Background: The prevalence of obesity is increasing in all segments of our society. While research exists on the physical consequences of obesity, the social implications of childhood obesity require study. Those who are obese are visibly different from their peers and are more likely to experience physical and verbal abuse when compared with their normal weight peers. Objectives: The objectives of the two studies comprising this thesis were to examine, 1) the temporal sequence between adiposity class and bullying involvement, and, 2) to determine whether the relationship between adiposity class and weapon carrying is mediated by bullying. Methods: Objective 1. Participants were administered the Health Behaviour in School-Age Children Survey (HBSC) in 2006 and 2007. Study outcomes were self reports of: 1) physical bullying victimization and perpetration, and 2) relational bullying victimization and perpetration. Relationships between adiposity and the four forms of bullying were investigated in separate analyses using a repeated measures design. Objective 2. A cross-sectional analysis of the health experiences of 7877 Canadian children (11-15 years) using the 2006 HBSC survey was conducted. Relationships between adiposity status and weapon carrying were evaluated using multi-level logistic regression. Mediation by bullying involvement was assessed using standard methods. Results: Objective 1. Adiposity class was shown to precede bullying involvement, with obese males reporting 2-fold increases in both physical and relational victimization, while obese females reported 3-fold increases in perpetration of relational bullying. Objective 2. Results suggest that overweight and obese males report increased odds of weapon carrying compared to their normal weight peers. Among obese males, partial mediation of this relationship was observed by acts of: physical victimization, relational victimization and physical perpetration. No such relationships were observed among female students. Conclusions: Objective 1. Our study demonstrates the importance of adiposity status as a determinant of poor interpersonal relationships. These findings are congruent with previous cross-sectional studies, and confirm that obese youths are at increased risk of social consequences attributable to their appearance. Objective 2. Overweight and obese male students appear to be more likely to carry weapons for defensive and offensive purposes, a behavior mediated in part by bullying involvement. / Thesis (Master, Community Health & Epidemiology) -- Queen's University, 2009-08-20 14:56:57.616

本研究旨在探討新北市國中學生母親管教方式、知覺關係霸凌與憂鬱行為表現之關係。以立意取樣選取新北市之公立國民中學學生共501人進行問卷調查。調查結果採用描述性統計、t 檢定、單因子變異數、皮爾森積差相關、逐步多元迴歸等統計方法進行資料分析。主要研究結果如下： 一、新北市國中學生知覺受到關係霸凌的概況為中等偏低的程度。 二、新北市國中女學生知覺受到整體關係霸凌，顯著高於男學生。 三、新北市國中七年級學生知覺受到整體關係霸凌，顯著高於九年級學生。 四、不同家中排行的新北市國中學生知覺受到整體關係霸凌未達顯著差異。 五、學校規模「60班以上」的學生知覺受到整體關係霸凌，顯著高於「24班含以下」及「25至59班」的學生。 六、新北市國中學生母親採用「反應」或「要求」的管教方式，與其知覺受到整體關係霸凌間無顯著相關。 七、在不同背景變項下，新北市國中學生知覺受到整體關係霸凌與憂鬱行為表現，有顯著正相關。 八、新北市國中學生知覺受到「關係操弄」及「散播謠言」方式的關係霸凌、母親較少採用「反應」的管教方式，能有效預測其憂鬱行為表現，解釋總變異量為25.4％。 九、新北市國中學生知覺受到「關係操弄」方式的關係霸凌，為最重要預測其憂鬱行為表現的變項。 　　本研究根據上述結果加以討論，並分別針對學校單位、教育行政主管機關及未來研究提出建議，以供後續相關實務工作及研究之參考。 / The purpose of this study is to discuss the relationship between mother parenting style, relational bullying and depressive behavior among the junior high school students in new Taipei city.501 students selected from the junior high school of new Taipei city.The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation analysis, and Multiple Stepwise Regression. The main findings were as follows: 1.The student’s perception of relational bullying victimization is at lower-medium level. 2.The perception of relational bullying in female students is obviously higher than male students. 3.The perception of relational bullying in seventh-grade students is obviously higher than ninth-grade students. 4.The perception of relational bullying of students in different birth order has no significant difference. 5.The perception of relational bullying of students in the school over 60 classes is obviously higher than the students in the school less than 24 classes and in the school of 25 to 59 classes. 6.There is no significant difference between mother’s parenting style and the perception of relational bullying. 7.There is a positive relationship between the perception of relational bullying and the students depressive behavior. 8.The perception of the relation’s manipulation, spreading rumors and the Responses of mother’s parenting style shows the obvious predictors of student’s depressive behavior. The explaination of the total variance is approximately 25.4%. 9.The perception of relation’s manipulation of bullying are the most indicator of the student’s depressive behavior. 　 Follow by the discussions of the results, there is several suggestions for the schools, the educational administrative authorities, and further researchers.

