Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 86-93). Also available in print.

Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-118). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (M.Ed.)--Victoria University of Wellington, 2009. / Includes bibliographical references.

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

Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 37-43). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11774

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

O presente estudo teve por objetivo pesquisar a ocorrência de bullying em adolescentes de três escolas, públicas e privadas, da cidade de Porto Alegre, RS. Investigou os tipos mais utilizados de bullying e a freqüência com que ocorrem. Objetivou, também, verificar se existe diferença na auto-estima de adolescentes envolvidos no bullying, enquanto vítimas, agressores, vítimas/agressores e testemunhas, por sexo. A amostra foi composta por 465 adolescentes, de ambos os sexos, estudantes de quartas a oitavas séries do ensino fundamental. Dentre estas crianças, 52,7% pertenciam ao sexo masculino e a idade dos participantes variou entre nove e dezoito anos (M= 13,4 anos; dp = 1,47). Os instrumentos utilizados foram um questionário sobre bullying, com 15 questões de múltipla escolha e a Escala de Auto-Estima de Rosenberg. Os dados foram coletados de forma coletiva nas escolas, após autorização das mesmas e consentimento dos adolescentes e pais. Os resultados mostraram que 67,5% foram vítimas, 54,7% foram agressores, 43,6% foram vítimas/agressores e 83,9% foram testemunhas de bullying. Uma ANOVA apontou uma interação entre sexo e papéis de bullying em relação à auto-estima. Testes Post Hoc demonstraram que meninos no grupo de vítimas/agressores apresentaram média superior de auto-estima em relação às meninas. Verificou-se que meninos no grupo de testemunhas apresentaram maior média de auto-estima que no grupo das vítimas. Verificou-se que as meninas no grupo de agressoras apresentaram média mais alta que o grupo das vítimas/agressoras. Concluiu-se que o bullying é um fenômeno de ocorrência muito comum e que apresenta diferentes implicações na auto-estima das meninas e dos meninos envolvidos em diferentes papéis. Novos estudos para esclarecer algumas dessas questões são propostos. / This study examined the occurrence of bullying in adolescents registered in elementary schools of the city of Porto Alegre, Brazil. It investigated the most common types of bullying and its prevalence. It aimed also to verify possible sex differences in the selfesteem of participant as a function of their roles in bullying as victims, aggressors, victims/ aggressors, or witnesses. The participants were 465 adolescents (52.7% males), nine to 18 years old (M= 13.4 years; sd = 1.47). The participants answered the Rosenberg Self-Esteem Scale and a bullying questionnaire consisting of 15 multiple choices questions. Results showed that 67.5% of the adolescents were victims, 54.7%, aggressors, 43.6%, victims/ aggressors, and 83.9%, witnesses. An ANOVA showed an interaction between sex and the participants’ bullying roles in relation to self-esteem. Post-hoc analyses demonstrated that boys in the victims/aggressors group were higher than girls in self-esteem. Male witnesses presented higher self-esteem than victims. Female aggressors presented higher self-esteem than the victims/aggressors group. The results showed that bullying is a very common phenomenon of frequent occurrence which presents different implications for girls and boys self-esteem as a function of the roles they play. New studies to clarify some of these questions are suggested.

This exploratory study aimed to answer three research questions about the relationship between childhood victimization and being hazed during college. Secondary data analysis was conducted with a sample of first-year college students who completed a web-based survey during their fall and spring semesters. Forms of childhood victimization measured in this study include: bullying victimization, peer victimization (multiple forms and length), and exposure to other forms of victimization (e.g., parental abuse, dating abuse). Results support the hypothesis that students with a victimization history are more likely be hazed during college. Specifically, a chronic victimization history – exposure to multiple forms of peer victimization, longer peer victimization, and other forms of childhood victimization – was associated with an increased odds of being hazed during college. Results did not support the hypothesis that a sense of college belongingness would moderate the relationship between past victimization and hazing during college. There was partial support for the hypothesis that a victimization history would put students at risk for perceived negative effects of hazing. Childhood physical dating abuse, sexual assault, and exposure to other forms of childhood victimization were all positively associated with perceived negative consequences of hazing. Lastly, results found that exposure to other forms of childhood victimization moderates the relationship between being hazed during college and depression. Specifically, those with prior exposure to other forms of childhood victimization who are also hazed report lower depression scores than those with this victimization history who do not enter hazing initiations. These findings lend themselves to future research to better understand the relationships found between childhood victimization and hazing initiations during college. These findings also have practical implications for understanding the trajectory of previously victimized students. There are a number of limitations of the current study that can be addressed in future research.

