Vi vill med denna studie bidra till att förstå hur barns status och popularitet påverkas av kläder i grundskolan. Våra resultat visar att kläder påverkar popularitet och status i ett komplext samspel med andra faktorer, såsom beteende och umgänge. Kläder börjar bli viktigt för status och popularitet någon gång under mellanstadiet. Det är då barnen börjar bry sig om sin egen, och andras, klädsel. De måste förhålla sig till ett socialt spel där bl.a. kläder påverkar barnets position i statushierarkin på skolan. Hur barnen gör detta kan variera och vissa försöker ställa sig utanför ”popularitetstjafset”, medan andra tar till förtryckande taktiker för att själva stiga i status. Vi har undersökt detta genom att intervjua sju ungdomar i åldrarna 15-18 år om deras upplevelser i mellan- och högstadiet. Dessa intervjuer har vi sedan tolkat med en fenomenologisk analysmetod för att kunna förstå hur barnen upplever att kläder påverkat dem. För att tolka våra resultat har vi använt Goffmans dramaturgiska perspektiv och Adler & Adlers beskrivning av klickar. En artikel som betytt väldigt mycket för oss under planerandet av denna studie är Jon Swains artikel The Right Stuff som utforskar hur klädsel påverkar barnen i en brittisk mellanstadieskola. / The purpose of this stydy is to contribute to the understanding of how clothing affects the popularity among children. Our results show that clothing affects popularity and status i a complex interaction with other factors, such as behaviour and associates. Clothing becomes an important factor for popularity sometime during the ages middle school. This is when the children begin to care about theirs, and others, clothing. They have to relate to a social game where clothing affects their position in the status hierarchy. How they relate to this game may vary and some of them try not to compete for popularity, while others act opressively in order to gain status. We have studied this by interviewing youths ages 15-18, on their experiences during junior school. We have interpreted these interviews with an phenomenological method of analysis in order to understand how the youths experience the effects of clothing. We have used Goffmans dramaturgical perspective and Adler & Adlers description of clique dynamics in order to better understand this phenomenon. Jon Swains article The Right Stuff has proven to be of great aid during the planing of our stydy. In his article he explores how clothing affects the children in a junior school in england.

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Bakalauro darbe analizuojamas specialiųjų ugdymosi poreikių turinčių mokinių dalyvavimas mokyklos bendruomenės gyvenime. Darbe atlikta mokslinės ir metodinės literatūros analizė, anketinė apklausa. Suformuotas pagrindinis darbo tikslas - remiantis mokyklos bendruomenės narių (pedagogų, tėvų ir mokinių) požiūriu įvertinti specialiųjų ugdymosi poreikių turinčių mokinių dalyvavimą mokyklos bendruomenės gyvenime. Tyrime dalyvavo 150 Radviliškio rajono ,,X“ bendrojo lavinimo mokyklos bendruomenės narių: 30 – bendrojo lavinimo mokyklos mokytojų, 30 – specialiųjų ugdymosi poreikių (SUP) turinčių mokinių, 30 - mokinių, kurie neturi specialiųjų ugdymosi poreikių (SUP), 30 – specialiųjų ugdymosi poreikių mokinių tėvų, 30 – neturinčių specialiųjų ugdymosi poreikių mokinių tėvų. Anketinės apklausos metodu tirta ar mokiniai, turintys specialiųjų ugdymosi poreikių dalyvauja mokyklos bendruomenės gyvenime. Tyrimu siekta sužinoti pedagogų, tėvų ir mokinių požiūrį apie specialiųjų ugdymosi poreikių turinčių mokinių dalyvavimą mokyklos bendruomenės gyvenime, tarpusavio bendravimą su bendraamžiais, realų įsitraukimą į veiklas, dalyvavimo aktyvumą ir dažnumą. Svarbiausios empirinio tyrimo išvados: Daugumos respondentų požiūris į SUP vaikų ugdymąsi bendrojo lavinimo 1. mokykloje kartu su bendraamžiais ir dalyvavimą bendrose veiklose yra palankus. Specialiųjų poreikių mokinių įsitraukimas į mokyklos gyvenimą ir jų dalyvavimas klasės bei... [toliau žr. visą tekstą] / Bachelor's work explores the special needs pupils participation in the school life of the community. The work is done in the provision of scientific and literary analysis and a questionnaire- based survey. The main objective is on the basis of the school community members (educators, parents and pupils) to assess the special needs pupils' participation in the school life of the community. The study involved 150 Radviliškis district X "comprehensive school community members: 30-General education school teachers, 30-pupils with special educational needs (SEN), 30-pupils who do not have special educational needs (SEN), 30 patents whose children have special educational needs, 30 parents whose children do not have special educational needs. The questionnaire-based method of the survey examined whether pupils with special educational needs are involved in the school life of the community. The investigation was organised in order to find educators, parents, and pupils' attitude about special educational needs pupils' participation in school and community life, mutual communication with peers, the real engagement in activities, the activity and frequency of participation. The main empirical findings of the investigation: 1. Most of the respondents' attitude to the special needs pupils' learning in general education school together with peers, and participation in joint activities is favourable. There is still a lack in special... [to full text]

