Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed January 5, 2010). PDF text: xi, 176 p. : ill. ; 1 Mb. UMI publication number: AAT 3360042. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009. / Full text also available online. Scroll down for electronic link.

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

Under the circumstances of rapid industrialization and urbanization, China has been undergoing a series of remarkable changes in the social, economic, and family structures. Meanwhile, the great majority of Chinese families are officially allowed to have only one child in China since the introduction of the OCFP in the late 1970s. But what is happening as China becomes more developed and children are much more valued? Are Chinese children well protected from intra- and extra-familial violence? This study focused on the topic of bullying victimization, and was devised to explore the scope and the magnitude of child’s being bullied in China. Besides, this study adopted the ecological model to examine the multiple-contextual risk factors of bullying victimization, and to test the applicability of this model in the Chinese socio-cultural context. This study also paid special attention to investigate the unique role of children’s experiences of family violence in relation with bullying victimization. The present study used a subsample of the cross-sectional data from a representative population project in five cities of the Mainland China. The researcher actively participated in the whole process of the project, including being involved in the original methodology design and setting up of research questions. This dataset used a three-stage stratified random sampling design and included a total of 3175 students aged 15-17 years randomly selected from 24 schools in 3 districts (from both urban and rural areas) in Xi’an, China. Self-administrated questionnaires were employed to collect data. The Juvenile Victimization Questionnaire (JVQ) and Relational Aggression Scale were used as measures for bullying victimization. Family violence experiences include child abuse and witnessing spouse violence in this study. Results showed that 54.9% and 44.6% of Chinese children have been bullied in a lifetime and in the preceding-year, respectively, and cyber bullying victimization was more extensively common and frequently experienced by children. Meanwhile, the considerable overlap found between FV and bullying victimization indicated that a vast majority of children who were bullied by peers are also victims of child abuse or exposure to parental partner violence at home. Significant gender differences were observed both in FV and bullying victimization. Specifically, females were more likely to be indirect victims of FV, whereas males were more likely to be directly involved in child abuse and in all three subtypes of bullying victimization. By performing a series of logistic regressions, the current study identified a number of correlates significantly associated with child bullying victimization, which included demographics (e.g., young age, male participant, parents’ education level were From 3 or below, having one or more siblings, were from families with divorced or separated parents, had an unemployed father at home, whose family had no income, from rural schools, not from key schools), children’s personal characteristics (i.e., smoking, gambling, alcohol abuse, low self-esteem, depression, APT, BPT, PTSD, and insecure attachment with parents), school-related factors (i.e., school type and school location), as well as FV experiences. Follow-up structured multiphase regression analyses further delineate the unique role of FV in association with the three types of bullying victimization by controlling for socio-demographics, individual characteristics and school variables. The theoretical and research contributions and practical implications of the present research were discussed, along with limitations and recommendations for future research. / published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

Background: Research suggests that medical/surgical nurses have lower job satisfaction than nurses in other areas. Research also reports that 80% of nurses will experience bullying in their careers and that leadership style has a significant impact on the organizational work environment. Authentic leadership is a relatively new concept, which has been linked to increased job satisfaction and decreased bullying. Although job satisfaction has been widely explored, the relationship between job satisfaction, bullying, and authentic leadership in medical-surgical nurses has not been studied. Therefore, purpose of this thesis study was to use the Organizational Framework for Predicting Nurse Retention to explore the relationship between workplace bullying, job satisfaction, and authentic leadership among medical-surgical nurses. Methods: As part of a larger study, a cross-sectional survey was utilized (N=317). Invitations to participate were sent to all medical-surgical nurses in Manitoba, via the College of Registered Nurses of Manitoba. Results: The findings revealed that an alarming 43% of nurses had been reportedly bullied (occasionally/ severely) at work. However, 65% of the participants reported overall job satisfaction (i.e., satisfied/ very satisfied) and rated their managers as relatively authentic. While bivariate and multivariate regression analysis revealed significant relationships among the three main study concepts, control/autonomy emerged as a central and common influencing factor. Discussion: Based on these findings, control/autonomy is key factor in the medical-surgical nursing environment. Therefore, strategies to decrease bullying and increase job satisfaction should focus on developing authentic leadership in nurse managers and increasing perceived control and autonomy for nurses working in medical-surgical areas. Further studies with more diverse nursing populations are needed to support this novel research evidence. / October 2015

