Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Sep. 20, 2006). PDF text: iv, 121 p. ; 4.96Mb. UMI publication number: AAT 3213439. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 112-118).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 112-118). Also available in print.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Mar. 13, 2007). PDF text: 115 p. : col. ill. UMI publication number: AAT 3225886. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (M.A.)--York University, 1998. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 74-81). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27377.

Thesis (M.S.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 49-52).

Orientador: Luciene Regina Paulino Tognetta / Banca: Maria Suzana de Stefano Menin / Banca: Telma Pileggi Vinha / Resumo: Uma das características do bullying é o fato de ele ocorrer entre pares que se dividem entre autores, alvos e espectadores das intimidações sucessivas que muitas vezes ocorrem na escola. É sabido também que, quando intimidados, os alvos procuram seus colegas para dividir o que sentem e buscar ajuda. Considerando as duas colocações anteriores, este estudo volta sua atenção para os Sistemas de Apoio entre Iguais (SAIs) que têm sido considerados como uma forma eficaz de melhorar a convivência escolar, ou ainda, em casos mais específicos, de combater as uma das formas de intimidação entre pares, o bullying. O que esses programas têm em comum é o fato de não estarem centrados na atuação direta dos adultos (gestores, professores), mas valerem-se do protagonismo juvenil, isto é, do aluno como responsável por determinadas ações entre os demais (alunos como ele) com o objetivo de promover uma convivência favorável entre todos. Os professores, por sua vez, assumem o papel de formadores, acompanhadores e tutores. O Sistema de Apoio entre Iguais adotado no Brasil é baseado no modelo espanhol, denominado Equipes de Ajuda, e se encontra em seu quarto ano de implantação. Tal sistema corresponde a grupos de referência em que adolescentes e jovens, trabalhando de forma colaborativa e fortalecidos por uma formação em conteúdos de assertividade como ajuda, comunicação e valores, podem atuar junto a outros colegas que passam por problemas. Um dos objetivos desta dissertação foi comparar a incidê... (Resumo completo, clicar acesso eletrônico abaixo) / Resumen: Una de las características del acoso escolar, el bullying, está en el hecho de que ocurre entre pares que se dividen entre agresores, víctimas y testigos de las sucesivas intimidaciones, que a menudo ocurren en la escuela. Es sabido también que cuando intimidados, las víctimas buscan sus compañeros para compartir lo que sienten y buscar ayuda. Teniendo en cuenta las dos ideas expuestas anteriormente, este estudio enfoca sus objetivos en los Sistemas de Apoyo entre Iguales (SAI), que han sido considerados como una forma eficaz de mejora en la convivencia escolar, o en casos más específicos, de erradicar las formas de violencia y acoso entre pares, el bullying. Lo que estos programas tienen en común está en el hecho de que no están centrados en la actuación directa de los gestores, sino que se valen del protagonismo juvenil, es decir, el alumno como responsable por determinadas acciones entre los demás (alumnos como él), con el objetivo de promover una convivencia favorable entre todos. Los profesores, a su vez, asumen el rol de formadores, acompañantes y tutores. El sistema de apoyo entre iguales adoptado en Brasil, está basado en el modelo español, denominado Equipos de Ayuda y se encuentra en su cuarto año de implantación. Dicho sistema corresponde a grupos de referencia en que niños y jóvenes, trabajando de manera colaborativa y fortalecidos por una formación de contenidos de asertividad como ayuda, comunicación y valores, pueden actuar frente a otros compañeros que pasan por problemas. Uno de los objetivos de esta disertación fue comparar la incidencia de las intimidaciones que ocurren en escuelas en las que hay Equipos de Ayuda con aquellas donde no hay. Además, en las escuelas en las que hay equipos de ayuda, se pretendía verificar si había diferencia en la incidencia de las intimidaciones después de un año y tras dos años de la... (Resumen completo clicar acceso eletrônico abajo) / Abstract: One of the characteristics of bullying is that it occurs among peers, which are divided among authors, targets and bystanders successive intimidation, which often occur at school. It is also known that when intimidated, targets seek their colleagues to share their feelings and seek help. Considering the two previous positions, this study focuses on its objectives, in the Support Systems between Equals (SAIs), which have been considered as an effective way to improve school coexistence, or, in more specific cases, to eradicate forms of violence and intimidation between peer, bullying. What these programs have in common is the fact that they are not centered on the direct action of managers, but use the youth protagonism, that is, the student as responsible for certain actions among the others (students like him), with the objective to promote a favorable coexistence among all. Teachers, in turn, assume the role of trainers, accompanists and tutors. The peer support system adopted in Brazil is based on the Spanish model, called Helping Teams, and is in its fourth year of implementation. Such a system corresponds to reference groups in which children and young people, working collaboratively and strengthened by training in content of assertiveness such as help, communication and values, can act in front of other colleagues who are in trouble. One of the goals of this work was to compare the incidence of bullying occurring in schools where there are Helping Teams with those in where there is not this kind of SAI. In addition, in schools where there are Helping Teams, it was intended to check whether there was a difference in the incidence of bullying after one year and two years after the implementation of this support system. The fourth objective was to check the perceptions of the Helping Teams students about the help they provide and their results... (Complete abstract click eletronic access below) / Mestre

This thesis examines some flaws in the interpretation and application of the 1980 Hague Convention on the Civil Aspects of International Child Abduction ('the Hague Convention) and how this has led to the inadequate protection of children against the impact of domestic and family violence. These inadequacies have been identified in the inconsistent interpretation and application of Article 13(1) b) amongst Contracting States. This thesis seeks to address the disparity through a comprehensive analysis of the issues and its root causes, whilst conducting an empirical study with the aim of proposing policy recommendations. The demographics of taking parents shows that the majority of them are primary carer mothers as opposed to non-resident fathers. Added to this, UN global statistics reveal that 30% of women have experienced intimate partner violence and 38% of all murders of women are committed by intimate partners. It is also now recognised that violence and abuse between parents may expose a child to the grave risk of harm. Therefore, domestic violence does not have to be perpetrated on the child directly to suffer harm. The thesis derives its purpose from the conclusions of the Sixth Meeting of the Special Commission that allegations of domestic violence and the risks to the child are not always adequately and promptly examined. The thesis analyses the inconsistencies in the approach by Contracting States towards Article 13 (1) b) in cases involving domestic violence, with a particular focus on case law and the empirical survey that was carried out as a part of this doctoral research. The thesis aims to identify best practices and provide recommendations which it is hoped has influenced the Working Group in the preparation of the draft Guide to Good Practice at the Hague Conference. It is anticipated that the Guide to Good Practice on Article 13 (1) b) will greatly assist judges on measures to improve upon its interpretation and application in cases involving allegations of domestic violence. The underlying rationale is that it is possible to achieve real consistency. Judges need to be aided with a roadmap of the correct approach to analysing the grave risk of harm, whilst addressing evidential and resource issues. It is suggested that the starting point should always be an 'effective examination' of the allegations of domestic violence, rather than first considering protective measure on the basis of an assumption that the allegations are true. An “effective examination” should take place by means of a 'thorough, limited and expeditious' investigation, in line with X v Latvia (Application no. 27853/09) Grand Chamber [2013]. The recommendations put forward in this thesis combine the principle of 'effective examination' and a stronger recognition of the role of the Convention of 19 October 1996 on Jurisdiction, Applicable Law, Recognition, Enforcement and Co-operation in Respect of Parental Responsibility and Measures for the Protection of Children. The objective is to help unify the interpretation and application of Article 13(1) b) in cases concerning domestic violence across Contracting States.