Dissertationen zum Thema „Bullies and bullying“

Researchers have studied adolescent bullying behavior since the 1970s, however, today's technological advances have opened the door to a new form of abuse. Teens can no longer escape the wrath of their bullies once they have left the school grounds, because bullies are following them home. Cyberbullying is a new phenomenon in which bullies use computer-mediated communication (CMC) to torment their victims. This research project focused on uncovering some of the mysteries surrounding this new means of bullying. A grounded theory analysis of stories written by victims revealed cyberbullies often use synchronous chat tools, e-mail, web sites, and cell phone text messages to reach their victims. Data analysis also revealed victims use of contextualization, descriptions of their bullying episodes, and discussions of their responses and outcomes to characterize their experiences. Interestingly, the researcher found victims of cyberbullying generally were also victims off face-to-face bullying as well.

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Bachelors
Arts and Sciences
Psychology

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.

Thesis (M. A. (Research Psychology)) --University of Limpopo, 2016
The study investigated prevalence rates and psychological consequences of bullying in schools within the Sekgosese West Circuit, Capricorn District, Limpopo Province. Participants were identified and drawn through stratified random sampling. The final sample consisted of 670 learners enrolled for Grades 8, 9 and 10, 49% of whom fell in the 14-15 years old age group, and 56% being female. Data were collected using a structured, composite questionnaire, within a cross-sectional research design. The results of the study show that most bullies and the bullied-bullies were male learners, and rates of the bullied were evenly split between male and female learners. The largest proportions of bullies and the bullied-bullies were the youngest and the oldest age groups. The oldest group was the largest group of the bullied. The largest proportions of the bullies and the bullied were in grade 8, and the proportion of the bullied-bullies was almost the same in grades 8 and 10, edging the proportion found in grade 9. The investigation also found that learners who were not involved in bullying experienced the least amounts of psychological distress. However, the bullies, bullied and bullied-bullies obtained mean scores that were not statistically different from each other from the measures of psychological distress used in this study. It is concluded from the results of the study that bullying is common in the Sekgosese West Circuit, and its psychological consequences are same for all the learners who involved in bullying one way or another. It is recommended that the study be replicated in other districts of Limpopo, and the context of bullying itself be considered as a candidate for inclusion in future studies. Key words: Bullied, bully, bullied-bully, learners, psychological distress

The purpose of this study was to examine the perceptions and practices of children, their parents, and their teachers with regards to bullying at the grade school level. Eight children were interviewed; three that were identified by their teachers as victims, two identified as bullies and three identified as regular peers. Three parents, each taken from the victim, bully, peer groups were also interviewed, as was four teachers taken from the fifth and sixth grade, within the English and French language stream program. The subjects were interviewed using a semi-structured qualitative interview format.
Victim children were generally perceived negatively by the bullies, their peers and by some teachers. The school used in this study did not adopt a formal bullying program and teachers received no bullying training. Parents of victims and bullies were seen to have had similar childhood experiences. Victims felt they did not receive enough support by their teachers.
The purpose of this study was to examine the perceptions and practices of children, their parents, and their teachers with regards to bullying at the grade school level. Eight children were interviewed; three that were identified by their teachers as victims, two identified as bullies and three identified as regular peers. Three parents, each taken from the victim, bully, peer groups were also interviewed, as was four teachers taken from the fifth and sixth grade, within the English and French language stream program. The subjects were interviewed using a semi-structured qualitative interview format. Victim children were generally perceived negatively by the bullies, their peers and by some teachers. The school used in this study did not adopt a formal bullying program and teachers received no bullying training. Parents of victims and bullies were seen to have had similar childhood experiences. Victims felt they did not receive enough support by their teachers.

Research into bullying has been mainly quantitative, and of the few existing qualitative studies, fewer still have explored the perspectives of identified bullies. This study employs a mixed method design within a personal construct psychology perspective. The main research questions were: how do young people who bully others construe themselves and those whom they bully and what problems does bullying behaviour solve for those who bully. This was achieved by carrying out in-depth repertory grid analysis, content analysis of grid constructs and construct poles from self-characterisations. Participants were recruited from educational support centres, and were identified as individuals who display bullying behaviours. This study revealed that the participants tended to construe themselves in quite concrete terms, and as actively socially interactive. Participants construed themselves when bullying in terms of low tenderness, high forcefulness and emotional arousal. They construed typical victims in terms of high tenderness, low forcefulness and low status. The element „self when bullying‟ was found to be more elaborated and meaningful to the group than the element „self when not bullying‟. This might suggest that the participants have a more elaborated construct system in this area because it is causing them particular difficulties. Implicative dilemmas were identified for all the participants as potential barriers to change. For two participants this seemed directly relevant to understanding why their bullying behaviours may be difficult to change. Potential interventions drawing on personal construct psychology methods are discussed. One of this study‟s limitations was its small sample size, however the study shows support for using repertory grid methods to investigate bullying among young people and further research is recommended.

Bullying is ubiquitous and a major cause of psychological distress and disease. While most bullying research investigating the predisposing, precipitating and perpetuating factors has focused on victims, important gaps remain regarding the theoretical drivers of bullying perpetration. Using sexual selection and intrasexual competition as a theoretical framework, researchers have argued that bullying is an evolved behaviour that enables bullies to obtain or maintain a strong position in the social hierarchy and have greater access to resources, including sexual and romantic experiences. Intrasexual competition comprises two key features: competitor derogation and self-promotion. Bullying could be considered as a type of repeated competitor derogation, but the extent to which bullies engage in self-promotion tactics is unknown. As body shape and size are of central importance to males and females in the context of intrasexual competition, the aims of this thesis were: to determine whether body weight or body image independently or jointly predict bullying role; and to examine the extent to which bullies, victims and bully-victims are preoccupied with self-promotion through body alteration, and whether this is related to psychological functioning. A large school-based study (The Bullying, Appearance, Social Information Processing and Emotions Study; The BASE study) of adolescents in the UK was conducted. Study 1 investigated whether body weight or body image (i.e., actual or perceived underweight or overweight) was independently associated with bullying role (bully, victim or bully-victim), and whether body weight and body image interacted to predict bullying role amongst adolescent boys and girls. Study 2 examined whether bullies, victims and bully-victims were at increased risk of weight loss preoccupation compared to adolescents uninvolved in bullying, whether psychological functioning mediated the relationship between bullying role and weight loss preoccupation, and whether sex was a key moderator. Study 3 examined whether bullies, victims and bully-victims had a higher desire for cosmetic surgery compared to adolescents uninvolved in bullying, whether the relationship between bullying role and desire for cosmetic surgery was direct or mediated by psychological functioning, and whether any effects were sex-specific. The findings offer several new contributions to knowledge. Firstly, it was revealed that body image, rather than actual body weight, is associated with being a victim and bully-victim. Bullies were of average weight and were more likely to be at an advanced pubertal status (girls only). Secondly, being a male or female bully was directly associated with increased desire for cosmetic surgery and weight loss preoccupation (boys only). The relationship between being victimised (as a victim or bully-victim) and cosmetic surgery desire and weight loss preoccupation was mostly mediated by reduced psychological functioning. Overall, victims had the highest desire for cosmetic surgery, whilst bully-victims had the highest weight loss preoccupation; there were no significant differences between male and female victims or bully-victims. In conclusion, the findings that male and female adolescent bullies are engaging in or cognizing about self-promotion strategies to improve physical appearance, which was unrelated to psychological functioning, are consistent with the theory of bullying as a form of intrasexual competition. Bullies are thus multi-strategic in their attempt to obtain or maintain social dominance. Bullied adolescents are similarly concerned about their appearance, but this is mostly because of reduced self-esteem, body-esteem and emotional problems as a result of being bullied. Thus, adolescents involved in bullying are at increased likelihood of attempting to alter their physical appearance, albeit via different pathways and with likely different outcomes. The research advances theoretical understanding about bullies and has practical implications for understanding the body concerns and self-promotion tactics of bullies, victims and bully-victims.

