Peer victimization, the experience of being socially excluded, emotionally mistreated or physically abused by peers, is a serious social issue in schools. Past research suggests that whole school, multi-component programs which aim to change school contexts are most effective in reducing victimization. However, the underlying mechanisms that are responsible for program effectiveness are not well understood. The current study examined how protective contexts influence young children‟s reports of victimization in early elementary school. Participation in the WITS® peer victimization prevention program, as well as classroom and individual levels of social responsibility, were tested as protective factors associated with declines in victimization over time. In a sample of 830 children, trajectories of physical and relational victimization were examined across Grades 1 to 3 with the use of latent multiple-indicator growth modeling. Children in the WITS® program (n = 422) showed more rapid declines in peer victimization over time compared to children in control schools (n = 418). Classroom levels of social responsibility were associated with declines in relational victimization for program children. Individual levels of social responsibility were associated with declines in physical victimization for program children. Implications for changing classroom norms through promoting social responsibility in the context of intervention and prevention are discussed. / Graduate

Zugl.: Lüneburg, Universiẗat, Magisterarbeit.

Thesis (doctoral)--Universität, Saarbrücken, 2002.

Diss. phil.-hist. Bern, 2003. / Literaturverz. Erscheint auch auf CD-R.

Diss. phil.-hist. Bern. / Literaturverz.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

none

Thesis (Ph.D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xii, 207 p.; also includes graphics. Includes abstract and vita. Advisor: Ralph Gardner, College of Education. Includes bibliographical references (p. 157-172).

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiv, 208 p.: ill. Includes abstract and vita. Advisor: Gwendolyn Cartledge, College of Education. Includes bibliographical references (p. 157-174).

Informal and incidental use of peer education is common practice, but it has lacked definition in its implementation. Considerable literature is in existence. However, there is a lack of quality evidence on the application and effectiveness of this educational intervention. This study is an analysis of existing data on the intervention peer teaching and learning in clinical education. In the context of this thesis peer teaching and learning is undergraduate health science students teaching and learning from one another in clinical practice settings. The purpose of this study is to increase the theoretical body of knowledge, which informs this educational practice. / A search was conducted of health science and educational electronic databases using the terms peer, clinical education and undergraduate. The set limitations of the search were publication after 1980, English language and research paper. From this thirteen articles met the inclusion criteria, after rigorous critical and quality appraisal. This appraisal was conducted with a tool developed by the researcher that allowed the synthesis of both quantitative and qualitative studies specific to education. The authors of included studies were contacted regarding knowledge of existing articles that had been missed in the initial search. Hand searching of two key journals, Nurse Education Today and The Journal of Nursing Education, produced no further studies. The selected studies were rated according to the National Health and Medical Research Council, 2000 (NHRMC) levels of evidence for guideline development. The results have been collated into a narrative summary. / According to the NHRMC (2000) guidelines the evidence is low, it was accumulated from both quantitative and qualitative studies and is listed, along with the recommendations, in the final chapter of this thesis. This study demonstrated mostly positive outcomes on the effectiveness of peer teaching and learning; it increases students' confidence in clinical practice, enhances learning in the psychomotor, affective and cognitive domains. And evidence exists that it allows for greater student numbers in a clinical practice area. The negative aspects identified included poor student learning particularly if personalities or learning styles were not compatible and a reduction in time spent singularly with the clinical instructor. / Thesis (MNursing)--University of South Australia, 2004.