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An exploratory study of students' bullying behaviors in secondary school /Liu, Wai-hung, Arthur, January 1999 (has links)
Thesis (M. Soc. Sc.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 165-169).
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An exploratory study of students' bullying behaviors in secondary schoolLiu, Wai-hung, Arthur, January 1999 (has links)
Thesis (M.Soc.Sc.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 165-169) Also available in print.
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Addressing Bullying: A Case Study Investigating School Personnel's Perceptions of Policeis and Practices at Three Private Christian Middle SchoolsPinkett Smith, Jennifer L 07 May 2016 (has links)
Repeated instances of bullying plague schools and immobilize the learning environment for many students. Dissimilar views of policies related to bullying make it difficult for school personnel to consistently intervene on behalf of the victim. The purpose of this case study was to bring awareness to the diverse perceptions school personnel have concerning bullying and the constraints those perceptions place on implementing policies and practices set forth by the school. This qualitative case study examined the understanding and knowledge that school personnel had about bullying policies and practices at three private/independent middle schools in the metro Atlanta area. The research questions addressed were: What are school personnel’s understandings of the bullying policies at their school? What were their perceptions of bullying within their school? How does school personnel’s perception of bullying impact their efforts to intervene? Participants for the study included 3 middle school principals, two deans of students, three counselors and nine teachers. Data collected through interviews, non-participant observations, and documentation provided by each school yielded findings that clarity and awareness of bullying policies and practices were not always apparent. Additionally, varying perceptions of bullying impacted intervention efforts by school personnel. The study revealed the need for a clear and concise definition of bullying, along with policies and practices that address the issue. Additionally, school leaders need to monitor and hold school personnel accountable to address bullying consistently within the school.
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Du kommer väl ihåg hur det var att gå i skolan : En visuell retorikanalys av fem av Friends antimobbningsfilmerOrre, Christoffer, Bhasin, Radhika January 2007 (has links)
<p>Title: ”Du kommer väl ihåg hur det var att gå i skolan?” – En visuell retorikanalys av fem av Friends antimobbningsfilmer</p><p>Number of pages: 75</p><p>Authors: Radhika Bhasin and Christoffer Orre</p><p>Tutor: Marinette Fogde and Gudrun Weiner</p><p>Course: Communication, Advanced Course</p><p>Period: Spring 2007</p><p>University: Division of Media and Communication, Department of Humanistic Science, Örebro University</p><p>Purpose/Aim: The purpose with this essay is to examine in what ways the Swedish organisation Friends advertising films against bullying rhetorically and visual rhetorically intend to convince their audience of their message.</p><p>Material/Method: We have been studying five of Friends advertising films against bullying. The five films were chosen because they all originated from the same campaign against bullying amongst schoolchildren. The methods used were partly rhetoric analysis and partly visual rhetoric analysis.</p><p>Main results: The conclusion we can draw from this study is that Friends anti-bullying films uses several rhetoric methods, both classic and visual, to convince their audience. Occurrence of pathos (emotions) arguments as convincing method was most commonly used, followed by ethos (sender trust) and only a few logos (fact) arguments. These arguments combined with a strong evidentia and style figures such as metaphors and metonyms concluded in the assume that the films at least fulfilled their purpose to inform the audience about the anti-bullying message in an appealing way. However if the films resulted in any behaviouristic changes we can not say.</p>
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Du kommer väl ihåg hur det var att gå i skolan : En visuell retorikanalys av fem av Friends antimobbningsfilmerOrre, Christoffer, Bhasin, Radhika January 2007 (has links)
Title: ”Du kommer väl ihåg hur det var att gå i skolan?” – En visuell retorikanalys av fem av Friends antimobbningsfilmer Number of pages: 75 Authors: Radhika Bhasin and Christoffer Orre Tutor: Marinette Fogde and Gudrun Weiner Course: Communication, Advanced Course Period: Spring 2007 University: Division of Media and Communication, Department of Humanistic Science, Örebro University Purpose/Aim: The purpose with this essay is to examine in what ways the Swedish organisation Friends advertising films against bullying rhetorically and visual rhetorically intend to convince their audience of their message. Material/Method: We have been studying five of Friends advertising films against bullying. The five films were chosen because they all originated from the same campaign against bullying amongst schoolchildren. The methods used were partly rhetoric analysis and partly visual rhetoric analysis. Main results: The conclusion we can draw from this study is that Friends anti-bullying films uses several rhetoric methods, both classic and visual, to convince their audience. Occurrence of pathos (emotions) arguments as convincing method was most commonly used, followed by ethos (sender trust) and only a few logos (fact) arguments. These arguments combined with a strong evidentia and style figures such as metaphors and metonyms concluded in the assume that the films at least fulfilled their purpose to inform the audience about the anti-bullying message in an appealing way. However if the films resulted in any behaviouristic changes we can not say.
