The Multidimensional Model for Coping with Bullying (MMCB; Parris, in development) was conceptualized based on a literature review of coping with bullying and by combining relevant aspects of previous models. Strategies were described based on their focus (problem-focused vs. emotion-focused) and orientation (avoidance, approach – self, approach – situation). The MMCB provided the framework for the development of the Coping with Bullying Scale for Children (CBSC; Parris et al., 2011), which was administered as part of a research project in an urban, southeastern school district. The Student Survey of Bullying Behaviors – Revised 2 (SSBB-R2; Varjas et al., 2008) and the Behavior Assessment System for Children, 2nd Edition (BASC-2; Kamphaus & Reynolds, 2004) also were completed. The first research aim was to examine the factor structure of the CBSC in relation to the MMCB and investigate the relationship between coping style and student outcomes of depression, anxiety, and social stress. This study also examined the relationships between coping, victimization, and student engagement in bullying behavior, as well as the moderating effect of age, gender, and ethnicity on these relationships. The fourth research question was is there a relationship between student coping with bullying and their perceptions of control or self-reliance? Data analysis resulted in a four factor coping structure: constructive, externalizing, cognitive distancing, and self-blame. Externalizing coping was found to be a predictor of depression while constructive and self-blame coping was associated with more social stress. Self-blame also predicted higher rates of anxiety. Results indicated that more frequent victimization predicted the use of constructive and self-blame strategies, while students more often engaged in bullying behaviors indicated a higher use of externalizing and self-blame. Gender, age, and ethnicity were not found to be associated with levels of victimization, bullying behaviors, or the use of any of the four types of coping. Further, these demographic variables did not moderate the relationship between victimization and coping or bullying and coping. Finally, feelings of control were not associated with student coping; however, more self-reliance was predictive of constructive coping, cognitive distancing, and self-blame. Implications for future research and interventions for students involved in bullying are discussed.

Despite the critical role teachers play in the management and reduction of bullying in schools (Craig, Henderson, & Murphy, 2000; Frey, Jones, Hirschstein, & Edstrom, 2011; Nicolaides, Toda, & Smith, 2002), minimal research has been conducted examining teachers’ responses to these negative behaviors (Bauman & Hurley, 2005; Marshall, Varjas, Meyers, Graybill, & Skoczylas, 2009; Sairanen & Pfeffer, 2011; Yoon & Kerber, 2003). Moreover, a critical topic lacking in the literature is the identification of potential barriers (e.g., difficulty identifying bullying, lack of time to address these behaviors) inhibiting teachers from successful intervention. The purpose of this exploratory study was to assess teachers’ perceived barriers to effective bullying intervention, as well as to examine potential relationships between how teachers reported responding to bullying and perceived barriers to successful intervention. Individual in-depth qualitative interviews with 30 fourth through eighth grade teachers were used to determine teachers’ responses and perceived barriers to bullying interventions. Inductive and deductive approaches to data analysis (LeCompte & Schensul, 1999; Nastasi & Schensul, 2005; Varjas, Nastasi, Moore, & Jayasena, 2005) were used to explore teachers’ self-reported barriers. Teachers described the presence of numerous barriers that challenged their ability to consistently and effectively respond to bullying. Qualitative results indicated that these barriers occurred on multiple levels and included the following four major themes: student-, teacher-, school- and sociocultural-based barriers. Further, quantitative analyses were used to investigate potential relationships between teachers’ self-reported responses to bullying and perceived barriers. No systematic relationships were evident. That is, teachers reported responding to bullying similarly regardless of their perceived barriers to effective intervention. Implications for improving and informing anti-bullying efforts aimed at eliminating these barriers and increasing the likelihood of teacher intervention are discussed. Future research ideas also are suggested.

Empatiträning i form av simuleringsövningar är en frekvent använd metod inom psykologin. Effekterna av den ger dock motstridiga resultat på ökningen av empatin. Den här undersökningen testade om flickor har högre empati än pojkar, om empati går att öka med övningar samt om det finns ett samband mellan välmående och empati. Övningarna inbegrep bland annat simulering av blind- och dövhet samt forumspel om mobbning. Deltagarna fick före och efter övningarna svara på en enkät som analyserades kvalitativt och kvantitativt. Deltagarna var 74 skolbarn, 11-13 år, och övningarna genomfördes av Svenska kyrkan. Resultatet visade ingen effekt av övningarna på empati. Flickorna hade högre empati än pojkarna. Det fanns ett positivt samband mellan välmående och empati. Författarna föreslår utbildning inom funktionsnedsättning som ett komplement till övningarna samt vidare forskning i barns, speciellt pojkars, välmående och trivsel relaterat till empati.

Syftet med den här studien var att undersöka vilka uppfattningar ett antal pedagoger har kring mobbning mellan flickor i förskolan. Med uppfattningar menar vi om pedagogerna i förskolan anser att det försiggår mobbning mellan flickor och om de har några erfarenheter kring ämnet. De data som vi använt oss av har varit tidigare forskning inom detta område. För att inhämta vår information har vi utfört intervjuer med sex pedagoger på två olika förskolor i Norrland. Informationen från våra intervjuer har sedan behandlats och analyserats. Resultatet av intervjuerna påvisade att de flesta pedagoger direkt eller indirekt medger att mobbning mellan flickor kan vara svårare att upptäcka än mellan pojkar, detta menar de beror på att flickors mobbning är mer subtil. En av pedagogerna beskriver hur ett barn som känner sig trängd av andra barn söker ögonkontakt med en vuxen, vilket pedagogen menar är ett tecken på mobbning. Av resultatet framkommer också att två av pedagogerna har erfarenhet av mobbning mellan flickor, medan de andra pedagogerna ger något otydliga svar. De har erfarenhet av barn som blivit felbehandlade, men de inte kan ge någon konkret definition på begreppet mobbning.

