There is ample evidence to suggest that, in the context of dating relationships, female-perpetrated intimate abuse is as common as male-perpetrated intimate abuse (e.g., Archer, 2000). Despite awareness of this fact, female-perpetrated intimate abuse remains an understudied area. The current study adds to the available literature on female-perpetrated intimate abuse by examining Dutton’s (2007) theory of the Abusive Personality in a sample of 914 women who had been involved in dating relationships. This is the first study to examine all elements of the Abusive Personality in women simultaneously. Consistent with the Abusive Personality, recalled parental rejection, borderline personality organization (BPO), anger, and trauma symptoms all demonstrated moderate to strong relationships with women’s self-reported intimate psychological abuse perpetration. Fearful attachment style demonstrated a weak to moderate relationship with psychological abuse perpetration. With the exception of fearful attachment, all elements of the Abusive Personality demonstrated a relationship with women’s self-reported intimate violence perpetration. However, these relationships were comparatively weak. A potential model for explaining the interrelationships between the elements of the Abusive Personality was tested using structural equation modeling. This is the first study with either sex to examine all elements of the Abusive Personality simultaneously using structural equation modeling. Consistent with the proposed model, recalled parental rejection demonstrated a relationship with BPO, trauma symptoms, and fearful attachment. Also consistent with the model, trauma symptoms demonstrated a relationship with anger, and BPO demonstrated strong relationships with trauma symptoms, fearful attachment, and anger. Additionally, anger itself had a strong relationship with women’s self-reported perpetration of intimate psychological and physical abuse. Contrary to the proposed model, fearful attachment had a non-significant relationship with anger – when this relationship was examined using structural equation modeling. Based on findings from the current study, fearful attachment has a weaker relationship with college women’s perpetration of intimate abuse than it does with clinical samples’ perpetration of intimate abuse. Following a discussion of the results, limitations of the study are discussed in conjunction with possible future directions for this line of research.

Over the past 10 years, internet use has become an integral part of adolescent socialization. Teenagers use the internet to communicate with known others as well as with strangers. They engage in online entertainment in the form of gaming and surfing the web. While adolescents mainly use the internet to maintain pre-existing friendships, some adolescents make close friendships online. They also encounter negativity online in the form of cyberbullying. Despite the pervasiveness of internet use, relatively little is known about long-term effects of internet activities on adolescent psycho-social adjustment. This group of studies aimed to identify change over time associated with various aspects of internet use. First, the long-term associations between different internet-based activities and adolescent social relationships were identified. Second, the differences between adolescents who form close internet-based friendships and those who do not were examined. Finally, the importance of internet-based bullying was identified. Overall, results suggest that while some internet-based activities are associated with increased positive effects, some internet activities are also associated with negative outcomes over the long term. Having close online friends as part of one’s peer group is associated with negative psychosocial factors. Cyberbullying was identified as a form of bullying that is associated with many important outcomes. The implications of these findings call for an increase in monitoring, involving not only supervision but direct communication, of adolescents’ internet activities, and increased communication in families about internet use. / Thesis (Ph.D, Psychology) -- Queen's University, 2008-08-27 21:52:03.178

No description available.

A 1997 survey of Canadians revealed that bullying occurs once in every seven minutes on the playground and once in every twenty-five minutes in the classroom (Craig and Peplar, 1997). It is my feeling that educators need to be positively proactive and pursue interventions in the classroom, that have the potential to improve relationships, discipline and respect in order to reduce this statistic. This study explored how the adults and students in an individual grade one classroom might build positive relationships in the classroom community. The study was based on the discipline policy of my school division, as stated in the “School Divisions Standard of Behavior” (2006) document and the ideas of Michelle Borba explained in “The Accentuating Respect and Defusing Disrespect Model” (Borba, 2007). Action research data, obtained from the participants, indicated that respect grounded in positive relationships and effective discipline can be introduced to students in an intense one month program, but requires an ongoing relationship between the child and the adult and life-long learning in order to be maintained.