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Mobbning i skolan - En litteraturstudie om mobbning i skolan bland barn och ungaAbdulrahman, Hyvi, Menhem, Fatmé January 2020 (has links)
The aim of this study was to investigate potential factors of why children and youths generally start bullying, but also the long and short-term effects bullying has on its victims. In order to answer the research questions, the method used was a systematic literature review which includes collecting data by using databases such as Libsearch and Swepub. We obtained seven studies including doctoral dissertations and scientific articles, some of which include collected data results from several longitudinal, quantitative, qualitative and meta-analytic studies. The theoretical framework used in this study include social cognitive theory by social psychologist Albert Bandura. This theory was relevant in order to analyze how bullying behavior can be designed based on the social environment together with cognitive abilities. The results indicate that bullying is a complex phenomenon explained differently within the research field and our main finding shows that the victims define bullying differently from the definition used by researchers within the field. Several different factors emerged as to why some children and youths are prone to bullying. This study identifies that some of these factors are due to moral disengagement which refers to distancing from moral actions and lack of moral emotions such empathy, sympathy and guilt. Furthermore, domestic violence and social environment such as aggressive peers are also explanatory factors to why children develop and normalize a bullying behavior. Finally, this study has shown that bullying affects the victims at both early and adult age. Bully victims are often being affected in an early age developing mental health issues such as depression, anxiety, low self-esteem and increased risk for behavioral problems associated with substance use. These problems often continue into adulthood where beside mental and physical health issues the victims also struggle with trust and relationship issues.
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Exploring the perspectives of bullying amongst Grade 5 girlsBredekamp, Judith, Swart, Estelle 12 1900 (has links)
122 Leaves printed on single pages, preliminary pages and numbered pages 1-113. Includes bibliography, list of abbreviations, list of definitions, list of tables and figures and list of appendices. Pdf format (OCR). / Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Research into bullying has brought with it an awareness of many aspects of this phenomenon. Firstly, it has shown a distinction between various types of
bullying and also how these are further delineated by means of gender.
Secondly, by mere omission, it has shown the lack of research on bullying
amongst girls. Bullying amongst girls is rife, however the research in this area
is limited. The aims of this research are to further explore the complex nature
of bullying amongst girls and to gain understanding of its impact; to use the
perspectives of the participants to drive intervention and preventative
strategies; to dispel the myths which support the practice of bullying; and to
raise awareness of an invisible problem, thereby rendering it visible.
This interpretive study explores bullying amongst girls by using the
perspectives of Grade 5 girls in a parochial school in the Western Cape. The
process of inquiry is embedded in the ecosystemic approach and
constructivism, which emphasises the importance of context and the belief
that knowledge is not passively received, but actively constructed on the basis
of the experiences of an individual. Data was collected through the use of
semi-structured recorded interviews with focus groups, which were then
transcribed verbatim and categorised into themes.
