Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 241-258). Also available on the Internet.

Thesis (Ph. D.)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 91-106).

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed July 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 213-229).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xiii, 156 p.; also includes graphics. Includes bibliographical references (p. 147-156). Available online via OhioLINK's ETD Center

Thesis (D.P.E.)--Indiana University, 2004. / Includes bibliographical references (leaves 88-92). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Title from first page of PDF document. Includes bibliographical references (p. 32-37).

Thesis (Ph. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 11, 2006. Dissertation Committee: Graham A. Jones (chair), Kenneth N. Berk, Patricia Klass, Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 115-124) and abstract. Also available in print.

Thesis (D.P.E.)--Indiana University, 2004. / Includes bibliographical references (leaves 88-92).

Bullying has long-term negative effects on the mental health and wellbeing of everyone involved. School-wide interventions have been successful in some contexts, but they often require significant institutional and financial resources. Empathy is comprised of a cognitive component (perspective taking) and an affective component (empathic concern), both of which may be necessary for prosocial behavior. According to relational frame theory (RFT), empathy involves a transformation of stimulus functions across deictic relations (I-YOU, HERE-THERE, NOW-THEN), which also requires psychological willingness (i.e., psychological flexibility). The present study investigated this theoretical model of empathy based on RFT and the role of this model in middle school bullying. Results tentatively support this model by demonstrating two ways in which psychological flexibility moderates the relationship between deictic framing ability and empathy. The utility of deictic framing and psychological flexibility in predicting bullying behaviors was also examined. Deictic framing ability and psychological flexibility were expected to negatively predict bullying behaviors, and psychological flexibility was expected to moderate the relationship between deictic framing ability and relational bullying in particular. Additional research questions explored the roles of deictic framing and psychological flexibility in the relationship between relational bullying and other relevant psychological determinants: (a) parental discord, (b) social anxiety, and (c) social roles. The results of this study were insufficient to apply this model to bullying behaviors. Methodological and statistical limitations are discussed in depth, and future directions to improve on this study and clarify these relationships are emphasized.

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