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.

The research reported in this thesis investigated the reputational orientations and aggressive behaviour of primary school aged bullies. It also sought to determine whether the reputational orientations of bullies who were loners differed to those who had established friendship networks. To achieve the research aims four separate yet inter-related studies were conducted. Study One explored the construct of reputation and its relevance to the bullying behaviours of 23 male and 23 female Grade 5 (10 year old) children from eight separate primary schools. All of these children had been suspended from school because of their bullying. Semi structured interviews revealed that reputation was an important construct to bullies, primarily because of the feelings of strength, power, and social status attributed to them by others as a result of their bullying. They also reported that the type of image and status they attained from bullying others was what they were actively seeking. To achieve their desired image different types of overt and covert bullying acts were perpetrated. The bullies also revealed that they carefully selected the physical locations where they bullied others so as to maximize the visibility of their actions to others. The school oval, playground and toilets were the most popular locations, but the use of new media such as mobile phones and the internet allowed them to bully others without the presence of an audience. The bullies also reported that their victims communicated what had happened to them to others, which disseminated their actions to a wider audience. It was clearly evident from Study One that the construct of reputation was important to bullies and was worthy of further investigation.

Le bullying est un comportement agressif insidieux caractérisé par : sa répétitivité, sa dissymétrie et son intentionnalité, dans lequel on identifie quatre statuts pour chaque individu : agresseur, victime, agresseur/victime, neutre. Si de nombreuses recherches se sont intéressées aux conséquences psychopathologiques du bullying sur les victimes, peu d‟études ont été consacrées aux différences de fonctionnement psychologique des adolescents selon leur statut. Notre recherche se réfère au modèle du traitement de l‟information sociale de Crick et Dodge (1994). Celui-Ci stipule l‟existence de six étapes de traitement en interaction avec des processus centraux tels que la régulation des émotions et la gestion des compétences sociales. Deux expériences ont été conduites. Dans le cadre d‟un entretien individuel et semi-Directif, 717 collégiens ont répondu à différents questionnaires concernant le bullying et le traitement de l‟information sociale. Dans les deux recherches nous avons procédé à des analyses statistiques. Les principaux résultats révèlent l'existence de profils de traitement de l‟information différentiels propres à chaque statut
Bullying is an insidiously aggressive behavior characterized by repetitiveness, asymmetry (a bully dominating his victim) and intent to do harm (Olweus, 1993). Any individual concerned will fall into one of four categories: bully, victim, bully/victim or not involved. If numerous researchers have taken an interest in the psychopathological impact of bullying on its victims, there have been few studies devoted to the differences in the psychology of adolescents depending on their status in bullying. Our research refers to the theoretical pattern of Crick and Dodge (1994) to process social information. They contend the information will be processed in six stages in interaction with the central nervous system which involves the regulation of emotions and the command of social skills. We have carried out two experiments. In the course of semi-Structured individual interviews, seven hundred and seventeen (717) secondary school students answered different sets of questions about bullying and social information processing mechanisms. In both studies we have performed statistical analyses. The main results show different types of information processing depending on the status in bullying

The objective of this study was trying to understand bullying focusing on the bully. The questions at issue were: What can contribute in the making of a bully? What are the benefits and losses in bullying? What are the former bullies’ thoughts on bullying, now in comparison to in their youth. This was investigated with a qualitative approach from a former bullys perspective, hence three former bullies were interviewed. The result was presented in themes and was then analysed from a social psychological and social constructionist perspective. In the discussion the result was also compared to the previous research.

Results showed that all interviewed former bullies claim to have had a secure childhood. They all moved and transferred to another school, after which the bullying began or escalated. The interviewees or their friends started using tobacco, alcohol and drugs at an early age. They were deviant in several ways and the bullying was a part of their behaviour. The interviewees had a central position in their groups of friends. The interviewees testified that they had been aggressive and had a bad temper.

The interviewees used the bullying partly to conceal their insecurity. Often the bullying concerned status and struggle for social position. The interviewees did not feel remorse at the time and they did not see them self as bullies. Now they consider that what they did was wrong, but they do not feel guilt.

Bullying has become a significant issue for schools and one that has attracted the media spotlight. It has also received considerable attention from the research community since the late 1980s following the tradition established through the work of many Scandinavian researchers. Much of the research has been longitudinal and sought to illuminate the experience of children who bullied or were being bullied. There has been considerably less research into teachers' and parents' understanding and experience of bullying between school children. This thesis seeks to rectify that situation by examining the views of Year 5 and 6 pupils, teachers and a sample of parents from a case study primary school. The research was conducted over a period of two years in a school referred to under the pseudonym Nicholas Street. The thesis investigates three questions: first, the meaning that key parties attribute to the term bullying; second, the nature of their experience in the context of the school; and third, their views on how it is handled or resolved. Data were collected through semi-structured interviews and reinterviews with teachers; unstructured and semi-structured interviews, questionnaires and a selection 'game' with pupils and semi-structured interviews and questionnaires with parents. All interviews were audio-taped and transcribed onto a computer database (Hyperqual) and questionnaire responses from pupils were analysed with the support of computer technology (SPSS). The inductive analysis commenced with a case study of a single pupil, Lorraine. This provided the reference point for the structured analysis of bullying issues in the wider context of the school. Findings include: 0 the differing ways that bullying was defined by the parties; 0 the emergent distinction between a relationship that was founded on bullying and an action that might be described as bullying; 0 that bullying usually occurred between pupils in the same class and was not a clandestine activity nor unknown to non-participants (the secretive image); 0 that, although there was a degree of satisfaction reported by all parties concerning methods deployed in handling bullying, there was also inconsistency, confusion and a lack of awareness of policy.

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.

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.

O bullying tem sido alvo de críticas no que toca às abordagens recentes, que privilegiam o foco sobre a díade agressor-vítima. Partilhando a perspectiva de que os/as observadores/as desempenham um papel significativo na compreensão do fenómeno, este estudo visa aprofundar o conhecimento acerca dos papéis adoptados em situações de bullying e analisar os motivos que influenciam a ajudar (ou não) as vítimas. Para a recolha de dados foram utilizadas, junto de alunos/as do 5º ao 9º ano de escolas de Évora, Setúbal e Lisboa (N=740), a Escala de Comportamento de Observadores de Bullying (ECOB) e a Escala de Avaliação e Sensibilidade Moral face ao Bullying II (EASMB II). Os resultados mostraram a prevalência de Comportamentos Outsiders e a importância dos factores Desengajamento Moral, Interpretação da Gravidade da Situação, Sensibilidade Moral Básica, Empatia, Difusão de Responsabilidade, Desumanização da vítima, Preconceito Social, Pressão de Grupo e Estatuto Social na (des)motivação para intervir; "If you can look, see. If you can see, notice".* Bullying observation and (de)motivation to intervene. Abstract: Bullying has been the target of critics regarding recent approaches that focus on the dual relationship between victim and perpetrator. Sharing the perspective that bystanders play a significant role in the comprehension of the phenomenon, this study aims to deepen the knowledge about the types of behavior adopted by students in bullying situations, and to analyse the motives that could have influence in bystanders´decision to help. For the data collection, two scales were used, with students from 5th to 9th grade, in schools of Evora, Setubal and Lisbon (N=740), the SBBS/ECOB (Student Bystander Behavior Scale) and EAMSB II (Evaluation and Basic Moral Sensitivity in Bullying Scale). The results show the prevalence of Outsider behavior and the importance of the factors Basic Moral Sensitivity, Interpretation of harm in bullying situations, Empathy, Moral Disengajement, Diffusion of Responsability, Dehumanization of the victim, Peer Pressure and Social Status in the de(motivation) to intervene.