This thesis examines a form of relating, relating as conocidos, which involves requesting and granting favours and deals with issues of reciprocation across a temporal and spatial dimension. Conceptually, this research distances itself from normative and instrumental approaches to networks of relations. It proposes an understanding of relational processes in which non-unitary subjects engage dynamically in reciprocal activities which hold them accountable. The thesis draws on theories of reciprocation and gift giving, and resorts to Bourdieu's theory of practice as a frame for understanding relating as conocidos. The fieldwork relies on two complementary methods of investigation, participant observation and unstructured interviews, and was undertaken over the course of three visits to the rural towns of Hermigua and San Sebastian in La Gomera, an island of the Canarian Archipelago. Observations were recorded daily in a fieldwork diary, and the interviews were analysed with the help of ATLAS/ti. Empirically, the thesis explores the relevance of temporal and spatial markers in practising relations. It looks at the contextual code of practice, within which people engage in intricate strategies in order to perform relating as conocidos under community surveillance. Finally, the thesis examines the discursive realm in which relating as conocidos is understood, identifying the citizen's discourse, based on ideas of equality and the islander's discourse, based on ideas of fairness and performed through trust. The thesis ends with a discussion of the relevant conceptual and empirical contributions, and provides alternative ways of making sense of the practice of relating as conocidos. The tensions and co-existence of these two discourses introduce relating as conocidos as an accepted practice in caring for others or as an unacceptable form of corruption.

No description available.

There is no abstract available for this dissertation.

This study investigated student and teacher judgments of selected socialization experiences in the junior high school. The instruments used to collect the data were questionnaires consisting of 56 items administered to the entire student bodies (11,943 students) of fourteen junior high schools in Northwestern Indiana, plus a similar questionnaire consisting of 23 items administered to the entire faculty (502 teachers) of the same schools.The review of past research in the area of socialization in education indicated that no previous study had employed parallel instruments for students and teachers. The research revealed that previous studies employed distinctively different questionnaires for student and teacher. This suggests that other researchers did not study directly the relationships between student and teacher judgments concerning socialization in the educative process. The questions used to collect the data for this study were parallel in both student and teacher questionnaires. This was done to solicit judgments from both students and teachers on parallel topics relating to the socialization process as it occurs in the junior high school.Findings were reported on the judgments of students and teachers on selected socialization experiences under five major headings. These included the junior high school as a socializing influence, parent and peer relationships as socializing influences, and mass-media and extra-curricular activities as socialization influences, and student-teacher interactions as socializing influences.The data gathered concerning the student judgments in reference to parental influences in the socialization process in education revealed that the student judged their parents as viewing the school as a supportive agency and saw parents as desirous that their off-spring procure the benefits school affords.The conclusions drawn from the study of the part played by peer relationships was that the student judged this relationship to have little positive or negative effect on the effort he expended to do well in school. Five per cent of the students judged that they did poorly in school in order to raise their standing among their peers.Mass-media and extra-curricular activities were judged by 51 per cent of the students to be of little influence in their socialization experiences.Student-teacher relationships were judged by most students to be the major school-related socialization influence on them during their junior high school years.In the teacher questionnaire the following information contributed to the conclusions drawn from the data collected: 50 per cent of the teachers judged that the school is obligated to offer each student profitable experiences during his school years.Most teachers were focusing on mastery of content, not primarily on producing particular social outcomes.About two-thirds of the teachers agreed that an authoritarian school system was the best preparation for citizenship.About two-thirds of the teachers did not judge that the student should participate in educational decision-making in order to be prepared to face a future dependent on his ability to make decisions. The same fraction judged that the student should meet the expectations set by others rather than set his own educational goals or participate in their development.'One-third of the teachers had a sense of confidence in working within the political and social system as it existed in their school system and saw no reason for change. About one-half of the teachers agreed that the student should be involved, through a rating form, in the evaluation of the teachers, but stated that this involvement should not be a major factor in teacher evaluation.Information presented in this study is the merest outline of a few major structural patterns of pupil and teacher judgments on selected socialization experiences in the junior high school and a suggestion of some ways in which the socialization of individuals and. their acquisition of roles in society take place. It is hoped that the ideas have developed enough to suggest a field of mutual interest for social scientists on the one hand and those concerned with the actual operation of the schools on the other to join forces and investigate the problem more thoroughly.

There is no abstract available for this dissertation.

A 1997 survey of Canadians revealed that bullying occurs once in every seven minutes on the playground and once in every twenty-five minutes in the classroom (Craig and Peplar, 1997). It is my feeling that educators need to be positively proactive and pursue interventions in the classroom, that have the potential to improve relationships, discipline and respect in order to reduce this statistic. This study explored how the adults and students in an individual grade one classroom might build positive relationships in the classroom community. The study was based on the discipline policy of my school division, as stated in the “School Divisions Standard of Behavior” (2006) document and the ideas of Michelle Borba explained in “The Accentuating Respect and Defusing Disrespect Model” (Borba, 2007). Action research data, obtained from the participants, indicated that respect grounded in positive relationships and effective discipline can be introduced to students in an intense one month program, but requires an ongoing relationship between the child and the adult and life-long learning in order to be maintained.