The themes which emerged include the varied and complex nature of bullying
techniques and the effects of bullying. The main finding was that some girls
have innate characteristics which help maintain bullying while others have
characteristics which protect them from bullying. The environment also plays
a large part in either maintaining bullying or protecting girls from bullying. The
implication was that intervention and preventative strategies need to be based
on these personal and contextual factors in order to effect change. / AFRIKAANSE OPSOMMING: Navorsing oor afknouery (bullying) het 'n nuwe bewustheid van vele aspekte
van hierdie fenomeen na vore gebring. Eerstens het dit 'n onderskeid tussen
verskillende soorte geniepsigheid getoon en ook hoe geniepsigheid verder
deur middel van geslag bepaal word. Tweedens het dit ook die gebrek aan
navorsing oor geniepsigheid tussen meisies onder die aandag gebring, bloot
deurdat dit feitlik nie genoem word nie. Geniepsige gedrag tussen meisies is
algemeen, maar navorsing binne hierdie veld is beperk. Die doelstellings van
hierdie navorsing is om die komplekse aard van geniepsigheid tussen meisies
verder te verken en om 'n begrip van die impak daarvan te verwerf; om die
perspektiewe van die deelnemers te gebruik om tussentrede en
voorkomingstrategieë te bewerkstellig; om mites wat die praktyk van afknouery
ondersteun, te verdryf; en om bewustheid van 'n onsigbare probleem te
bemiddel en dit daardeur sigbaar te maak.
Hierdie interpretatiewe studie verken geniepsigheid tussen meisies met
behulp van die perspektiewe van Graad 5-meisies in 'n kerkskool in die
Weskaap. Die ondersoekproses wat gevolg is, is op die ekosistemiese
benadering en konstruktiwisme gegrond, wat die belangrikheid van konteks
en die oortuiging beklemtoon dat kennnis nie op passiewe wyse bekom word
nie, maar aktief op die grondslag van die ervarings van indiwidue
gekonstrueer word. Data is met gebruik van semi-gestruktureerde
onderhoude met fokusgroepe wat op band opgeneem is, ingesamel, waarna
dit woordeliks vanaf opnames getranskribeer en volgens temas
gekategoriseer is.
Die temas wat na vore gekom het, omvat die wisselende en komplekse aard
van afknoutegnieke en die uitwerking van geniepsigheid. Daar is gevind dat
sommige meisies ingebore trekke het wat help om geniepsige gedrag te
onderhou terwyl ander meisies trekke het wat hulle teen geniepsigheid
beskerm. Die omgewing speel ook 'n aansienlike rol in die ondersteuning van
geniepsige gedrag of die beskerming van meisies daarteen. Die impliseer dat
tussentrede en voorkomende strategieë op hierdie persoonlike en
kontekstuele faktore gebaseer moet word om verandering te bewerkstellig.
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Priekabiavimo mokykloje bei psichologinių traumų šeimoje ir moksleivių sveikatos sutrikimų sąsajos / The associations between school bullying, psychological injuries in the family and health oucomes among studentsVareikiene, Inga 15 June 2006 (has links)
Aims of the study–to investigate the associations between school bullying, psychological injuries in the family and health outcomes among students.
Methods Questionnaire information on bullying by methods of D. Olweus, Norwegian scientist. The psychological state was measured by the sense of coherence, self-esteem, loneliness, happiness, and communication skills. Health outcomes were headache, stomach ache, back pain, anxiety, etc. Family injuries were stress in the family, domestic violence, crisis. Totally 588 students were investigated among all the 670 studying in X Kaunas gymnasium. Response rate 87.8%.