The purpose of this dissertation is to extend General Strain Theory (GST) to examine prosocial, asocial, and antisocial behavior in response to bullying. In GST, Agnew (1992; 2001; 2013) asserted that negative emotions can lead to criminal or aggressive coping but there are a number of factors that increase or decrease the propensity to respond aggressively (Agnew, 1992; Richman & Leary, 2009). In this dissertation, I examine whether and how rejection (operationalized as bullying victimization) is associated with aggressive responding as opposed to prosocial (e.g., befriending others) or asocial (e.g., avoiding people and social events) responding. This dissertation consists of three studies testing theoretical variables of bullying victimization as well as behavioral responses to four types of bullying: physical, verbal, relational, and cyber. Study 1 of this dissertation examines risk and protective factors for types of bullying victimization. Study 2 applies GST to test the effect of social support, or the availability of alternative relationships (i.e., having others to count on or turn to for social support), on responses to four types of bullying. Study 3 tests the effect of power dynamics on responses to physical and relational bullying. In conducting this research, I hope to: 1) integrate interdisciplinary bodies of literature to examine risk and protective factors of bullying victimization and behavioral responses to bullying and 2) improve understanding of how these experiences are affected by the power dynamics involved in bullying. Overall, the results of this dissertation suggest that types of negative emotions and behavioral outcomes vary by type of bullying victimization. Cyber bullying was found to have more negative consequences than any other form of bullying. Across all four forms of bullying, social support was found to be associated with an increased likelihood of youth engaging in prosocial behavior. Implicit power, or the perception that one’s bully has a high social standing at school, significantly influenced responses based on the type of bullying. However, even when controlling for power dynamics, social support was still associated with increased prosocial behavior in response to bullying victimization. Theory and policy implications are discussed.

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Relational bullying, although covert in nature and difficult for adults to notice and identify, is becoming increasingly prevalent among young children and teens. The success of bibliotherapy as preventative and intervention practices for bullying shows that portrayals of relational bullying in quality children’s literature would be effective in reducing and preventing it. However, relational bullying is rarely portrayed in children’s literature. My goal was to find quality children’s realistic fiction literature that portrays relational bullying in Newbery award-winning books, and to bring them to the attention of teachers. After creating a table to determine what types of bullying, if any, were portrayed in the 21 Newbery Medal and Honor realistic fiction children’s literature (1996-2016), the books were read in their totality, and analyzed for any portrayals of relational bullying, including the experience of bullying from the eyes of the bully, victim, and bystander. The bullying portrayed in the literature was described, as well as the characteristics of the bully and victim. Only 10 out of the 21 books read contained portrayals of bullying in the plot. Using this information, future research will include creating a website for teachers, other educational professionals, and parents, to help bring quality children’s literature portrayals of relational bullying to their attention. The hope is that teachers will begin to use the findings of this study as a resource with their students, to prevent or address relational bullying in their classrooms, and to recommend it to school psychologists, counselors, and parents, as needed.