Tesis nivel licenciatura
El presente estudio consta de una investigación de carácter correlacional, cuyo objetivo fue conocer la relación que existe entre el bullying y el rendimiento académico en los alumnos del Plantel No. 1 “Lic. Adolfo López Mateos” de la escuela preparatoria (UAEMex). La prueba estadística utilizada fue la Prueba de Correlación de Pearson, siguiendo un intervalo de confianza del 95% y un nivel de significancia del 0.05. Se trabajó con una muestra no probabilística de tipo intencional conformada por 106 estudiantes repartidos equitativamente por género, dicha muestra formó parte de un proyecto de investigación que realizó el Dr. Arturo Enrique Orozco Vargas

Bullying in schools is largely discussed when referring to middle and high school students. Students in preschool are often considered to be too young to carry out acts of bullying. Unfortunately, this is contrary to the truth. Bullying among children aged 2-5 is very common, although it can easily be dismissed as a normal stage in child development. Educators and observers argue that bullying in preschool occurs when a child or a group of children intimidate another child or group of children to the point that it becomes a behavioral pattern. Evidence shows that 2-5 year-olds engage in acts intended to cause physical or emotional harm on their peers. Young children exposed to bullying display similar symptoms as older children, including sleeping problems, stomach pains, headaches and fear to attend school. The qualitative phenomenological method was chosen, as this research was exploratory in nature. The data collected for the research was conducted utilizing several methods such as surveys, phone calls, and in-person interviews. The goal was to gain more information regarding preschool bullying, as there is currently very limited information on this topic, as well as to determine whether this behavior was seen as child-play or bullying by adult caregivers. The experience freely and graciously shared by the participants led to five themes, which provided a conceptual framework for the study, and allowed the 20 participants to share their experiences.

Bullying is a serious problem for many adolescents, and one that can have detrimental effects on normal developmental processes, as chronic and severe bullying can obstruct the fulfilment of essential psychological needs. However, there are currently few targeted interventions available for chronic and severe bullying cases. The purpose of this study was to evaluate the effectiveness of the Red Balloon Learner Centres (RBLC) which are a full time personal and academic recovery programme for bullied adolescents. A mixed-methodology was utilised, and quantitative outcome measures included: depression, anxiety and trauma symptoms, self-esteem and academic engagement and self-concept. The study was non equivalent groups design (NEGD) and incorporated a comparison group of bullied adolescents from Hertfordshire local authority (LA). The aim was to compare the recovery process between groups over time by taking an initial baseline measure, and conducting follow-up assessments every three months. Both groups demonstrated significant improvements in outcome variables over time, but there were no significant differences between groups at six month follow-up on any outcome variable. Both groups reported similar recovery themes that related to need fulfilment in the areas of safety and security, control, belonging and self-esteem. Recovery is not just the absence of internalising symptomology, but constructive fulfilment of needs. Social needs were felt to be most affected by chronic and severe bullying and most difficult to fulfil constructively. It is recommended that interventions for chronically and severely bullied adolescents should enable constructive need fulfilment, which may involve changes to the ethos and culture of schools, collaborative therapeutic intervention and targeted skill building.

This thesis is an auto/ethnographic venture to explore the politics of bullying inside Bangladeshi classrooms. The thesis explores bullying in the frameworks of affect, anti-oppressive and intersectional gender pedagogy. Using autoethnographic and ethnographic means, the author revisits past encounters of being bullied and collects data from four schools in Dhaka, Bangladesh, drawing connections between narratives and theories. The thesis explores how schools fix and essentialize the identities of bully and bullied in discursive readings, which result in troubling approaches to deal with bullying, such as discipline, punishment and surveillance, which further exclude and other the bully and bullied. The thesis offers an affective reading of bodies inside classrooms, and employs theories of anti-oppressive and intersectional gender pedagogy to address and bring down the binary between bully and bullied, address power relations in classrooms and revise the roles of teachers and students. By acknowledging tensions and disruptions, aiming for self-reflexivity and transgressions, it offers a reading of how to think of transformations and turn the classroom into a ‘risky,’ yet generative space, to start a dialogue about bullying.

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This thesis deals with the theme of violence in the context of educational institutions, especially the violence of bullying in times of weakened social bonds before a law full of tie-ups and anomic times. Its main objective is to investigate the manifestation of bullying in schools and the relationship established with the postmodern capitalist discourse, school culture and the subjectivity of provocative subjects. The specific objectives are: to analyze in depth the phenomenon of bullying among students in schools; to investigate the relationship between the characteristics of contemporary society and the weakening in subjectivity capacity of the subjects; to identify how changes in social relationships in contemporary society intensify the passage from order to violence; to check how the structural aspects of the discourses used in schools reverberate societal violence practices in school; infer the subjective aspects of bullying among children and adolescents in school. The study is conducted in the light of psychoanalysis, the aspects linked to violence, social bond, a reference to the law and the moral conscience, with an emphasis on Freud and references to Lacan, in dialogue with Philosophy, Sociology and Pedagogy. Uses documentary analysis as research technique. The field work was conducted in public and private schools in the city of Fortaleza. Four categories were worked on constructed from the material analyzed where the following themes stood out: a) social bonds (bonds and identification with a group, narcisism, feelings, and fragile law); b) violence (trivialization, conflict groups, social, social encouragement, symbolic violence, and the right to revenge); c) fragility of the law (impunity, lawlessness, procrastination, and anomie); d) moral consciousness (absence of guilt, disregard of the law, fragility in subjectively, act without thinking, prejudice and narcissism, and anxiety). The final analysis showed that violence in schools, although denied by educational institutions, it occurs largely at encouraging competition in addition to the resonance to this dominant social discourse in school culture today, a result of the hegemonic market culture nowadays. The ratio of students to the law seems to suggest a anomie which has taken various aspects, ranging from ignorance to disregard the law, focusing on the prioritization of meeting the particular desires of the subjects. Occurs then a subversion of the loop in a context that subjective choices present themselves impoverished and the enjoyment imperatives come up. Consequently, the passage to the act is presently coming to be regarded as a form of social recognition, denying the dream and turning a school nightmare. Keywords: Violence; Bullying; Social ties; Fragility of the law; Educational institution; Psychoanalysis.
A tese trata do tema violência, no contexto das instituições escolares, em especial da violência do bullying, em tempos de laços sociais fragilizados diante de uma lei repleta de imperfeições e em tempos de anomia. Tem como objetivo geral investigar a manifestação do bullying nas escolas e a relação que estabelece com o discurso capitalista pós-moderno, a cultura escolar e a subjetividade dos sujeitos provocadores. Os objetivos específicos são: analisar com profundidade o fenômeno do bullying entre alunos nas escolas; investigar a relação entre as características da sociedade contemporânea e a fragilização na capacidade de subjetivação dos sujeitos; identificar como as mudanças nos laços sociais na sociedade contemporânea intensificam a passagem da ordem à violência; verificar como os aspectos estruturais dos discursos utilizados nas instituições escolares reverberam as práticas de violência da sociedade na escola; inferir os aspectos subjetivos à prática do bullying entre crianças e adolescentes na escola. O estudo é conduzido à luz da Psicanálise, nos aspectos ligados à violência, ao laço social, a referência à lei e a consciência moral, com ênfase em Freud e referências a Lacan, dialogando com a Filosofia, a Sociologia e a Pedagogia. Utiliza a análise documental, como técnica de investigação. O trabalho em campo foi realizado em escolas públicas e privadas na cidade de Fortaleza. Trabalhamos com quatro categorias construídas a partir do material analisado onde os seguintes temas se destacaram: a) laço social (vínculos e identificações com um grupo, narcisismo, sentimentos, e lei fragilizada); b) violência sistêmica (banalização, conflito de grupos, contexto social, incentivo social, violência simbólica, e direito à vingança); c) fragilidade da lei (impunidade, ilegalidade, procrastinação, e anomia); d) consciência moral (ausência de culpa, desconsideração da lei, fragilidade em subjetivar, agir sem pensar, preconceito e narcisismo, e angústia). As análises conclusivas apontaram que a violência nas escolas, embora negada pelas instituições escolares, ocorre, em grande parte, pelo incentivo à competição, além da ressonância ao discurso social dominante presente na cultura escolar da atualidade, consequência da cultura mercantil hegemônica na contemporaneidade. A relação dos discentes com a lei sugere uma anomia a qual tem tomado aspectos diversos, que vão do desconhecimento ao desprezo com a lei, focando a priorização de atender a desejos particulares dos sujeitos. Há incidência de uma subversão do laço, num contexto em que as escolhas subjetivas apresentem-se empobrecidas e os imperativos de gozo sobressaem-se, consequentemente a passagem ao ato se faz presente chegando a ser considerada como forma de reconhecimento social, negando o sonho e virando um pesadelo da escola. Palavras-chave: Violência; Bullying; Laços Sociais; Fragilidade da lei; Instituição escolar; Psicanálise.

