School Bullying and Related Factors of the Case Study in Kaohsiung City. Advisor: Shu-Ching Yang, Ph.D. Author: Yu-Hsiu Chen Abstract The study use questionnaires and interviewing to survey school billing status and experience of fourth, fifth,and sixth graders in Kaohsiung. So we can understand those victims, bullies and witness who suffered from different types, frequency and degree of perceived harm.Then to explore the correlation between school bulling and the facyors, such as school management, teacher-student relationship, personal behavior, family disciplin and personalities and try to predict.First, based on grades and relationship. a total of 13 students interviewed. Campus Life questionnaire with "traditional bullying," "cyberbullying", "relevant factors" and "deal with attitude" proposition. There were 390 questionnaires given out and 381, effective ones returned. The effective received rate is 97.6%. They were analyzed by describe statistics, Independent-Sample t-test, One Way Anova, Pearson Product -moment Correlation, and multiple regression. The results of the study are listed as follow: 1. Elementary school students¡¦ School bullying is not serious in the case. Experience of bullying tend to serious injuries.Only respondents who suffered bullying experience serious. 2. Victim and the harm are mostly boys. However, interviews have found that gender differences only with the type tool. Higher grades more serious bullying. But school bullying is not difference with socioeconomic status. 3. Access to Internet cafes, more than 2-3 hours, online game, using the Internet without adult consent, not present when adults use the Internet, Prone to bullying. 4. Relevant factors and the type of school bullying and relationships are notable. School management, teacher-student interaction with the type of school bullying and relationships are negatively related. Behavior and attitude, family discipline, personality traits are positively correlated. 5. School bullying on the victim's psychological harm is more serious than physical. For the victim, victimization and bystander, have a negative influence. According to the results, suggestions are proposed as the reference for the school,f families and researchers in the future.

There has been a tremendous increase in the study of school bullying over the past 20 years, where research findings have shown that bullying occurs in school settings regardless of particular country or culture. The vast majority of this research has addressed the behavior of the aggressor (i.e., the bully), whereas relatively few studies have focused on children who are the targets of peer aggression (i.e., the victim). Research findings specific to victims of bullying have shown certain characteristics that indicate increased risk of victimization, such as social isolation, insecurity, and physical weakness.Based on circumstances or manifestations associated with having a disability in a school setting, students with disabilities may have some of the characteristics identified as risk factors for victimization. The purpose of the present study was to determine whether Hispanic students who have disabilities report higher rates of victimization by bullies in comparison to their non-disabled peers, and whether having a particular disability, if any, resulted in more frequent victimization. Forty-three (43) students participated in the study and completed the Reynolds Bully Victimization Scale (BVS) and the Olweus' Bully/Victim Questionnaire (OBVQ). The data from these measures were evaluated using Analysis of Variance, Multivariate Analysis of Variance, and Fisher's Exact Test.The results showed that students identified as having a disability obtained significantly higher BVS scores for victimization, and their BVS T-scores reached clinical significance levels significantly more often than those of non-disabled students. However, results from the OBVQ did not yield significant difference between students with and without disabilities. With respect to having different disabilities (specific learning disability, speech language impairment, & mild mental retardation), the results showed no significant differences in victimization rates for the BVS or the OBVQ. Similarly, no significant differences emerged for victimization across grade/school level. Further research is needed in this area, since the present study appears to be the first research in the United States that has attempted to compare bully victimization rates across students having various different disabilities.

This study was carried out during an intervention program tackling bullying in classrooms. The study's main aim was the exploration of emotional expressions (verbal and nonverbal) of bullies, victims and bystanders, the hypothesis being that these children react in emotionally different ways. The intervention program was carried out in an Italian elementary school over a period of 8 months. The sample of the study included 6 experimental classes (in which intervention strategies were carried out) and 3 control classes (in which the normal curriculum was used). Peer nominations were used to single out bully, victim and bystander children. In experimental classes Cooperative Group Work (CGW) was carried out once a week. This was video-recorded and so was children's behaviour in the playground. Using these videos children were interviewed at the beginning and at the end of the intervention by means of Interpersonal Process Recall (IPR, Kagan and Kagan, 1991). These interviews were also video-recorded, and then analysed using content analysis for the verbal emotional expressions and the Maximally Discriminative Facial Movement Coding System (MAX, Izard, 1979) for facial expressions. Moreover, naturalistic observation in the playground was carried out using a behavioural check list, again at the beginning and at the end of the intervention. Results show that during IPR victims displayed significantly less verbal and non verbal emotional expressions than bullies and bystanders, and that the latter showed indifference towards victims' experience. In the last interview more empathy and more awareness about their own and the others' emotions was found in most children. Some bullies and some victims did not show any change in the considered behaviours. Both victims and bystanders showed improvement of social skills during playground activities. Finally, peer nomination scores of bullies and victims of experimental classes significantly improved compared to those of control classes.

