Thesis (Ed. D.)--East Tennessee State University, 2005. / Title from PDF title page (viewed on July 16, 2006). Includes bibliographical references (p. 98-102).

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 76-87).

Thesis (Ed.D.)--Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

M. Tech. Education / This ethnographic study investigated the nature of bullying in selected primary schools in the Pretoria inner city as experienced by learners, parents, teachers and principals. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, including the existence of bullying, the effects of bullying, the perceptions of learners who are bullied, the frequency of bullying, the School Management Team's reaction to incidents of bullying, the school policy on bullying, teachers' experience of bullying of learners, the parents' experiences of bullying of their children and how other countries handle bullying. The research describes various forms of bullying, reasons for bullying, the effects of bullying and measures against bullying.

Thesis (M.A.)--Michigan State University. Dept. of Psychology, 2008. / Title from PDF t.p. (viewed on Aug. 6, 2009) Includes bibliographical references (p. 119-122). Also issued in print.

The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed by an eclectic framework based on Erik Erikson's psychosocial theory, Bronfenbrenner's socio-ecological theory and Allardt's social welfare theory. These three theories point to the need for understanding that the social supports available to an individual determine how the individual perceives and responds to all his or her experiences. Investigations of the perceptions which individuals hold of their diverse lived experiences are best understood from a qualitative paradigm. Since the study intended to gain an understanding of the forms of peer harassment experienced by learners and how their individual experiences influenced their wellbeing, a phenomenological design was used. The sample was comprised of fifteen Form Three (grade 10) learners from three rural schools who volunteered to share their experiences of peer harassment. Data generated from semi-structured interviews with the individual participants were analyzed revealing emergent themes to answer the research questions. Findings revealed that the learners experienced various forms of peer harassment with physical peer harassment being the most prevalent. The data also revealed that peer harassment had both psychological and social influences on the well being of the learners which were primarily negative. Most learners felt that they were not getting adequate support from the adults (i.e., their teachers and the parents and guardians. The apparent reason for this lack of support from the adults was related to the community values which adults held about how learners were expected to deal with peer harassment. It was also evident that most learners chose to suffer silently, or hoped that God would intervene to assist them. Teachers were also not doing enough to assist the learners to stop peer harassment. Like the parents and guardians, most of the teachers did not perceive peer harassment as a serious problem in learners' lives so they did very little to assist victims who complained to them. Learners relied primarily on friends for support. The study concluded that peer harassment influenced the learners 'psychological and social well being negatively. It provided recommendations for schools, teachers, parents and the learners themselves. These stakeholders may collaborate to establish anti-harassment policies and to inform the design and implementation of anti-harassment policies in Zimbabwean rural schools. Recommendations are also provided for further studies aimed at identifying effective responses to the phenomenon of peer harassment.