Менюк, С. І. Булінг як соціальний феномен в сучасному суспільстві : 081 Право / С. І. Менюк; керівник роботи Захаріна М. І.; Національний університет «Чернігівська політехніка», кафедра соціальної роботи. – Чернігів, 2019. – 90 с.
Світові тенденції змінюються щоденно, а разом і з ними створюються новітні явища , які є не досить дослідженими в наш час. Одне з таких явищ одержало назву «булінг». У розділі 1 роботи досліджуються науково-теоретичні основи поняття булінгу. Акцентується увага на підходи до визначення поняття та видів цього явища, вікові аспекти та кібербулінг як різновид булінгу в шкільному середовищі. Розділ 2 присвячений емпіричному дослідженню щодо ставлення батьків, педагогів та учнів з ученицями середньої школи до булінгу в навчальних закладах. У розділі 3 запропоновані методичні рекомендації щодо зменшення явища булінгу в школах серед учнів та учениць. Наукова новизна одержаних результатів визначається тим, що уточнена сутність понять «булінг», «булер», «агресор», «конфлікт», «кібербулінг». Актуальність теми зумовлена тим, що піднята проблема майже не вивчена в нашій країні і з теоретичних позицій, і з позиції практики, тому визиває підвищений інтерес. Явище булінгу надзвичайно поширене в сучасній школі, але про цю проблему з тих чи інших причин мовчать і донедавна не обговорювали
Global trends are changing daily and at the same time, there new phenomena appear. Not all of them are well-researched nowadays. One of such is “bullying”. In the first part, the scientific and theoretical foundations of the concept of bullying are explored. The emphasis is on the definition approaches and types of this phenomenon, age aspects, and cyber bullying as a form of bullying in the school environment. The second part focuses on practical research of parents’, teachers’ and secondary school students’ attitude towards bullying in educational institutions. The third part provides guidance on how to reduce bullying in schools among students. The scientific newness is determined by clarifying the essence of such concepts as “bullying”, “buller”, “aggressor”, “conflict”, “cyber bullying”. The relevance of the topic is that the raised problem is almost not studied in our country from both theoretical and practical viewpoints. The phenomenon of bulling is extremely widespread in the modern school. However, this problem for some reason is not being discussed and the cases of it are not being made public.

The aim of this dissertation is to add to the development the knowledge base of bullying research with particular focus on processes of victimization within a Swedish context. The goal is to a contribute to understanding the consequences of being bullied by examining patterns of change in bullying victimization over time and how potential positive social interactions and relationships might promote the well-being of bullied children. A mix-methods research design was used, including quantitative data from a one-year longitudinal study, using individual data, from 3,347 pupils (grades 4 to 9, in 44 schools) and five in-depth qualitative interviews with former victims of bullying. From an overview of the research field it was concluded that there is a general shortage of theoretical perspectives within the field of bullying research. Correlation studies have linked negative health consequences with bullying. However, this kind of research design provides few insights into how and why bullied children experience the kinds of problems that they do. By adopting a theoretical understanding of how ‘self’ is realized through interactions with others, this dissertation moves beyond correlation- based explanations of the mechanisms behind the link between bullying and its consequences in order to be able to offer more targeted support for those schoolchildren who are, or have been subjected to bullying. An argument is made for the importance of understanding the social processes behind bullying It is argued that being subjected to bullying victimization is a transient life experience for about three quarters of the small cohort (about 7%) of Swedish schoolchildren who are victims of bullying at any one time. The trajectories of bullying experiences these children are unstable. However, the negative consequences are likely to remain even after the bullying has ceased. For others, the persistent victims (1.6%). the state of being bullied may become stable and continue over periods of years. Nevertheless, peers and teachers may serve as important resources in supporting transitory and continuing victims of bullying.

Recent bullying research contradicts the stereotypes that only females use relational bullying and confirms that males use this type of bullying equally or more than females. No existing research could be found which examined differences in how each gender interprets relational bullying. Using a survey adapted from research on the rape myth and four video clips, researchers sought to examine gendered difference in the perception of relational bullying by males among adolescents. Two video clips depict scenes of cross-gender bullying and two clips depict scenes of male to male bullying. In total, 314 students in grades 8-12 participated in the research (164 males, 150 females). Questions from the survey were loaded onto three constructs: minimizing bullying, blaming the victim, and excusing the bully. MANOVA results indicated a significant difference between genders but not age groups (middle school and high school). Results were analyzed clip-by-clip as each clip depicted a different scenario. Results indicated that males were more likely to excuse the bully, blame the victim, and minimize the bullying when both bully and victim actors were male. Both genders minimized homophobic bullying more than other types of bullying. This research suggests that homophobic bullying should be targeted with bully prevention efforts. In particular, males discounted homophobic bullying as normal behavior. Because gender differences is students' perceptions were significantly greater than age differences, another suggestion when planning and implementing adolescents' bullying prevention programs is to carefully consider gender issues, rather than simply accommodating for students' grade level or age.