abstract: Studies of peer victimization typically focus on behavioral characteristics of the victims, and frequently overlook the role that peers may play. The current study extended previous research by examining how time spent with two types of peers (externalizing and socially competent) can serve as a risk or protective factor for preschoolers' victimization, and how victimization may differ for boys and girls. In addition, the study explored how affiliating with same-sex and other-sex externalizing and socially competent peers may differentially relate to victimization. Results showed that girls who affiliated with externalizing female peers were significantly more at risk for victimization. In addition, boys and girls who spent time with socially competent male peers (but not female peers) negatively predicted victimization. The results indicate that children's peers, in certain circumstances, may play an important role in victimization. These findings also highlight the importance of considering children's and peers' gender when studying peer processes. / Dissertation/Thesis / M.S. Family and Human Development 2011

Cyberbullying is a relatively new area of research which has developed over the last decade. Although its popularity has taken off recently, more research is needed to discern cyberbullying behavior. This dissertation seeks to address whether weak commitment to school, deviant peers, and cyberbullying victimization-strain variables can explain cyberbullying offending. In addition, it attempts to explain the mediation effects among weak commitment to school, deviant peers, cyberbullying victimization-strain, and cyberbullying offending variables. Using data from two middle schools in the United States, the findings suggest that weak commitment to school, deviant peers, and cyberbullying victimization-strain variables were able to predict cyberbullying offending. The findings also show that deviant peers and cyberbullying victimization-strain mediated, at least partly, the effect of weak commitment to school on cyberbullying offending. Overall, this dissertation indicates weak to moderate support for the commitment to school concept of social bonding theory and moderate to strong support for both the differential association and strain concepts of social learning and general strain theories. Theory and research implications are discussed.

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Temperamental self-regulation is typically associated with adaptive outcomes, but considerably less is known about the correlates of rudimentary self-regulation—regulatory capacity—in infancy. Some theoretical frameworks also suggest that low and high levels of inhibitory control—one component of temperamental self-regulation—may be related to negative outcomes, and further that this may depend on individual differences in shyness. In this dissertation, I examined the functional correlates of infants’ regulatory capacity moderated by physiological regulation (Chapter 2), the negative consequences of low and high levels of inhibitory control on preschoolers’ social and psychological outcomes (Chapter 3), and the social (Chapter 4) and contextual (Chapter 5) factors modifying the impact of inhibitory control on shy children’s interpersonal outcomes. In Chapter 2, I found that infants’ regulatory capacity was only negatively related to behavior problems when infants displayed high levels of physiological regulation during an emotionally salient stressor. In Chapter 3, I found that very low and high levels of inhibitory control were related to the highest levels of avoidant social behavior and internalizing and externalizing problems in preschoolers. In Chapter 4, I found that preschoolers’ shyness was only negatively associated with their own observed approach behavior when their own inhibitory control was high (actor effects), and this pattern of results differed when examining the partner’s observed behavior (partner effects). In Chapter 5, I found that shyness was negatively associated with social support seeking when preschoolers displayed high levels of inhibitory control in an unfamiliar context, and this pattern of results differed in a familiar context. These studies challenge the longstanding belief that self-regulatory processes are adaptive for all children all the time, and suggest that developmental, temperamental, and contextual factors may influence whether self-regulation acts as a resiliency or risk factor. / Dissertation / Doctor of Philosophy (PhD) / Self-regulation refers to children’s ability to control their behavior and attention to achieve goals and is an important part of personality. Although self-regulation is typically associated with positive outcomes during the preschool period, less is known about the consequences of self-regulation during infancy, and some research has suggested that low and high self-regulation may have negative consequences for children. In this dissertation, I examined whether physiological regulation during infancy influenced the relation between self-regulation and behavior problems, and then I examined whether low and high levels of self-regulation are associated with children’s problematic social and psychological outcomes and whether these relations depend on children’s shyness and their social partner’s characteristics. Together, this work challenges the belief that self-regulation is always protective for all children all the time and suggests that personality and contextual factors may determine whether self-regulation acts as a protective or a risk factor.

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