This qualitative research study explored perceptions of parents who believe their child was bullied by a teacher. The definition used for this study was from McEvoy (2005),a pattern of conduct, rooted in a power differential that threatens, harms, humiliates, induces fear, or causes emotional distress(p. 1).<p>Three individual parent or parent partners were asked to share their stories about their perceived experiences with a bullying teacher. A number of questions guided this research: How do parents come to believe their child is being bullied by a teacher? What are the specific behaviours of the teacher that are perceived by parents as bullying? How do parents respond to their belief their child is being bullied by a teacher? What is the result of the parental response? What are the implications for teacher practice and education?<p>Themes and patterns were derived from the interview data using reflective analysis techniques. The data revealed parent participants came to the belief their child was being bullied by a teacher through their childrens stories, first impressions of the teacher, validation from others regarding their perceptions and their childs physical and behavioural changes. Teacher bullying behaviours identified by the participants paralleled those discussed in the literature. Parents responded to their belief their children were being bullied by following understood school protocol and meeting with the teacher. When parents felt the teacher had employed power tactics, they were motivated to take further action. The participants past experience with schools, and power and authority perceptions also affected parental responses. Parents expressed feelings of guilt for not acting more quickly to safeguard their child. Parents reported the school communities did not directly address the teacher bullying issue. <p>Implications emerged for all stakeholders in the school community. For professional associations, school division administrators and board members the focus for change rests with a re-examination of bullying policy and professional codes of ethics. For school principals, symptoms of teacher bullying behaviours and teacher stress and may need more attention. For teachers, building relationships and presenting a professional and caring demeanor are significant considerations influencing parental perceptions. For parents, validation to action comes from listening to their childrens stories and recognizing the symptoms of teacher bullying. Validation and getting involved in their school community may prompt intervention.

Cyberbullying is a problem that has emerged as a byproduct of modern day technologies. This novel form of peer aggression occurs when one or more individuals use a technological medium for the purposes of threatening or harming others. Given that cyberbullying is a relatively new problem in Canada, research remains in its preliminary stages. Previous studies conducted in large urban centers in Alberta and Quebec have suggested that cyberbullying frequently occurs among middle years students. However, the characteristics of cyberbullying among rural students and students from other Canadian provinces are yet to be determined. For these reasons, the purpose of this study was to explore cyberbullying amongst students from rural and urban schools in Saskatchewan. More specifically, this study investigated the following questions:<p>1.To what extent did youth experience cyberbullying? <p>2.What were the characteristics of cyberbullying?<p>3.How did students respond to cyberbullying? <p>4.To what extent did parents and teachers become involved with cyberbullying incidents? <p>Furthermore, how did students think these adults should have responded?<p>To answer these questions, 396 students from a large public school division in central Saskatchewan completed an anonymous paper pencil questionnaire. Among the grades 7 to 9 students sampled, 34.6% admitted they cyber-bullied others and 49.5% said they were victims of cyberbullying. Further, the majority (69.4%) of the students reported that they knew someone who had been cyber-bullied. No significant differences were found between urban and rural students experiences with cyberbullying. However, significant gender differences were found as well as significant correlations between cyberbullying involvement and student grade level, frequency of computer use, school size, and school type. <p>Unfortunately, the majority of cyber-bully victims and bystanders chose not to report the incident to adults. Victims of cyberbullying reported a variety of negative outcomes, especially anger and sadness. Students offered many suggestions for the prevention and intervention of cyberbullying. In particular, students thought teachers should educate their class about cyberbullying and parents should talk to their children about the issue.

No description available.

This research aims at revising the Victim Scale of the School Bullying Scales to examine bullying behaviors with high frequency and high severity. Participants were 1611 secondary school students in Kaohsiung. The Rasch Rating Scale Model was employed to analyze the collected data. Results showed that the revised Victim Scale fit well, exhibiting good evidence of the construct validity. Male students considered that victimized behaviors with high frequency and high severity were ¡§friendship being breached,¡¨ ¡§belongings being taken without permission,¡¨ ¡§goods being breached,¡¨ ¡§being tattled,¡¨ ¡§being hit or kicked,¡¨ and ¡§being neglected intentionally. Female students revealed different patterns of bullying behavior, while female students regard ¡§friendship being breached,¡¨ ¡§being crowded out of a group,¡¨ ¡§being isolation,¡¨ ¡§belongings being taken without permission,¡¨ ¡§being tattled,¡¨ ¡§being criticized online,¡¨ ¡§being neglected intentionally¡¨ and ¡§others kept silent to me on purpose¡¨ as victimized behaviors with high frequency and high severity. Finally, the implications for school bullying intervention and prevention were discussed. Keywords: school bullying, Rasch measurement, multidimensional Rasch analysis, DIF

Thesis (B. Psy. Sc.(Hons.))--University of Queensland, 2002. / Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 36-40.