This thesis analyses how an increase in bullying awareness can be produced in children aged 9-12 years old playing an iPad serious game called Attitude Game. The project is conducted in collaboration with the company IUS Innovation, where two prototypes were developed by the author of the study, one with mechanics empowering not to bully and the other with mirror mechanics empowering to bully other children. The experiment was conducted with 29 children from a sports club in Göteborg.  A pre-measurement of empathy and a pre-test-post-test measurement of attitude towards bullied children were used to gather data, together with a post-interview during the experiment. Students were assigned to 3 groups, based on a random selection and previous knowledge about the game. The result of the experiment displayed that there was no statistical difference between the change in attitude towards bullied children regarding the empathy level and the prototype tested. The post-interviews displayed that all the participants understood the serious purpose of the game

In case of further contact, you can also write to the private email of the author: carlosglesdiaz@gmail.com

Social Psychology (code 3000), Group and Interpersonal Processes (code 3020)
Este estudo tem em vista compreender a relação dos diferentes intervenientes que actuam no processo de bullying – bullies, vítimas, bully-vítimas e bystanders - com a empatia, a regulação da auto-eficácia, a idade e o sexo. Com uma amostra de 256 estudantes da região de Lisboa, através da utilização de um questionário, verificou-se uma relação positiva significativa dos participantes que se identificam como bystanders com a idade e com uma tendência relativa ao sexo. Também se obteve uma relação positiva significativa dos participantes que se identificam como vítimas com a gestão de stress. Por outro lado, verificaram-se relações negativas significativas, quando os participantes se identificavam como vítimas, e, quando os participantes se identificavam como bully-vítimas, ambas relacionadas com a idade. Porém houve resultados não esperados, nomeadamente, não se obteve nenhum resultado significativo quando os participantes se identificavam como bullies e também não se conseguiu apurar resultados em relação à empatia. Contudo, o trabalho reflectiu que é importante dar mais atenção ao papel exercido pelos participantes que se identificam como bully-vítimas e bystanders de modo a complementar a eficácia nos programas de intervenção de prevenção ao bullying.
This study aims to understand the relationship of different roles in the process of bullying - bullies, victims, bully-victims and bystanders - with empathy, the regulation of self-efficacy, age and sex. A questionnaire was used for a sample of 256 students taken from the region of Lisbon. There was a positive and significant relationship of the participants who identify themselves as bystanders with age and with a tendency on the sex. It was also verified a positive and significant relationship of the participants who identify themselves as victims with stress management. On the other hand, there was a negative and significant relationship when the participants identified themselves as victims, and when the participants identified themselves as bully-victims, both related with age. However there were unexpected results: there was not any significant result for participants identified themselves as bullies as well as for those related with empathy. Nevertheless, the study shows the important role of the victim, bully-victim and bystander in the process of bullying, highlighting the need to improve interventions to prevent bullying by promoting emotional competences of individuals who are identified with these roles.

Orientação: João Pedro Oliveira
O bullying é uma realidade com elevada prevalência nas escolas e uma preocupação para a comunidade educativa e pais. Foi objetivo deste estudo conhecer a realidade dos números num agrupamento escolar, na zona de Lisboa, considerado problemático e com base nos resultados obtidos e na revisão da literatura apresentar uma proposta de programa de prevenção do bullying neste agrupamento. Foi recolhida uma amostra de 70 estudantes, 37 do sexo masculino (52.9%) e 33 do sexo feminino (47.1%), com idades compreendidas entre os 12 e os 16 anos e uma média etária de 14.36 anos (DP = 1.16). Foi utilizado um questionário de prevenção da violência e do bullying (Carvalhosa, 2010). Os resultados mostraram contrariar a literatura e os papéis de género que refere que os rapazes apresentam maior prevalência como vítimas e agressores, não se encontrando praticamente diferenças entre sexos para as variáveis em estudo. As percentagens dos participantes que reportaram ter sido vítimas, agressores ou testemunhas de atos de bullying são elevados, sendo superiores aos encontrados na literatura nacional e internacional. Com base nos resultados apresentados é apresentado o programa Bullying - Ensinar a Respeitar o Outro (BERO).
Bullying is a reality with high prevalence in schools and a concern for the educational community and parents. The aim of this study was to know the reality of the numbers on a school group in the Lisbon area, considered problematic and based on the results obtained and on the literature review, submit a proposal for a bullying prevention program in this group. Was collected a sample of 70 students, 37 males (52.9%) and 33 female (47.1%), aged between 12 and 16 years and an average age of 14.36 years (SD = 1.16). A prevention of violence and bullying questionnaire was used (Carvalhosa, 2010). The results contradict the literature and gender roles which states that boys have a higher prevalence as victims and aggressors. It wasn’t found, practically, differences between genders for the variables under study. The percentages of participants who reported having been victims, perpetrators or witnesses of acts of bullying are high, being higher than those found in national and international literature. Based on the results it was presented the Bullying -Teach to Respect Each Other (BERO) Program.

Dissertação de Mestrado em Ensino de Educação Física, nos Ensinos Básico e Secundário
Bullying é um ato de violência física ou psicológica realizado de forma repetitiva, por um ou vários indivíduos. Tem como objetivo manter um desequilíbrio de poder, sentindo o agressor prazer em magoar a vítima. É uma das maiores preocupações dos alunos, dado que uma elevada percentagem já esteve envolvida em situações de violência. No caso da Educação Física, a ocorrência de agressões e, mesmo, de bullying podem verificar-se, devido à competitividade e vontade de ganhar por parte dos alunos. Neste estudo foram inquiridos 605 alunos de ambos os sexos do 2º e 3º ciclos de três escolas com características diferentes, do concelho da Amadora. O tratamento estatístico desta informação permitiu verificar a existência de níveis de agressividade nos alunos das três escolas e analisar a agressividade nas aulas de Educação Física (sua importância, sua caraterização quanto à frequência e forma e ao número de agressores, a caraterização dos agentes envolvidos, os momentos da aula em que ocorreu). Esta análise conduziu à identificação de atos de bullying e à tipificação dos episódios registados.
Bullying is an act of physical or psychological violence done repeatedly, by one or more individuals. It aims to maintain an imbalance of power that provides pleasure to the aggressor by hurting the victim. It is a major concern for students, since a high percentage of them as been involved in violent situations. In the case of Physical Education the occurrence of aggressions and even bullying may occur due to the competitiveness and desire to win by the students. In this study 605 students, of both genders, in the 2nd and 3rd cycles of three schools, with different characteristics, in the municipality of Amadora, were questioned. The statistical analysis of this information demonstrated the existence of levels of aggressiveness in the students of the three schools and allowed to analyze the aggressiveness in the physical education classes (its importance, its characterization in frequency and in the way and number of aggressors, the characterization of the factors involved, and the moments in the classroom in which these events occurred). This analysis led to the identification of bullying actions and to the typification of the recorded episodes.

abstract: This two-study investigation examined the social behavior competencies of a sample of students ages 8 to 18 who identified themselves as either bullies or non-bullies based on ratings of items on a comprehensive behavior rating scale. Specifically, the purpose of Study 1 was to establish criteria using the Social Skills Improvement System – Student Rating Scale (SSIS-S) to identify students from a nationally representative standardization sample who displayed high frequencies of bullying behaviors. The social behavior ratings for these self-identified bullies were then compared with all other students in the national sample and analyzed to determine differences among various domains of social skills and problem behaviors. In Study 2, the same students’ social behaviors were rated by adult informants to determine if there was added value in including parents and teachers in the assessment of the self-identified bullies. Finally, the extent of concurrent agreement was examined for all students among the teachers, parents, and students’ ratings of social skills and problem behavior domains. Study 1 revealed that self-identified bullies are not a homogeneous group. The main findings from Study 2 showed parents and teachers may add to the overall predictive validity of the student self-report assessment, but not the accuracy of classifying the students as bullies. Study 2 showed differences and similarities exist across the ratings provided by each rater. The relative value of including adult reports in the self-assessment likely lies in the reported differences from each rater, as they provide a more complete social behavior profile for each student. These findings are discussed in terms of existing research and theories regarding children and youths’ bullying behavior. Limitations and recommendations for future research conclude the report.
Dissertation/Thesis
Doctoral Dissertation Family and Human Development 2020

