE, n=10,654) and through a generalized structural equation modeling analysis, the main purpose of the dissertation is to understand whether cultural participation can moderate or mediate the effects of victimization on individuals’ subjective well-being. Results from the study show an overall positive influence of the cultural participation activities on the subjective well-being of victims of community and structural violence (but not of domestic violence), because, for those who reported higher levels of cultural participation, the probability of better subjective well-being was higher. This has implications for scholars, policymakers, and practitioners in the improvement of the general quality of life of crime victims / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

Parent and Teacher Attitudes Toward Bullying in School by Lidwina Wijtenburg MA, Walden University, 2008 BS, Florida Atlantic University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy School Psychology Walden University March 2015 Bullying is a problem in elementary schools and has been shown to negatively affect a student's academic performance, friendships, and attitudes towards bullying. Previous research has indicated that parents' and teachers' attitudes toward bullying and victimization can influence elementary children's views of bullying, yet little research has compared parents' and teachers' attitudes toward these bullying behaviors of children in elementary school. The purpose of the quantitative study was to compare parent and teacher attitudes toward physical and verbal bullying and victimization of these behaviors. Guided by the social cognitive theory, the current study used the Reynolds Bullying Victimization Scales and the seriousness of 6 bullying vignettes to measure the participants' attitudes toward bullying in school. The between subjects design included parents with children in kindergarten through 5th grade (n = 30) and teachers teaching students in these grades (n = 30). Data were analyzed using independent sample 2-tailed t tests and descriptive statistics. Results indicated that teachers rated physical and verbal bullying and victimization from these behaviors more seriously than did parents, but the difference was not statistically significant. Social change initiatives may occur when parents and teachers are aware of each other's attitudes toward bullying and victimization in elementary school, which may facilitate collaborative relationships between the groups, provide a safe environment, and improve children's academic performance and overall well-being.

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This thesis analyzed the effects of sexual victimization among college women. Previous research has found that victimization has several negative effects. This thesis was designed to add to this literature by addressing how sexual victimization effects both behavior and academic performance. Results indicated that there was a significant relationship between sexual victimization and behavior changes, the type of victimization experienced had a different impact on the victim based on the type of victimization they experienced, and that academic performance was significantly affected by sexual victimization.

Cyberbullying is a form of bullying that is rapidly on the increase. Cyberbullying continues to affect students today. Although studies on cyberbullying and school pupils have been done, a few studies mainly focus on how it affects the category of female students as well as their academic achievements. In previous studies, there have been limited theory to support and explain the severity of this phenomenon towards the female gender as several studies record a higher number in female victims than male victims. Therefore, this research further investigates the aspects of cyberbullying and female victimization. This study focuses on cyberbullying in a South African university. This research also highlights some factors that lead to female victimization. With the use of literature on cyberbullying and victimization, the researcher formulated a model to guide this research. This model was formulated on the assumption that a cyber-victim's academic performance may be determined by how they would have been greatly affected by being bullied. However, the extent to which a victim is affected by cyberbullying was determined by three factors, that is their age, gender and self-control. The factors mentioned were identified through a literature review. The proposed model was tested using a survey involving 262 female university students from the University of Cape Town in South Africa. The collected data was captured on excel and analyzed through the use of Statistica. The findings also revealed that the learners were frequent users of social media and digital devices which could have been the leading cause of them being vulnerable to cyberbullying. Analysis also showed that self-control had a significant influence on how affected learners responded to cyberbullying, whilst age had no significant influence on how learners responded to being bullied. How individuals responded to being bullied had an influence on their academic performance as those who responded negatively to cyberbullying produced poor academic results as compared to those who were not negatively affected. Given that, learning institute authorities can use knowledge obtained in this study to intervene where possible.