Bullying is a common problem among children and adolescents in which the consequences can be severe. Bullying is associated with a variety of negative outcomes and can lead to a variety of mental and physical health problems. The purpose of this study was to examine forms of bullying behaviors that were most predictive of student-reported bullying and the frequency of student-reported bullying in response to a variety of bullying behaviors. In this study, an archival dataset was utilized. Data collected in the fall of 2012 came from 8387 6th through 12th grade students who attended 124 public middle and high schools in Anne Arundel County Public Schools, Maryland. The web-based bullying survey, designed as a component of a district-wide bullying prevention initiative, was intended to assess the prevalence, type, and social norms associated with bullying and school violence.<br>For the first research question, logistic regression analyses indicated that teasing and name-calling were the most frequent forms of bullying and were the two primary predictors of student-reported bullying. Social and/or relational forms of bullying were overall the most frequently reported forms of bullying. In contrast, physical or direct forms of bullying and cyberbullying were the least frequent forms of bullying reported.<br>For the second research question, a series of chi-square analyses indicated significant differences for all types of bullying behavior and whether or not student reported being bullied. Specifically, compared to student who did not report being bullied in the past month, those students who did report being bullied within the last month were more likely to report (a) being called names, (b) being threatened, (c) being teased or picked on, (d) being pushed or shoved, (e) having emails or messages sent to others about them, (f) having rumors or lied spread about them, (g) being ignored or left on purpose, (h) having sexual comments or gestures made toward them; and (i) having their property stolen. Based on the results of this current study, several different proposals for future research can be proposed, including (a) examination of the changes in bullying behaviors and reporting of bullying longitudinally, from elementary to high school and (b) comparisons between schools with and without bullying prevention programs in regard to type and frequency of student bullying behaviors and student reporting of bullying. / School of Education; / School Psychology / PhD; / Dissertation;

Survey research is a popular methodology used to gather data on a myriad of phenomena. Self-report victim surveys administered by the Federal government are used to substantially broaden our understanding of the nature and extent of crime. A potential source of nonsampling error, respondent fatigue is thought to manifest in contemporary victim surveys, as respondents become "test wise" after repeated exposure to survey instruments. Using a special longitudinal data file, the presence and influence of respondent fatigue in national self-report victim surveys is examined from three perspectives. Collectively, results provide a comprehensive look at how respondent fatigue may impact crime estimates produced by national self-report victim surveys.

The purpose of the current study was to determine if there are potential mediating factors to a student being victimized by school violence. Results from 5,409 middle school and high school student participants who completed the 2007 School Crime Supplement of the National Crime Victimization Survey, a nationally collected survey on victimization, were used to determine if there was a relationship between student victimization and extracurricular activity involvement. Specifically, the questions about victimization (bullying), extracurricular activity involvement, a relationship with an adult at school, and a relationship with a friend were used. Seven specific types of extracurricular activities (athletic teams, spirit groups, performing arts groups, academic clubs, student government, community service/volunteer clubs, and other) were examined to determine if a specific type of extracurricular activity might be related to lower victimization scores. Relationships with an adult and a peer were examined in association with a student's involvement in extracurricular activities. Reported victimization status was also explored in connection with the student's relationships with an adult and peer. The results of this study indicate statistically significant relations among many of the variables above. However, the large sample size was the reason for the significant findings. The results indicate that protecting a student from victimization may not be a benefit of extracurricular involvement; however, extracurricular activities may be a useful tool to connect students to friends and caring adults at school.

Being bullied has been recognized as a problem within the U.S. school systems. Individuals who have been bullied physically, verbally, relationally, or electronically typically suffer from mental health problems as a result. As it has been shown that males are more at risk for being bullied, it is important to understand what variables can predict males being bullied in order to design appropriate preventions and interventions to curb bullying in the schools. Four forms of school bullying behaviors among U.S. adolescent males and their association with type of bullying, school environment, and school performance and engagement variables were examined. Data were examined from the National Crime Victimization Survey School Crime Supplement. A sample of 1,636 males ages 14 to 18 was used from the survey. A series of logistic regression analyses were performed for each type of bullying (physical, verbal, relational, and cyber) and school environment (presence of gangs, guns, graffiti, drugs, and number of school safety measures in place) and school performance and engagement predictors (grades, extracurricular activity engagement, truancy, and number of fights). Linear regression analyses were also used to look at all the predictor variables and the frequency of each type of bullying. Results: The R2 values for the logistic regression analyses were quite small. However, trends could be observed from the odds ratios showing that fighting, drug availability, and graffiti were predictive of all four forms of bullying. The linear regression analyses also produced small R2 values. Effect plots were created to identify which significant variables had a greater effect on the frequency of being bullied. Conclusion: Schools should focus on removing graffiti and drugs from the schools. Prevention work should be used to help students find alternative ways to deal with problems other than resorting to fighting. Problems with reliability and validity of the survey are also discussed.

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La question de la sécurité et du sentiment d’insécurité à Marseille se résume trop souvent à la problématique des « cités » et à l’image des trafics de drogue et des règlements de compte qu’ils évoquent. Ces sujets sont certes réels et importants, mais ils ne doivent pas occulter les problèmes de « délinquance » et d’« incivilités » plus classiques et autrement plus nombreux qui se posent dans toutes les grandes villes, de multiples manières. Les années 1980, sous l’influence des recherches anglo-saxonnes, marquent justement un tournant majeur puisque, conscient des limites de la statistique administrative, on commence à mesurer ces phénomènes sociaux du point de vue de la victime. Alors que des enquêtes en population sont réalisées en France depuis plusieurs années, aucune d’entre elles ne s’intéresse aux usagers des campus universitaires quand bien même les effectifs d’étudiants explosent dans le dernier quart du 20e siècle. En effet, aujourd’hui, l’université représente un passage obligé pour une part importante de la jeunesse.Comment, les campus universitaires, des espaces sociaux similaires au premier regard, laissent-ils apparaître des différences en termes de victimation et de sentiment d’insécurité ? Quelle est le volume des victimations recensées et qui sont les victimes ? Peut-on comprendre l’origine des peurs éventuelles des étudiants et des personnels de l’université ? En quoi l’organisation de la sécurité, les problèmes de délinquance locale ainsi que les représentations sociales forment-ils un ensemble de phénomènes qui s’articulent et s’alimentent ? / The question of security and fear of crime in Marseille is all too often limited to the problem of "cités", the image of drug trafficking and the settling of accounts they evoke. These topics are certainly real and important, but they should not overshadow the more classic and numerous "delinquency" and "incivility" problems that arise in many ways, in all major cities. The 1980s, under the influence of Anglo-Saxon research, mark a turning point. Aware of the limits of administrative statistics, we began to measure these types of social phenomena from the point of view of the victim. While population surveys have been carried out in France for several years, none of them are interested in members of university campuses even though the student population exploded in the last quarter of the 20th century. Indeed, today, the university represents a necessary passage for a substantial part of the youth.How do social spaces, which are similar at first glance, reveal differences in terms of victimization and fear of crime? What is the intensity of victimization and who are the victims? Can we understand the origin of the fears of students and university staff? In what way are the security organizations, the problems of local delinquency as well as the social representations a set of phenomena that articulate and feed each other?This thesis, which is a part of the sociology of delinquency and urban sociology fields, does not resolutely lean towards spectacular crime incidents absent from the campus landscape, but rather, towards everyday life problems of members of 3 main Marseilles’ campuses.