A análise da criminalização do bullying escolar no ordenamento jurídico penal brasileiro ganha força quando do surgimento do Anteprojeto do Código Penal de 2012, que passou a prever em seu Art. 148 o crime de intimidação vexatória, que seria o nome dado ao bullying aqui no Brasil. Ou seja, o bullying escolar não é crime em nosso ordenamento jurídico penal, entretanto, existe a possibilidade de um dia vir a ser criminalizado. Diante desta possibilidade, surge a hipótese a ser enfrentada na presente dissertação no sentido de que se o bullying escolar é um problema eminentemente relacionado à área da educação, então o direito penal não seria o ramo do direito mais apropriado para solucionar este problema. Para analisar esta hipótese, inicialmente será abordada a utilização de políticas criminais de expansão punitiva como uma forma de controle social dos marginalizados da sociedade por meio do uso sistemático da prisão, tendo em vista que a criminalização de novas condutas possui relação com a adoção de políticas criminais com esta finalidade. Dentro deste contexto, serão vistas algumas causas que fundamentam políticas criminais de expansão punitiva e que também podem servir para justificar a eventual criminalização do bullying escolar, tais como a inclusão do medo no tom emocional da política criminal, o retorno da vítima para o centro da política crimina e o populismo e a politização do Direito Penal. Em seguida, ainda dentro do contexto da utilização de políticas criminais de expansão punitiva como forma de controle social, serão analisados outros pontos que possuem relação com esta temática, quais sejam, o direito penal simbólico e a política criminal de tolerância zero, já que este discurso também pode ser utilizado para justificar a eventual criminalização do bullying escolar. Na sequência, será enfrentada a temática do bullying escolar como um problema social relacionado à área da educação e a sua (contraditória) proposta de criminalização. Para tanto, será visto o fenômeno do bullying como uma forma de violência praticada no âmbito escolar, sendo abordados os primeiros estudos do bullying escolar e os fatores que podem desencadeá-lo. Logo em seguida, será vista a possibilidade de criminalização do bullying escolar e sua relação com as políticas criminais de expansão punitiva. Por último, será visto o discurso que se contrapõe às políticas criminais de expansão punitiva, que evidencia a deslegitimação do sistema penal e a sua limitada operacionalidade, abordando-se a seletividade do sistema penal e os efeitos marginalizantes e estigmatizantes do sistema carcerário que são mostrados pela plataforma teórica da criminologia crítica. Também serão analisadas as políticas criminais alternativas à deslegitimação do sistema penal (os abolicionismos e minimalismos), momento em que poderão ser feitas considerações finais para enfrentar a hipótese levantada na presente dissertação.

Thesis (MTech (Education and Social Sciences))--Cape Peninsula University of Technology, 2009 / This study examines the nature and the extent of school gang activity and how it impacts on learner academic performance in South African township schools. The research evidence shows that learners in South Africa have been exposed to widespread school gang activity leading to poor learner academic performance in the township schools. The effects of the phenomenon of school gang activity on learner academic performance are given a more insightful understanding of its effects. The literature review supports the central argument that school gang activity persists in South African schools, especially in the townships. In addition, the literature provides both international and local perspectives of the high prevalence of school gang activity and claims that it results in an insecure teaching and learning environment. The specific research design selected for the study is a phenomenological study and is qualitative, explorative and descriptive in nature. A semi-structured interview method was employed to gather the data required. The findings of the study reveal that many learners in the township schools experience direct incidences of school gang activity either at school or on the way to or from school. In addition, the findings reveal that feelings of insecurity are most intense in the classroom situation because the opportunities to escape danger are minimal. The conclusions drawn from the study are that classrooms are dangerous places and this impacts on the ability of learners to achieve academically. Based on the findings, this mini-dissertation recommends collaborative efforts of all role-players to interact and produce amicable strategies and solutions that will decrease the occurrence of school gang activities and school violence. Gang activity in schools severely hinders learner academic performance. Hence incorporating interdisciplinary perspectives, involving activities such as teamwork and programme development can provide some solutions. This mini-dissertation is dedicated to my little angel, Avuyile Boqwana, in memory of the day she was born. I said that day, "A professor is born in my house," trusting that my wishes will be fulfilled one day. As young as she is, she is the source of all my inspirations to pursue life-long learning. My little is a source of motivation every time I look at her. She is my hope for the future. It was her enduring love when she always missed her bedtimes waiting for me to come back from my late tiring sessions that provided "the wind beneath my wings" to complete this educational journey.