Results. Totally 138 (23.6%) were involved in the bullying process, among them 76 (12.9%) were bullied frequently, 46(7.8%) were bullies and 16 (2.7%) were involved in the two-way bullying process. The prevalence of frequent bullying among boys was 58 (24.1%) and among girls 34 (9.8%) (p<0.0001), among 5-9 grades it was 72 (18.3%) and among 10-12 grades 20(10.3%) (p=0.012). Though the prevalence of bullies was more often among 10-12 grades-29 (14.9 %) than 5-9 grades 33 (8.4%, p=0.015). 11.8% of students suffered from severe conflicts in the family and permanent tension. Crises (divorces, death or incurable disease of the close family member, severe financial problems) were met by 15.1%. Stress at home 6 times increased the risk of low sense of coherence, 8 times the risk of poor self-rated health, while frequent bullying 4 times in the 5-9 grades group. Though the... [to full text]
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Bullying in secondary schools : teachers' perspectives and experiencesKruger, Martha Margaretha 12 1900 (has links)
Thesis (MEd(Psych) --Stellenbosch University, 2011. / ENGLISH ABSTRACT: Bullying seems to be a pervasive problem in most secondary schools and teachers have
the daily task of dealing with it. Not only do teachers have to unravel the complex
dynamics of bullying, they also often have to navigate a school climate and culture that is
not conducive to addressing bullying. In South Africa, there are many unique contextual
factors which impact on teachers’ management of bullying, such as community violence
overflowing into the school, increased administrative load and limited support from
school management, parents and education authorities. Therefore, teachers’ abilities to
conceptualise bullying, recognise and respond to incidents of bullying, and their
knowledge of the nature and extent of bullying behaviour impact greatly on anti-bullying
strategies.
The theoretical framework which informed this study is the social context perspective
which drew on views from both social constructionism and the bio-ecological framework.
The social context perspective emphasises the interactions between individuals and the
systems as delineated in the bio-ecological model. Furthermore, this study did not aim to
reveal the “truth” about school bullying. The intention has rather been to provide a
comprehensive picture as was portrayed by the participants in this study. This picture
included the nature and extent of bullying in their secondary school, the teachers’
perspectives and experiences of bullying, and proposed prevention and intervention
strategies which they aim to implement at their school. In keeping with the constructionist
nature of the process of inquiry, a qualitative, interpretivist research approach was used.
Purposive sampling was used to identify potential participants who were then asked to
volunteer to be part of the study. Data was generated through semi-structured interviews
with individuals and focus groups. Furthermore, the constant comparative method was
used to analyse the data.
The research findings indicated that the teachers experience and perceive a wide variety
of bullying behaviours which take place at various sites, both within and outside the
school grounds and that involve a diverse range of individuals within the school
community. Furthermore, the teachers conveyed several factors which they experienced
as maintaining bullying and highlighted their perceived effects thereof. In addition to this,
the participants shared knowledge about their teaching practices and suggested a few
strategies on how to deal with bullying more effectively in their school community. / AFRIKAANSE OPSOMMING: Afknouery word beskou as ‘n deurlopende probleem in hoërskole en onderwysers moet
die gevolge daarvan daagliks hanteer. Onderwysers moet nie net die komplekse
dinamiek van afknouery ontrafel nie, maar worstel ook met ‘n skoolklimaat en -kultuur
wat nie toepaslik is om afknouery te bekamp nie. In Suid-Afrika is daar unieke
kontekstuele faktore wat ‘n invloed het op hoe onderwysers afknouery hanteer. Dit sluit
onder andere in die geweld wat oorvloei vanuit die gemeenskap na die skool, verhoogde
administratiewe werklading asook beperkte ondersteuning van die skool se bestuurspan,
ouers en die onderwysowerhede. Daarom speel onderwysers se vermoëns om
afknouery te konseptualiseer, insidente van afknouery te herken en daarop te reageer,
asook hulle kennis van afknougedrag ‘n groot impak op anti-afknouery strategieë.
Hierdie studie word gekonseptualiseer vanuit ‘n sosiaal-konstruktiwistiese en bioekologiese
perspektief. ‘n sosiale konteksperspektief beklemtoon die interaksies tussen
individue en die sisteme wat uiteengesit is in die bio-ekologiese model. Die doel van
hierdie studie was nie om die “waarheid” oor afknouery in die skool te openbaar nie. Dit
was eerder om die deelnemers se perspektief in diepte te analiseer en beskryf. ‘n
Kwalitatiewe, interpretivistiese navorsingsbenadering is daarom gevolg. ‘n Doelgerigte
steekproef is gebruik om potensiële deelnemers te identifiseer en hulle is gevra om
vrywillig deel te neem aan die studie. Data is gegenereer deur semi-gestruktureerde
individuele en fokusgroeponderhoude. Verder is die konstante vergelykende metode
gebruik om die data te analiseer.
