Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (M. Ed.)--Lancaster Bible College, 2005. / Includes bibliographical references (leaves 59-66).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

This research explores boys’ perspectives on peer ‘bullying’ in one Ghanaian secondary school. Since the 1970s, empirical studies on bullying in the UK (and other global north countries where the term bullying is commonly used) have received increasing attention (Sondergaard, 2012). This extensive body of work, which is often multidisciplinary, has examined bullying in schools and focused particularly on harassment and aggression amongst peers (Sercombe and Donnelly, 2012). To date however, no empirical studies on understanding bullying in schools in Ghana have been conducted. This exploratory qualitative study is positioned within a constructivist paradigm using a case study design. Twenty boys from one secondary school in Ghana were interviewed using one-to-one semi-structured interviews, which were supplemented by using a vignette (hypothetical scenario) in order to stimulate discussion among boys. In addition, group interviews, observations, school mapping exercises, and interviews with adults were conducted. Data was analysed using thematic analysis. The key findings of this research include the observation that while the boys engaged in interactions and competitive behaviours that have been readily associated with ‘bullying’ in other national settings such as the UK, boys who participated in this study did not use the term bullying (or any similar word) to describe such behaviour. Many of ‘bullying-like’ behaviours amongst the boys were not construed as negative; rather, they tended to be normalised and viewed as a ‘natural’ way in which children mature and grow up. They were also interpreted by boys as a way of gaining status which warranted little or no adult intervention. This study suggests that ‘bullying’ acts were not named or labelled as such because they happened in a friendly and generally supportive atmosphere, where the boys related to each other as members of a cohesive community. The boys coped with such ‘bullying’ behaviours by acting in ways defined as masculine, as expected in their socio-cultural (as well as institutional) context. It followed that those boys who did not play out the expected and quintessential masculine roles were disadvantaged in such interactions. The informal socio-cultural conventions of the current case study school dictated a hierarchical environment where boys (men) were placed on a socially advantageous platform that also expected them to be tough and to hide their vulnerabilities. The current study emphasizes the need to thoroughly examine the socio cultural setting when understanding the phenomenon of ‘bullying’ and related behaviours. This study’s approach, informed by symbolic interactionism (Goffman, 1959), has unveiled an alternative understanding of ‘bullying’ behaviours in the case study school which has some implications for understanding the phenomenon of bullying behaviour more generally in other national settings.

This study explores the role of trade unions in intervening in incidents of workplace bullying, adopting an employment relations perspective. The data was obtained from the members and officials of three major UK unions and analysed using both qualitative and quantitative techniques. Between a quarter and a third of respondents in each union considered they were bullied within a two-year period. A key finding was that most bullied individuals voiced their concerns through non-organisational support mechanisms, including trade unions, in preference to the systems created by employers to address bullying. Colleagues rarely offered overt support and union officials typically responded by providing indirect support to individual bullied members. Outcomes tended to place the onus on perceived targets of bullying to resolve the situation irrespective of the source of support utilised. Employers’ attitudes towards bullying appeared to exert greater influence over resolutions. Whilst unions may have limited power to alter managerially-derived solutions, there was some evidence that, where they engendered a collective response to allegations of bullying, perpetrators were more likely to be held accountable. This study makes a significant contribution to the collective knowledge on workplace bullying by proposing a typology of union responses and an industrial relations model of intervention, which highlights the potential for the responses of unions, co-workers, and employers to affect the balance of power in the employment relationship and influence outcomes of workplace problems like bullying.