Bibliography: leaves 312-355
The aim of this study was to assess the emotional intelligence of bullies between the ages of 7 and 13 years and to use the information gathered to develop an Emotional Intelligence Skills Enhancement Programme that can serve as an anti-bullying intervention programme. The impact of the programme was evaluated to determine whether it assisted in decreasing bullying behaviour in the primary school context in South Africa. The study was conducted in a primary school in the Benoni area in Gauteng (South Africa). The study was divided into three phases. The aim of the pilot study was to test the research techniques to determine whether they would be suitable for use in South Africa specifically. The respondents in the pilot study were selected from five primary schools in Gauteng, South Africa. A total of 100 (n=100) learners between the ages of 7 and 13 years were included in the pilot study phase of this study to test whether the Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV) would be appropriate for use in a South African context. A total of 175 (n=175) parents were included in the pilot study to test the reliability of the Self-developed Emotional Intelligence Questionnaire for Adults and the appropriateness of the use of the Parent–Child Relationship Inventory (PCRI) and the Parenting Styles Questionnaire (PSQ). The reliability coefficients were calculated using Cronbach’s alpha. The results indicated that the Self-developed Intelligence Questionnaire for Adults was sufficiently reliable given the design and purpose of the study, and that the other measuring instruments were appropriate for use in the South African context. The aim of Phase 1 of this quantitative study was to determine and present the relationship between the independent variables (emotional intelligence, parent–child relationship and parenting styles) and the dependent variable, bullying. Phase 1 involved 56 (n=56) bullies and 56 (n=56) non-bullies, 36 (n=36) fathers of bullies, 55 (n=55) mothers of bullies, 42 (n=42) fathers of non-bullies and 56 (n=56) mothers of non-bullies. Descriptive statistics were provided on the scales of the BarOn EQ-i:YV, the Self-developed Emotional Intelligence Questionnaire for Adults, the PCRI and the PSQ. The bullies and the non-bullies were compared on the BarOn EQ-i:YV by means of independent samples t-tests. It was found that the bullies scored significantly lower on all the scales. The parents of the bullies and the non-bullies were compared on the Self-developed Questionnaire and the PCRI using independent samples t-tests. The results for the parents on the Self-developed Emotional Intelligence Questionnaire for Adults showed no significant differences, whereas the parents of the bullies scored significantly lower on a number of scales of the PCRI. Poor parent–child relationships could, however, not be assumed based on the findings. A chi-square analysis of the results on the PSQ showed a significant interaction between the dominating parenting style of the fathers and bullying behaviour. A preference for an authoritarian parenting style was indicated by the fathers of the bullies. The aim of Phase 2 of this study was to develop an Emotional Intelligence Skills Enhancement Programme that can serve as an anti-bullying intervention programme to assist in decreasing the occurrence of bullying behaviour in the primary school context. The experimental group consisted of 15 (n=15) bullies and 15 (n=15) non-bullies and the control group consisted of 15 (n=15) bullies and 15 (n=15) non-bullies. Only the participants in the experimental group were exposed to the intervention programme. A mixed multivariate analysis (GLM) was used to explore the interaction between pretest and posttest scores and the experimental and control groups for the total EQ scores and the behavioural ratings given by the teachers. Significant changes were observed in relation to the bullies in the experimental group in the pretest and the posttest of the BarOn EQ-i:YV and the Teacher Rating Scale. These findings provide support for the effectiveness of the programme in the experimental group.
Hierdie studie het gepoog om die emosionele intelligensie van boelies/bullebakke tussen die ouderdomme 7 en 13 jaar oud te bepaal. Die bevindings is gebruik om ‘n Emosionele Intelligensie Vaardigheid Verrykingsprogram te ontwikkel wat daarna as ‘n (teen-) anti-boelie ingrypingsprogram geimplimenteer is. Dié program se impak is verder ook ge-evalueer om te bepaal of dit wel ‘n bydrae gemaak het tot vermindering van bullebakgedrag in die primêre skoolkonteks in Suid-Afrika. Die studie is in ‘n primêre skool in die omstreke van Benoni in Gauteng (Suid-Afrika), uitgevoer en is verdeel in drie fases. Die doel van die loodsstudie was om te toets of die navorsingstegnieke in Suid-Afrika toegepas kan word. Honderd (n=100) leerlinge tussen die ouderdom van 7 en 13 jaar oud, is geselekteer as deelnemers uit vyf primêre skole in Gauteng. Hierdie loodsstudie-groep is gebruik om te bepaal of die Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV), in ‘n Suid-Afrikaanse konteks, suksesvol toegepas kan word. ‘n Totaal van 175 ouers (n=175) was ook ingesluit in die loodsstudie om die betroubaarheid van die Self-ontwikkelde Emosionele Intelligensie Vraelys vir Volwassenes te toets asook die toepasbaarheid van die gebruik van die Parent-Child Relationship Inventory (PCRI) en die Parenting Style Questionnaire (PSQ). Die betroubaarheidskoeffisiënte is bereken met die Cronbach’s Alpha toets. Bevindings toon dat die Self-ontwikkelde Intelligensie Vraelys vir Volwassenes voldoende betroubaar is wat die ontwerp en doel van die studie betref. Ook die ander meetinstrumente kan in ‘n Suid-Afrikaanse konteks suksesvol toegepas word. Die doel van Fase 1 (kwantitatiewe studie), was om die verhouding tussen die onafhanklike veranderlikes (emosionele intelligensie, ouer-kind verhouding en ouer- opvoedingstyle) en die afhanklike veranderlike naamlik bullebakgedrag, te bepaal. Fase 1 het 56 (n=56) boelies en 56 (n=56) nie-boelies, 36 (n=36) vaders van boelies, 55 (n=55) moeders van boelies, 42 (n=42) vaders van nie-boelies en 56 (n=56) moeders van nie-boelies, ingesluit. Beskrywende statistiek is verskaf op die volgende skale: BarOn EQ-i:YV, Self-ontwikkelde Intelligensie Vraelys vir Volwassenes, PCRI en die PSQ. Die boelies en nie-boelies is deur middel van onafhanklike steekproef t-toetse op die BarOn EQ-i:YV skaal met mekaar vergelyk en die resultaat het getoon dat die boelies beduidend laer punte op alle skale behaal het. Ouers van die boelies en nie-boelies is ook met mekaar vergelyk deur middel van die Self-ontwikkelde Intelligensie Vraelys vir Volwassenes en die PCRI en die PSQ. Resultate van eersgenoemde metode het geen beduidende verskille getoon nie terwyl die ouers van boelies met die PCRI ‘n beduidend laer syfer op verskeie skale behaal het. Swak ouer-kind verhouding kan dus nie, op grond van die bevindings, net aanvaar word nie. ‘n Chi-kwadraat analise van die resultate op die PSQ het ‘n beduidende interaksie getoon tussen die dominerende ouer-opvoedingstyl van die vaders, en bullebak(boelie) gedrag. ‘n voorkeur vir Outoritêre Ouerskap was deur vaders van die boelies aangedui. Die doel van Fase 2 in hierdie studie was om die Emosionele Intelligensie Vaardigheid Verrykingsinventaris Program te ontwikkel om sodoende as ’n teen-boelie intervensie/ingrypingsprogram te dien wat sal bydra om die voorkoms van bullebakgedrag in die primêre skoolkonteks, te verminder. Die eksperimentele groep het bestaan uit 15 (n=15) boelies en 15 (n=15) nie-boelies en die kontrole groep ook uit 15 (n=15) boelies en 15 (n=15) nie-boelies. Slegs die deelnemers aan die eksperimentele groep was blootgestel aan dié ingrypingsprogram. ‘n Gemengde Meerveranderlike Analise, GLM (“General Linear Model”), is gebruik om die interaksie tussen voor- en na-toetstellings te bepaal, vir die eksperimentele en kontrole groepe se Totale EQ (Emosionele Kwosiënt) en die gedragsgraderings deur onderwysers. Beduidende verskille was waargeneem vir boelies in die eksperimentele groep in die voor- en na-toets van die BarOn EQ-i:YV en die Onderwysgraderingsskaal. Hierdie bevindings verskaf ondersteuning vir die doeltreffendheid van die program in die eksperimentele groep.
Sepheo sa phuputso ena e ne e le ho hlahloba bohlale ba maikutlo ba bo-mmampodi ba dilemo di dipakeng tsa 7 le 13 le ho sebedisa tlhahisoleseding e bokelletsweng ho ntlafatsa Lenaneo la Ntlafatso ya Bokgoni ba Bohlale ba Maikutlo le ka sebetsang e le lenaneo la kenang dipakeng kgahlanong le bompodi. Tshusumetso ya lenaneo e ile ya hlahlojwa ho sheba hore na le thusitse ho fokotsa boitshwaro ba bompodi maemong a dikolo tsa mathomo Afrika Borwa. Phuputso e entswe dikolong tsa mathomo tikolohong ya Benoni Gauteng (Afrika Borwa).Phuputso e ne e arotswe ka mekgahlelo e meraro. Sepheo sa phuputso ena e nyane e ne e le ho etsa teko ya mekgwa ya dipatlisiso ho bona hore na e ka sebediswa hantle Afrika Borwa ka ho kgetholoha. Batho ba arabang dipotso phuputsong ena e nyane ba ne ba kgethilwe ho tswa dikolong tse hlano tsa mathomo Gauteng, Afrika Borwa. Kakaretso ya baithuti ba 100 (p=100) ba dilemo di dipakeng tsa 7 le 13 ba ne ba kenyelleditswe mokgahlelong wa phuputso e nyane wa phuputso ena ho etsa teko ya hore na Lethathamo la Maemo a Itseng a Maikutlo: Phetolelo ya Batjha (BarOn EQ-i:YV) le ne le ka loka bakeng sa tshebediso maemong a Afrika Borwa. Kakaretso ya batswadi ba 175 (p=175) e ile ya kenyelletswa phuputsong e nyane ho etsa teko ya ho tshepahala ha Lethathamo la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa batho ba baholo le ho nepahala ha tshebediso ya Lethathamo la Kamano ya Motswadi le Ngwana (PCRI) le Lethathamo la dipotso la Mekgwa ya Botswadi (PSQ). Ho tshepahala ha boleng ba tekanyo ho ile ha lekanyetswa ho sebediswa alfa ya Cronbach. Diphetho di bontshitse hore Lethathamo la dipotso le Iketseditsweng la Bohlale bakeng sa batho ba baholo le ne le tshepahala ka ho lekana ho latela moralo le sepheo sa phuputso, le hore disebediswa tse ding tsa ho lekanya di ne di loketse ho sebediswa maemong a Afrika Borwa. Sepheo sa Mokgahlelo wa 1 wa phuputso ya tekanyo e ne e le ho bona le ho hlahisa kamano dipakeng tsa dintho tse feto-fetohang tse ikemetseng (bohlale ba kelelllo, kamano ya motswadi le ngwana le mekgwa ya botswadi) le ntho e feto-fetohang e sa ikemelang, bompodi. Mokgahlelo wa 1 o ne o kenyelleditse bo-mmampodi ba 56 (p =56) le bao e seng bo-mmampodi ba 56 (p=56), bo-ntate ba bo-mmampodi ba 36 (p=36), bo-mme ba 55 ba bo-mmampodi (p=55), bo-ntate ba 42 (p=42) ba bao eseng bo-mmampodi le bo-mme ba 56 (p=56) ba bao eseng bo-mmampodi. Dipalo-palo tse hlalosang di ile tsa fanwa dikaleng tsa BarOn EQ-i:YV, Lethathamo la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa batho ba baholo, PCRI le PSQ. Bo-mmampodi le bao eseng bo-mmampodi ba ile ba bapiswa ho BarOn EQ-i:YV ka mekgwa ya diteko tsa t tsa disampole tse ikemetseng. Ho ile ha fumaneha hore bo-mmampodi ba ile ba fumana dintlha tse tlase dikaleng tsohle. Batswadi ba bo-mmampodi le bao eseng bo-mmampodi ba ile ba bapiswa Lethathamong la dipotso le Iketseditsweng le PCRI ho sebediswa diteko tsa t tsa disampole tse ikemetseng. Diphetho tsa batswadi Lethathamong la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa Batho ba baholo ha dia bontsha diphapang tse kgolo, ha batswadi ba bo-mmampodi ba fumane dintlha tse bonahalang di le tlase dikaleng tse batlang di le ngata tsa PCRI. Leha ho le jwalo, dikamano tse seng hantle tsa motswadi le ngwana di ne di ke ke tsa nahanwa ho latela diphumano. Manollo ya sekwere sa chi ya diphumano ho PSQ e bontshitse tshebedisano e bonahalang dipakeng tsa mokgwa o atileng wa botswadi ba bo-ntate le boitshwaro ba bompodi. Kgetho ya mokgwa wa botswadi wa bohatelli o ile wa bontshwa ho bo-ntate ba bo-mmampodi. Sepheo sa Mokgahlelo wa 2 wa phuputso e ne e le ho ntlafatsa Lenaneo la Ntlafatso ya Bokgoni ba Bohlale ba Maikutlo le ka sebetsang e le lenaneo la kenang dipakeng kgahlanong le phokotso ya boitshwaro ba bompodi maemong a dikolo tsa mathomo. Sehlopha sa diteko se ne se e na le bo-mmampodi ba 15 (p=15) le bao seng bo-mmampodi ba 15 (p=15) mme sehlopha sa taolo se ne se e na le bo-mmampodi ba 15 (p=15) le bao seng bo-mmampodi ba 15 (p=15). Ke feela bankakarolo ba sehlopheng sa diteko ba ileng ba behwa lenaneong la ho kena dipakeng. Manollo ya dipalo tse ngata tse tswakilweng (GLM) e ile ya sebediswa ho lekola tshebedisano dipakeng tsa dintlha tse fumanweng pele ho teko le kamora teko le dihlopha tsa diteko le tsa taolo bakeng sa kakaretso ya dintlha tse fumanweng tsa EQ le ditekanyetso tsa boitshwaro tse fanweng ke matitjhere. Diphetoho tse bonahalang di ile tsa bonwa mabapi le bo-mmampodi ba sehlopheng sa diteko pele ho teko le kamora teko ya BarOn EQ-i:YV le Sekala ka Tekanyetso sa Titjhere. Diphumano tsena di fana ka tshehetso bakeng sa tshebetso ya lenaneo sehlopheng sa diteko.
Psychology
D. Phil. (Psychology)