abstract: The long-term impacts of bullying, stress, sexual prejudice and stigma against members of the LGBTQ population are both worrisome and expansive. Bullying among adolescents is one of the clearest and most well documented risks to adolescent health(Nansel et al., 2004; Wilkins-Shurmer et al., 2003; Wolke, Woods, Bloomfield, & Karstadt, 2001) The present study examined the influence of sexual orientation to severity of bullying experience, coping strategies, emotion regulation and the interaction of gender role endorsements in relation to coping and emotion regulation strategy prediction. Extensive research exists to support high victimization experiences in LGBT individuals (Birkett et al., 2009; Robert H DuRant et al., n.d.; Kimmel & Mahler, 2003; Mishna et al., 2009) and separately, research also indicates support of gender role non conformity, social stress and long term coping skills (Galambos et al., 1990; Sánchez et al., 2010; Tolman, Striepe, & Harmon, 2003b). The goal of this study was to extend previous finding to find a relationship between the three variables: sexual orientation, victimization history, and non-traditional gender role endorse and utilizing those traits as predictors of future emotion regulation and coping strategies. The data suggests that as a whole LGBT identified individuals experience bullying at a significantly higher rate than their heterosexual counterparts. By utilizing gender role endorsement the relationship can be expanded to predict maladaptive emotion regulation skills, higher rates of perceived stress and increased fear of negative evaluation in lesbian women and gay men. The data was consistent for all hypotheses in the model: sexual identity significantly predicts higher bully score and atypical gender role endorsement is a moderator of victimization in LGBT individuals. The findings indicate high masculine endorsement in lesbians and high feminine endorsement in gay males can significantly predict victimization and maladaptive coping skills, emotion dysregulation, increased stress, and lack of emotional awareness. / Dissertation/Thesis / M.S. Psychology 2012

Submitted by Hiolanda Rêgo (hiolandarego@gmail.com) on 2017-09-26T15:17:11Z No. of bitstreams: 1 Tese_Enf_Rosana Santos Mota.pdf: 2173637 bytes, checksum: 72a9a885f4064c81d44a439c81cb4802 (MD5) / Approved for entry into archive by Edvaldo Souza (edvaldosouza@ufba.br) on 2017-10-02T20:58:13Z (GMT) No. of bitstreams: 1 Tese_Enf_Rosana Santos Mota.pdf: 2173637 bytes, checksum: 72a9a885f4064c81d44a439c81cb4802 (MD5) / Made available in DSpace on 2017-10-02T20:58:13Z (GMT). No. of bitstreams: 1 Tese_Enf_Rosana Santos Mota.pdf: 2173637 bytes, checksum: 72a9a885f4064c81d44a439c81cb4802 (MD5) / A violência intrafamiliar e escolar vivenciada por adolescentes representa uma violação dos seus direitos. Caracterizada enquanto um problema de saúde púbica, esse fenômeno consiste em um grave obstáculo para o desenvolvimento social e econômico no país. A pesquisa tem como objetivos: verificar a associação entre o sexo (homem e mulher) e os fatores sociodemográficos, sexuais e reprodutivos para adolescentes escolares; estimar maiores médias de problemas sociais e de saúde; verificar a associação entre os fatores sociodemográficos, sexuais, vivência de bullying e o uso de álcool/drogas com a vivência de violência intrafamiliar; verificar a associação entre vivência de bullying com o uso de álcool/drogas. Trata-se de um estudo de corte transversal, cuja amostra foi composta por 239 adolescentes de uma escola pública, localizada em um bairro periférico da cidade de Salvador, Bahia, Brasil. Com vista ao alcance do objetivo proposto, foram tomadas como variáveis dependentes a vivência de violência intrafamiliar e de bullying. As variáveis independentes foram: sociodemográficas (sexo, idade, série, religião, raça, escolaridade, convívio familiar, trabalho); sexuais e reprodutivas (relação sexual, idade da primeira relação sexual, uso de preservativo, gravidez); problemas sociais e de saúde dos adolescentes (desordens psíquicas, problemas de saúde, isolamento social e comportamental, problemas na escola); e consumo de álcool/drogas. Os dados foram coletados por meio de formulário padronizado, entre os meses de outubro de 2014 e janeiro de 2015. Esses foram armazenados no programa Excel, e posteriormente transportados para o software Stata versão 12, para análises. A princípio foi efetuada uma análise exploratória com vista à caracterização da população do estudo. Para análise bivariada foram utilizadas tabelas de contingência com Qui-quadrado de Pearson (2) para investigar diferenças entre proporções (p<0,05). No caso da análise estratificada, a magnitude da associação foi expressa em razão de prevalência (RP). Posteriormente, aplicouse a regressão logística para obtenção das estimativas de odds ratio, e seus respectivos intervalos de confiança a 95%, com ajuste para variáveis, utilizando-se o método de backward. O estudo aponta para associação, com significância estatística, entre a vivência de violência intrafamiliar com as variáveis: maior faixa etária (RP = 1,83 e IC95%: 1,05 – 3,18), fazer uso regular de preservativo (RP = 1,81 e IC95%: 1,06 – 3,08) e o alto risco para o bullying direto (RP = 1,89 e IC95%: 1,11 – 3,21), relacional (RP = 2,59 e IC95%: 1,49 – 4,49) e vitimização (RP = 2,02 e IC95%: 1,19 – 3,43). Quanto à vivência de bullying, foi identificada associação com significância com as variáveis: não preferir religião (RP = 1,73 e IC95%: 1,03 – 2,98), violência intrafamiliar (RP = 2,59 e IC95%: 1,49 – 4,49), consumo de bebidas alcoólicas (RP = 2,13 e IC95%: 1,17 – 3,90) e de maconha (p – valor= 0,03) no último mês. Estes achados chamam a atenção para interrrelação entre a violência intrafamiliar e escolar com outros agravos, a exemplo do uso de drogas, o que demanda o desenvolvimento de ações educativas, no âmbito escolar, para prevenção e enfretamento da violência.