MOTA, Kildilene Carvalho Matos. Da concepção do bullying ao fenômeno da violência como manifestação da alienação - uma análise onto-histórica. 2015. 86f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-03T13:32:31Z No. of bitstreams: 1 2015_dis_kcmmota.pdf: 1067204 bytes, checksum: 9672fa68c3525140726810c070f59c9a (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-06-03T17:21:18Z (GMT) No. of bitstreams: 1 2015_dis_kcmmota.pdf: 1067204 bytes, checksum: 9672fa68c3525140726810c070f59c9a (MD5) / Made available in DSpace on 2015-06-03T17:21:18Z (GMT). No. of bitstreams: 1 2015_dis_kcmmota.pdf: 1067204 bytes, checksum: 9672fa68c3525140726810c070f59c9a (MD5) Previous issue date: 2015 / This work aims to demonstrate, in the light of Marxian / Lukacsian ontology, one of the faces that violence takes in the context of structural crisis of capital: bullying, english word without corresponding to the Portuguese language. We understand that our analysis must start from the understanding of the pillar structure society in which we live which is the capital-labor relation to the production. For this reason we will launch hand of the following authors: Engels (1979), which deals with the theory of violence; while Marx (2008) analyzes the estranged character of the work, this estrangement that unfolds including about what this thinker named autoalienação (on the individual and their relationship with the human race); Mészáros (2006), which took upon itself the task of analyzing the characteristics of capitalist society under the unprecedented crisis of this system, a crisis that exacerbates the problems of humanity, which therefore accentuates the manifestations of violence. These authors demonstrate that the analyzes undertaken by various authors are limited, according to which bullying refers to violent acts without apparent motivation, practiced among students in schools, which phenomenon has been studied since the late 1970 worldwide. Silva (2010) states that the phenomenon is a public health problem; Fante and Pedra (2008) claim that it is necessary to recognize the phenomenon in order to differentiate it from other forms of violence. Contrary to the analysis of these authors, we understand that bullying is not actually a new phenomenon, because in its essence is anchored in historical and social conditions whose understanding is provided by the Marxian legacy. Finally, it is only this legacy that allows us to understand the cell who chairs the specific sociability, merchandise. It is from this cell we can understand the process of dehumanization of men themselves, of which bullying is expression. / Este trabalho tem como objetivo demonstrar, à luz da ontologia marxiano/lukacsiana, uma das faces que a violência assume no contexto de crise estrutural do capital: bullying, palavra de origem inglesa, sem correspondente para a língua portuguesa. Compreendemos que nossa análise deve partir da compreensão do pilar que estrutura a sociedade em que vivemos que é a relação capital-trabalho para a produção de mercadorias. Por esta razão, para darmos conta de nosso objeto, lançaremos mão dos seguintes autores: Engels (1979), que trata da teoria da violência; enquanto Marx (2008) analisa o caráter estranhado do trabalho, estranhamento esse que se desdobra inclusive sobre o que este pensador denominou autoalienação (sobre o indivíduo e sua relação com o gênero humano); Mészáros (2006), que tomou para si a tarefa de analisar as características da sociedade capitalista sob a crise inédita desse sistema, crise essa que agudiza os problemas da humanidade, o que, por conseguinte, acentua as formas de manifestação da violência. Ancoramo-nos nesses autores para demonstrar que são limitadas as análises empreendidas por diversos autores, de acordo com os quais o bullying se refere a atos violentos, sem motivação aparente, praticada entre estudantes no âmbito escolar, cujo fenômeno vem sendo estudado desde a década de 1970 em todo o mundo. Silva (2010) afirma que o fenômeno é um problema de saúde pública; Fante e Pedra (2008) afirmam que é necessário reconhecer o fenômeno, a fim de diferenciá-lo das demais formas de violência. Na contramão das análises desses autores, entendemos que o bullying, não representa efetivamente um fenômeno novo, pois em sua essência está ancorado nos condicionantes histórico-sociais cujo entendimento é fornecido pelo legado marxiano. Por fim, é somente esse legado que nos permite compreender a célula que preside a sociabilidade específica, a mercadoria. É a partir dessa célula que podemos entender o processo de desumanização dos próprios homens, do qual o bullying é expressEste trabalho tem como objetivo demonstrar, à luz da ontologia marxiano/lukacsiana, uma das faces que a violência assume no contexto de crise estrutural do capital: bullying, palavra de origem inglesa, sem correspondente para a língua portuguesa. Compreendemos que nossa análise deve partir da compreensão do pilar que estrutura a sociedade em que vivemos que é a relação capital-trabalho para a produção de mercadorias. Por esta razão, para darmos conta de nosso objeto, lançaremos mão dos seguintes autores: Engels (1979), que trata da teoria da violência; enquanto Marx (2008) analisa o caráter estranhado do trabalho, estranhamento esse que se desdobra inclusive sobre o que este pensador denominou autoalienação (sobre o indivíduo e sua relação com o gênero humano); Mészáros (2006), que tomou para si a tarefa de analisar as características da sociedade capitalista sob a crise inédita desse sistema, crise essa que agudiza os problemas da humanidade, o que, por conseguinte, acentua as formas de manifestação da violência. Ancoramo-nos nesses autores para demonstrar que são limitadas as análises empreendidas por diversos autores, de acordo com os quais o bullying se refere a atos violentos, sem motivação aparente, praticada entre estudantes no âmbito escolar, cujo fenômeno vem sendo estudado desde a década de 1970 em todo o mundo. Silva (2010) afirma que o fenômeno é um problema de saúde pública; Fante e Pedra (2008) afirmam que é necessário reconhecer o fenômeno, a fim de diferenciá-lo das demais formas de violência. Na contramão das análises desses autores, entendemos que o bullying, não representa efetivamente um fenômeno novo, pois em sua essência está ancorado nos condicionantes histórico-sociais cujo entendimento é fornecido pelo legado marxiano. Por fim, é somente esse legado que nos permite compreender a célula que preside a sociabilidade específica, a mercadoria. É a partir dessa célula que podemos entender o processo de desumanização dos próprios homens, do qual o bullying é expressão.