Relatório de atividade profissional de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário
Este trabalho é um relatório da atividade profissional exercida nos últimos cinco anos (2009/2014) como docente de Educação Física. Numa primeira abordagem, efetuamos um enquadramento pessoal, institucional, e pedagógico, este último assente em três dimensões: científica e pedagógica, participação na escola e a relação com a comunidade, formação contínua e desenvolvimento profissional. Na segunda parte, abordamos o desenvolvimento profissional e de investigação, onde realizamos um estudo, onde o objetivo foi verificar as associações entre a Coordenação Motora e o Bullying, em 546 crianças do 4º ano do Ensino Básico, 267 raparigas (48,9%) e 279 rapazes (51,1%), com idades compreendidas entre os 9 e os 12 anos. A metodologia aplicada, foi a utilização do teste KTK para avaliar a CM, o Bullying foi aferido através do preenchimento de um questionário e a os dados relativos à idade e o género foram adquiridos através dos registos administrativos da escola. A existência de associação entre as variáveis CM e as categorias do bullying, foi determinada através do teste do Qui-quadrado. Relativamente aos resultados obtidos nas categorias de CM, verificamos que apenas uma percentagem muito reduzida da amostra apresentou um desempenho motor considerado Bom, não havendo qualquer participante que apresentasse um nível de CM Muito Boa. No que respeita ao género, verificamos que a percentagem de raparigas com Perturbações e Insuficiências da CM foi superior à dos rapazes, contrariamente ao ocorrido com a CM Normal e Boa onde os resultados encontrados foram superiores nos rapazes relativamente às raparigas. Nas categorias de Bullying, verificamos que os observadores foi a que obteve maior prevalência, quer para a amostra global, quer por género. Posteriormente, segue-se a categoria vítimas e agressores ao mesmo tempo, de seguida as vítimas, e por último com menor frequência aparecem os agressores. Nas associações entre a CM e as categorias relacionadas com o bullying, os resultados demonstram, que não se verificaram relações estatisticamente significativas entre as variáveis em estudo. Com esta investigação, concluímos que os níveis de CM da nossa amostra se encontram abaixo do desejado, uma vez que mais de metade dos nossos participantes apresentam níveis inferiores à da categoria “normal”. Relativamente ao bullying, os resultados também são preocupantes, dado as elevadas prevalências de agressão e vitimação entre estas crianças.
This text is a report on the professional activity in the past five years (2009/2014) as teacher of Physical Education. The first section presents the personal, institutional, and pedagogical profile. This latter aspect is based on three dimensions: scientific and pedagogical, participation in school activities and projects and relationships with the community, continuing education and professional development. The second section presents the research done: a study aiming at determining the relationships between bullying and motor coordination in 546 children attending the 4th grade (Primary Education) - 267 girls (48.9%) and 279 boys (51.1%), aged 9 to 12. Methodologically, the instruments used were the KTK test, to assess motor coordination (MC), and a questionnaire to assess bullying behaviours. The results in the different categories of MC show that only a very small percentage of the sample had a Good performance. No participants presented a Very Good level of MC. With regard to gender, we concluded that the percentage of girls with Movement Disorders and Weaknesses of MC was higher than that of the boys, contrarily to the results on Normal and Good MC where the results were higher in boys than in girls. In the bullying categories, the results showed that the observers were in higher numbers both in the overall sample, and by genre. After that, there are the victims / perpetrators, followed by the victims, and finally by the aggressors. The results also show that no statistically significant relationships between the MC and the categories related to bullying were found. As a result, we concluded that the MC levels of our sample are below the desired level, as more than half of the participants presented lower levels than the category defined as "normal". Concerning bullying, the results are also troubling, given the high prevalence of aggression and victimization among the children studied. Although no associations between the MC and bullying were found, there is a need for further research on these variables so important in the development of children, namely longitudinal studies and interventions.