Made available in DSpace on 2017-06-01T18:18:35Z (GMT). No. of bitstreams: 1 renan_goncalves_pinto_marques.pdf: 540697 bytes, checksum: 3444ed3869f93fba3c035e1e9feda4ac (MD5) Previous issue date: 2015-11-16 / The analysis of the criminalization of school bullying in the Brazilian criminal legal system gains strength when the emergence of the Draft Penal Code of 2012, which now provides in Art. 148 the crime of insulting intimidation, which is the name given to bullying in Brazil. Ie, school bullying is not a crime in our criminal law, however, there is the possibility of one day come to be criminalized. Faced with this possibility, there is the chance to be reckoned with in this dissertation in the sense that school bullying is an eminently related to the field of education problem, then the criminal law would not be the most appropriate branch of law to solve this problem. To examine this hypothesis, it will be initially addressed the use of criminal policies of punitive expansion as a form of social control of the margins of society through the systematic use of prison, given that the criminalization of new pipelines has relation with the adoption of policies criminal for this purpose. Within this context, they will look at some causes that justify criminal policies of punitive expansion and can also serve to justify the possible criminalization of school bullying , such as the inclusion of " fear " in the emotional tone of crime policy , the victim's return it to the center crimina politics and populism and the politicization of criminal law . Then , still within the context of the use of criminal policies of punitive expansion as a means of social control , will be analyzed other issues that are related to this issue , namely , the symbolic criminal law and criminal policy of zero tolerance , since this speech can also be used to justify the possible criminalization of school bullying. Further, the issue of school bullying will be addressed as a social problem related to the field of education and their (contradictory) proposed criminalization. To this end, it will be seen bullying phenomenon as a form of violence in schools, which covered the first studies of school bullying and the factors that can unleash it. Soon after, it will view the possibility of criminalization of school bullying and its relation to the criminal policy of punitive expansion. Finally, it will be seen the speech that opposes the criminal policies of punitive expansion, highlighting the delegitimization of the criminal justice system and its limited operation, approaching the selectivity of the criminal justice system and the marginalizing and stigmatizing effects of the prison system are shown the theoretical platform of critical criminology. They will also be considered alternatives to criminal political delegitimization of the penal system (the abolicionismos and minimalism), at which time can be made closing remarks to address the hypothesis of this dissertation. / A análise da criminalização do bullying escolar no ordenamento jurídico penal brasileiro ganha força quando do surgimento do Anteprojeto do Código Penal de 2012, que passou a prever em seu Art. 148 o crime de intimidação vexatória, que seria o nome dado ao bullying aqui no Brasil. Ou seja, o bullying escolar não é crime em nosso ordenamento jurídico penal, entretanto, existe a possibilidade de um dia vir a ser criminalizado. Diante desta possibilidade, surge a hipótese a ser enfrentada na presente dissertação no sentido de que se o bullying escolar é um problema eminentemente relacionado à área da educação, então o direito penal não seria o ramo do direito mais apropriado para solucionar este problema. Para analisar esta hipótese, inicialmente será abordada a utilização de políticas criminais de expansão punitiva como uma forma de controle social dos marginalizados da sociedade por meio do uso sistemático da prisão, tendo em vista que a criminalização de novas condutas possui relação com a adoção de políticas criminais com esta finalidade. Dentro deste contexto, serão vistas algumas causas que fundamentam políticas criminais de expansão punitiva e que também podem servir para justificar a eventual criminalização do bullying escolar, tais como a inclusão do medo no tom emocional da política criminal, o retorno da vítima para o centro da política crimina e o populismo e a politização do Direito Penal. Em seguida, ainda dentro do contexto da utilização de políticas criminais de expansão punitiva como forma de controle social, serão analisados outros pontos que possuem relação com esta temática, quais sejam, o direito penal simbólico e a política criminal de tolerância zero, já que este discurso também pode ser utilizado para justificar a eventual criminalização do bullying escolar. Na sequência, será enfrentada a temática do bullying escolar como um problema social relacionado à área da educação e a sua (contraditória) proposta de criminalização. Para tanto, será visto o fenômeno do bullying como uma forma de violência praticada no âmbito escolar, sendo abordados os primeiros estudos do bullying escolar e os fatores que podem desencadeá-lo. Logo em seguida, será vista a possibilidade de criminalização do bullying escolar e sua relação com as políticas criminais de expansão punitiva. Por último, será visto o discurso que se contrapõe às políticas criminais de expansão punitiva, que evidencia a deslegitimação do sistema penal e a sua limitada operacionalidade, abordando-se a seletividade do sistema penal e os efeitos marginalizantes e estigmatizantes do sistema carcerário que são mostrados pela plataforma teórica da criminologia crítica. Também serão analisadas as políticas criminais alternativas à deslegitimação do sistema penal (os abolicionismos e minimalismos), momento em que poderão ser feitas considerações finais para enfrentar a hipótese levantada na presente dissertação.