Abstrakt Syftet med det här examensarbetet är att undersöka hur lärare och pedagoger arbetar för att motverka mobbning i skolan. Det empiriska materialet är insamlat på en F- 5 grundskola i en större kommun i södra Skåne. En grundskollärare och skolsköterskan på skolan intervjuades, de är både en del av trygghetsgruppen på skolan, en grupp som består av rektor, specialpedagog, kurator, skolsköterska, lärare och fritidspedagoger. Innan intervjuerna observerade vi ett trygghetsmöte. Vår undersökning visade att personalen på vår skola arbetar med ett salutogent tänkande genom att lyfta det positiva i verksamheten och genom att inspirera eleverna till att agera med andras bästa för ögonen, det vill säga ett prosocialt beteende. Personlen på skolan har även genom en enkät tagit reda på vilka platser på skolan eleverna anser som riskfyllda och ökat pedagogtätheten på dessa platser. Personalen implementerar styrdokumenten i deras dagliga arbete, genom att arbeta med värdegrunden i alla ämnen. Syftet besvarades med hjälp av följande frågeställning:Hur arbetar lärare och pedagoger för att förebygga mobbning på skolor? Vad gör skolan för att involvera eleverna i arbetet mot mobbning?Hur används styrdokumenten i lärarnas och pedagogernas arbete?Hur utbildade är lärare och pedagoger i att kunna hantera och upptäcka mobbning?I vår undersökning har vi arbetat med begrepp som mobbning, salutogent tänkande, prosocialt beteende och lekvärdar. Nyckelord: mobbning, salutogent tänkande, prosocialt beteende.

Bullying occurs to some extent in all schools. Study 1 investigated and screened for frequently bullied students in a randomly selected and stratified sample of Year 4 students in 29 primary schools using multiple informants and a comprehensive measure of bullying. Using self- and/or parent-report, 16.3% of students were identified as frequently bullied, defined as 'about once a week' or more. There were no sex differences in the proportion of students identified as frequently bullied, however, frequently bullied boys were more likely to experience physical bullying and having money or other things taken away or broken. Self- and parent-report revealed significantly more depressive and anxiety symptoms, somatic complaints, and lower peer self-concept and general self-worth in frequently bullied students. Furthermore, a greater proportion of frequently bullied students experienced clinical levels of depressive, anxiety and/or somatic symptoms. The results clearly highlight the need for interventions that reduce and prevent the distress of frequently bullied students. In taking a universal approach to bullying intervention, it is important that the needs of targeted groups are not overlooked. In Study 2, a group randomised controlled trial with follow-up investigated the impact of the first year of a universal whole-school bullying preventive intervention, Friendly Schools, on the psychological health of frequently bullied students aged 8-9 years. The program utilised the Health Promoting Schools (HPS) approach to facilitate implementation of classroom curriculum, whole-school policy and practice, and partnerships with parents. / At post-intervention and 4-month follow-up the proportion of students who remained frequently bullied did not differ across the groups. Furthermore, there were no significant group differences on self-report victimisation frequency or self and parent-report health outcomes. A preventive effect was revealed however, when students were categorised to clinical and healthy subgroups on the basis of student report pre-intervention scores on the Children's Depression Inventory and the Revised Children's Manifest Anxiety Scale. A greater proportion of intervention students with low levels of depression and/or anxiety remained healthy at post-intervention, compared to control group children. However, this effect was not maintained at follow-up and the intervention did not reduce symptoms into a healthy range for frequently bullied children reporting high levels of symptomology at pre-intervention. Process evaluation revealed moderate to high levels of use and satisfaction with Friendly Schools by school staff, students and parents. These results suggest that the universal intervention protected students who were frequently bullied from developing clinical levels of depressive and/or anxiety symptoms in the short term. This is a positive finding given that a universal approach acknowledges the social context of bullying and is highly suitable to the school environment, offering economy, practicality and reduced stigmatisation of bullied students. / However, the lack of maintenance of the result emphasises the need for an on-going, multi-year approach. Furthermore, to effectively meet the mental health needs of frequently bullied students already experiencing high levels of symptoms, levels of intervention beyond universal are required. Schools and related health services should address this finding in their planning and implementation of intervention aimed at addressing bullying and helping students victimised by their peers. To help achieve this, further research is required to determine effective targeted strategies that complement universal, whole-school action.