Die navorsingsbevindinge het aangedui dat die onderwysers ‘n wye verskeidenheid
afknougedrag van diverse groepe en individue binne en buite die skoolterrein ervaar. Die
onderwysers het verskeie faktore identifiseer wat afknouery moontlik instandhou en het
die moontlike gevolge van afknouery uitgelig. Laastens het die deelnemers kennis oor
hulle onderwyspraktyke gedeel en voorstelle gemaak oor hoe om afknouery meer
effektief in hul skoolgemeenskap te hanteer.
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Lutter contre l’intimidation à l’école par le design : l’affordance prosociale des milieux scolairesHuneault, Jessica 02 1900 (has links)
Mémoire en recherche-projet / L’intimidation à l’école est une problématique qui a principalement été abordée dans le domaine de la psychologie. Plusieurs programmes de lutte en sont issus, mais des études démontrent leur faible efficacité (Smith et al., 2004, Limber, 2011) et invitent les interventions futures à s’intéresser à des aspects plus généraux portant notamment sur le climat scolaire.
Le design étant un processus écologique (Findeli, 2015), l’idée de s’interroger sur le climat scolaire nous a semblé particulièrement porteuse. Ainsi, la recherche-projet suivante a pour objectif de désindividualiser la problématique de l’intimidation à l’école en s’intéressant à l’affordance (Chemero, 2003) prosociale de l’environnement scolaire. Nous posons l’hypothèse que l’intimidation à l’école est un problème environnemental et nous cherchons à comprendre comment l’affordance peut s’avérer un concept pertinent pour les designers, afin de traiter de telles problématiques sociales.
Les hypothèses de concepts que nous proposons amènent des pistes de solutions inédites à la problématique de l’intimidation à l’école. Celles-ci modifient les dispositions antisociales du milieu scolaire en offrant de nouvelles possibilités qui encouragent les comportements prosociaux. Ces modifications démontrent la pertinence pour le champ du design d’opter pour un regard écologique axé sur les possibilités. Nous suggérons d’ailleurs une façon de faire, notamment en utilisant le récit ethnographique afin de saisir les dispositions du milieu, puis les scénarios d’usage afin de démontrer l’expérience amenée par les nouvelles possibilités.
Finalement, à la lumière de cette étude, nous posons l’hypothèse qu’il est essentiel de considérer la qualité de l’expérience offerte par ces nouvelles possibilités afin de maximiser les chances de réalisation d’une disposition. Penser l’expérience d’usage est l’expertise des designers, ce faisant, il s’agirait d’une démonstration supplémentaire de l’intérêt d’impliquer les designers dans les sphères sociales et des politiques publiques, afin d’amener les citoyens à adopter les changements de société visant le bien commun. / Bullying at school is an important problem that has mostly been addressed in the field of psychology. Several prevention programs have stemmed from it but studies demonstrate low efficiency (Smith et al., 2004, Limber, 2011) and suggest that future interventions consider broader issues like school climat.
Design is an ecological process (Findeli, 2015), thereby the idea of questioning school climate seemed particularly interesting. The following research-project uses a holistic approach to the problem of bullying at school by focusing on the affordance of a pro-social school environment. We hypothesize that bullying at school is partly an environmental problem and we seek to understand how the theory of affordances can be a relevant basis for designers looking to address this social issue.
The concepts that we offer suggest new solutions to the problem of bullying at school. They aim to modify antisocial dispositions within school environments by offering new opportunities that encourage pro-social behaviour. These modifications demonstrate that opting for an ecological vision based on possibilities is relevant to the field of design. We also suggest a way to apply this vision, which includes using ethnographic narratives to capture the situation’s dispositions and using scenarios to demonstrate the experience brought by new possibilities.
Finally, in light of this study, we hypothesized that the quality of the experience offered by these new possibilities is of utmost importance to maximize the chances of individuals adopting them. Refining the user’s experience is a designer’s expertise and doing so is a further demonstration of the relevance of involving designers in rethinking our public and social spaces for the common good.
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