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The aim of this study was to conduct preliminary research into the nature and extent of bullying behaviour in primary schools in Pietermaritzburg, KwaZulu-Natal. A questionnaire, based on the published results of the Modified Olweus Questionnaire (Smith and Sharp, 1994), was constructed. A further questionnaire was devised in order to gain insight into teacher perceptions of bullying behaviour. A sample of 259 pupils (97 boys and 161 girls) completed the pupil's questionnaire. 37 teachers (6 male, 28 female and 3 who did not state their sex) completed the teacher questionnaire. The resulting data from both questionnaires was analysed in terms of frequencies as well as percentages. The data obtained from the pupils was investigated by gender, grade and school using the Pearson Product Moment Correlation Co-efficient. The aim of this was to obtain a statistical indication of the significance of the difference in answers to the pupils' questionnaire in terms of these variables. Only significant correlations are discussed. It is noted that there are no other published research figures from South Africa concerning bullying in schools to support the results of this study. Nevertheless this study does suggest the possibility of much higher bullying levels existing in South Africa than have been shown to occur by researchers in the United Kingdom and Scandinavia. It is important for educators in this country to take cognisance of this situation and begin to build a body of South African research both on bullying behaviour and on prevention programmes. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1997.

Bullying within our schools is a serious social problem requiring extensive and holistic prevention programs to effectively address the problem. This present study set out to gain a better understanding of the child's experience after participating in a Friends and Neighbours (F.A.N.) Club puppet show on bullying. Eight children were interviewed and the results indicated that the program is well received by the children but the F.A.N. Club needs to be more systemic in its approach to include more school and parental involvement. In addition, further focus is needed on the role of bystanders to bullying. The F.A.N. Club is effective in teaching assertiveness skills to the victims of bullying but is missing a teaching opportunity with the bullies and the bystanders to bullying. Further findings are discussed with reference to the ecological perspective and the implications for social work.

Researchers have found that youths react in a variety of ways when faced with a bullying incident in their schools (Kochenderfer-Ladd, 2004). Despite being aware of the negative consequences of being victimized and holding generally negative attitudes towards bullying, youths tend to show reluctance to seek help from an adult or to intervene in defense of their victimized peer (Hawkins, Pepler, & Craig, 2001; Newman, Murray, & Lussier, 2001). Given the importance of the aforementioned behaviours in reducing bullying in schools, two studies were designed to examine the determinants of victim help seeking and bystander intervening behaviours in young people using Ajzen’s Theory of Planned Behaviour (TPB: Ajzen, 1991). In Study 1, I examined the full TPB model using short-term longitudinal data collected from a sample of 609 secondary school students. To further examine the utility of the TPB model and to determine the impact of school climate on the model, in Study 2 I examined cross-sectional data collected from 113 middle school students. In Study 1, multiple regression analyses and path analyses indicated that the TPB model significantly predicted student’s intentions to intervene on behalf a bullied peer and their actual self-reported intervention behaviour. The results for help seeking intentions and behaviours were mixed, with the TPB variables significantly predicting victim help seeking intentions but not self-reported behaviour. In Study 2, the TPB model significantly predicted both help seeking and intervention intentions. Additionally, the TPB variables of attitude, subjective norms, and perceived behavioural control significantly mediated the relationship between school climate and victim help seeking and bystander intervention intentions. The results are discussed in terms of their implications for methodology, theory, and policy.