This research aims at revising the Victim Scale of the School Bullying Scales to examine bullying behaviors with high frequency and high severity. Participants were 1611 secondary school students in Kaohsiung. The Rasch Rating Scale Model was employed to analyze the collected data. Results showed that the revised Victim Scale fit well, exhibiting good evidence of the construct validity. Male students considered that victimized behaviors with high frequency and high severity were ¡§friendship being breached,¡¨ ¡§belongings being taken without permission,¡¨ ¡§goods being breached,¡¨ ¡§being tattled,¡¨ ¡§being hit or kicked,¡¨ and ¡§being neglected intentionally. Female students revealed different patterns of bullying behavior, while female students regard ¡§friendship being breached,¡¨ ¡§being crowded out of a group,¡¨ ¡§being isolation,¡¨ ¡§belongings being taken without permission,¡¨ ¡§being tattled,¡¨ ¡§being criticized online,¡¨ ¡§being neglected intentionally¡¨ and ¡§others kept silent to me on purpose¡¨ as victimized behaviors with high frequency and high severity. Finally, the implications for school bullying intervention and prevention were discussed. Keywords: school bullying, Rasch measurement, multidimensional Rasch analysis, DIF

Research on principals' perceptions and responses to school bullying is scarce. This study investigated the perceptions of seven middle school principals and their responses to six hypothetical vignettes depicting incidents of physical, verbal, or relational bullying. During interviews, respondents were asked to rate the seriousness of each incident and describe how they would respond. Respondents rated all the incidents, regardless of the form of bullying, as moderately serious, serious, or very serious. When asked to describe how they would respond to incidents, all responded they would take action (e.g., consequences for the instigator, interventions to change the behavior of the instigator, support for the target). State statute on bullying, school anti-bullying policies, past experience with bullying, and a belief that students deserve to feel safe were key to guiding their responses. The principals recognized that bullying occurred on their campuses but indicated that incidents were minimized as a result of their strong school anti-bullying polices and a belief that no form of bullying was to be tolerated on their campuses.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-10-23T18:03:32Z No. of bitstreams: 1 2013 - Sandra Burin Sbardelotto.pdf: 3694700 bytes, checksum: 9cf1e5f789b51bbb8d179b341bad52ee (MD5) / Made available in DSpace on 2018-10-23T18:03:34Z (GMT). No. of bitstreams: 1 2013 - Sandra Burin Sbardelotto.pdf: 3694700 bytes, checksum: 9cf1e5f789b51bbb8d179b341bad52ee (MD5) Previous issue date: 2013-04-03 / Based on the premise that bullying encompasses a veiled form of violence present in almost all the educational institutions across the globe, we sought in this research not only verify the presence of the phenomenon by the Federal Institute of Santa Catarina - Campus Sombrio, as, also, understand and analyze the phenomenon of school bullying, perform an intervention by an extension work through an awareness campaign with the students of the institution. The methodology of this study was divided into three stages: the first stage, we sought to know the reality of the phenomenon at the Federal Institute Catarinanse, Campus Sombrio. At this stage, it was used as a tool for data collection a semistructured questionnaire, applied in 90 students in the classes of 2nd and 3rd year of High School and Technical Course as well as a consultation with individual records of students - administered by the General Coordination Support Educating. In the second stage, held an intervention with an anti-bullying campaign, with development activities with students in order to discuss, understand, think about the consequences, the protagonists and the importance of fighting him at the Institute. In the third stage, was assessed with the project participants with a questionnaire open. The research showed not only the presence of bullying at the Federal Institute of Santa Catarina, as well as vertical upwardbullying and cyberbullying. These findings, per si, justify this work and the pursuit of dissertative awareness campaign developed in Federal Institute of Santa Catarina, Campus Sombrio. However, as shown by the results, its efficiency depends on the future continuation of the program for a longer period of time, and by implementing and developing new coping strategies and combating school bullying. Put another way, the program requires adjustments: high temporal amplitude and greater involvement of the school community so that its efficiency is assured and its benefits are enjoyed by all involved in the phenomenon of bullying. Thus, it may contribute to the behavioral and personal enrichment of the members of the school community, and the eradication of school bullying. / Partindo-se da premissa de que o bullying encerra uma forma de viol?ncia velada presente na quase totalidade das institui??es de ensino em todo o globo, buscou-se, nesta pesquisa, n?o apenas constatar a presen?a do fen?meno junto ao Instituto Federal Catarinense - Campus Sombrio, como, tamb?m, compreender e analisar o fen?meno do bullying escolar, realizar uma interven??o mediante um trabalho de extens?o atrav?s de uma campanha de conscientiza??o com os alunos da institui??o. A metodologia deste trabalho foi dividida em tr?s etapas: na primeira etapa, buscou-se conhecer a realidade do fen?meno no Instituto Federal Catarinense, Campus Sombrio. Nesta etapa, usou-se como ferramenta de coleta de dados um question?rio semiestruturado, aplicado em 90 alunos das turmas de 2? e 3? anos do Ensino M?dio e do Curso T?cnico, bem como uma consulta ?s fichas individuais dos alunos, ? administrada pela Coordena??o Geral de Apoio ao Educando. Na segunda etapa, realizou-se uma interven??o com uma campanha antibullying, com desenvolvimento de atividades junto aos alunos com o prop?sito de discutir, compreender, pensar nas consequ?ncias, nos protagonistas e na import?ncia de combat?-lo no Instituto. Na terceira etapa, foi feita a avalia??o do projeto junto aos participantes com aplica??o de um question?rio aberto. A pesquisa evidenciou n?o apenas a presen?a do bullying no Instituto Federal Catarinense, como tamb?m o bullying vertical ascendente e o cyberbullying. Estas constata??es, per si, justificam a realiza??o deste trabalho dissertativo e o prosseguimento da campanha de conscientiza??o desenvolvida no Instituto Federal Catarinense, Campus Sombrio. No entanto, conforme mostram os resultados obtidos, sua efici?ncia futura depende do prosseguimento do programa por um per?odo maior de tempo, bem como mediante a aplica??o e o desenvolvimento de novas estrat?gias de enfrentamento e combate ao bullying escolar. Dito de outra maneira, o programa requer ajustes: maior amplitude temporal e um envolvimento maior da comunidade escolar para que sua efici?ncia seja assegurada e seus benef?cios sejam desfrutados por todos os envolvidos no fen?meno do bullying. Dessa forma, o mesmo poder? contribuir para o aprimoramento pessoal e comportamental dos membros da comunidade escolar, e na erradica??o do bullying escolar.

Bullying in American schools has increased to what some have considered an epidemic and is a major problem among youth. Bullied youth experience poorer mental health and lower school performance, in comparison to those who are not bullied, and the growth of bullying has raised concerns from parents, schools, policy makers, and human-services professionals interested in prevention and intervention of bullying behaviors. The purpose of this study was to explore how parents whose children experienced school bullying perceived school administrators, teachers, antibullying school policies or programs, and their family's dynamics, to better understand the parents' internal experiences. The theoretical framework for this study was the symbolic interactionism theory, which posits that individuals develop subject meanings of themselves and their world, based on their experiences. A phenomenological study design was employed, using purposeful semistructured interviews of 7 parents of different schools, all of whom had witnessed bullying in their children's lives. Data were open coded and analyzed for emergent themes. The study showed that these 7 parents were not satisfied with their respective school's approach to handling bullying, especially when their home environments were adversely impacted. One recommendation that stemmed from these findings was to establish sanctions for schools failing to adhere to bullying policies. This study may provoke positive social change in the area of school safety and in areas concerning improved understanding and communication among parents, teachers, school administrators, and other professionals. Along with this notion, students may have the opportunity to thrive in a more secure atmosphere, which may lead to positive social and emotional achievements that may promote higher societal achievements.

Thesis (Ph.D.)--Indiana University, 2010. / Title from screen (viewed on May 3, 2010). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Margaret E. Adamek, Valerie N. Chang, Nancy Chism, Rebecca S. Sloan, Lorraine Blackman, Matthew C. Aalsma. Includes vitae. Includes bibliographical references (leaves 216-241).