MGS
Institute for Gender and Youth Studies
Most people view bullying as a childhood challenge which children outgrow with age. However, bullies grow up and even go to universities where they continue with their bullying tactics; harassing their fellow students. The development of technology has allowed bullying to be taken to adulthood through cyber-bullying. Technology has become a big part of young people’s lives and it plays an increasingly important role in their day-to-day activities. However, it has also become a platform for young people to intimidate and harass each other. Cyber-bullying has become a huge problem for university students, which can cause long term effects to victims. It involves sending hurtful, threatening or embarrassing messages to one another. Cyber-bullying causes problems such as depression, anxiety, suicide, poor school attendance and performance for the victims of such an act. Both males and females take part in cyber-bullying. Avenues for cyber-bullying by students include emails, blogs, text messages, and social network sites such as Facebook, My Space, Whatsapp, Instagram and twitter among others. The main aim of this study was to probe cyber-bullying experiences of both male and female first year students at the University of Venda. Qualitative research approach was used. Snowball sampling, a subtype of non-probability sampling was used to select the respondents for the study. Semi-structured interviews were used as the data collecting tool. The data was analysed using thematic analysis. Confidentiality, anonymity, voluntary participation and informed consent were among the ethical considerations that were followed. The study found that cyber-bullying is prevalent at the University of Venda and it socially, academically, psychologically and physically affects students. More female students were found to be victims of cyber-bullying when compared to male students. In view of the magnitude of cyber-bullying among university students; there is a need for urgent action by the University of Venda management to come up with
NRF

Nas últimas décadas o bullying tem-se tornado cada vez mais um tema em voga, não só divulgado pela literatura especializada da área da educação e psicologia como pelos meios de comunicação, por essa razão resolvemos investigar acerca do que é que está por detrás deste comportamento. Dos artigos consultados, o artigo redigido por Sara Pereira refere que a violência transmitida pela televisão só influencia a criança de forma negativa, ou seja, com predisposição para a violência, se esta viver num ambiente violento; caso contrário, uma criança que viva num ambiente familiar salutar dificilmente se torna violenta, mesmo observando episódios violentos na TV. Além disto, temos o convívio paralelo que, segundo María José Díaz-Aguado, pode influenciar de forma positiva, no sentido de proteger a criança de atos violentos e suscitar a inibição à violência. Por outro lado, também nos devemos questionar acerca da informação que os agentes educativos em estudo - funcionários, diretores de turma e diretores de escola - possuem acerca deste fenómeno e quais as medidas que tomam para o controlar. E o que se verifica no nosso estudo é que uma parte dos agentes (85%) apenas tem uma noção geral deste fenómeno e, sendo que alguns (30%) consideram o bullying normal nas crianças do ensino básico.

Neste presente estudo, abordamos a problemática da violência entre pares ou bullying, que se instala subtil e silenciosamente em contexto escolar, deteriorado as relações interpessoais. Objectivamos esboçar as características do fenómeno do bullying existente nos alunos do terceiro ciclo, numa escola básica integrada inserida num meio socialmente desfavorecido. Procuramos, particularmente, descrever o ambiente familiar de discentes com comportamento agressivo, assim como as relações interpessoais que se estabelecem entre os vários membros da família. No que concerne a metodologia, optamos, essencialmente, pela abordagem qualitativa, através de um estudo de caso. Os inquéritos e as entrevistas semi-estruturadas constituíram os instrumentos de recolha de dados. O inquérito foi aplicado a 279 dos 304 discentes do terceiro ciclo, dos 12 aos 18 anos e as entrevistas semi-estruturadas abrangeram dois discentes do terceiro ciclo, dos 12 aos 18 anos e as entrevistas semi-estruturadas abrangem dois discentes de 14 anos, com comportamentos agressivos e as suas respectivas mães. Os inquéritos foram tratados estatisticamente e o conteúdo das entrevistas foi analisado através da categorização em dois temas aglutinadores: o contexto familiar e o contexto escolar. Constatamos que o bullying marca uma forte presença neste nível de ensino, apresentando 58,4% de vitimação e 34,8% de agressão, que perturba o ethos da escola, pois sentimentos de insegurança assolam 48% dos discentes. A forma de bullying predominante é a agressão verbal, desenhada através do insulto e o receio é o local por excelência, para a ocorrência deste fenómeno. A família, contexto onde inicialmente ocorre a socialização, possui um papel primordial na atitude que a criança desenvolve nas suas relações interpessoais com os seus pares. Constatamos que o ambiente familiar dos discentes com comportamento agressivos revelou interacções de baixa qualidade e frequência com a figura de autoridade do pai e que práticas educativas demasiado autoritárias ou permissivas parecem instigar a violência. Por isso, torna-se imprescindível que a escola, em parceria com a família implemente estratégias preventivas e remediativas relativas ao fenómeno do bullying, de modo a tornar a escola um contexto de socialização e formação aprazível.
Orientação: Prof.º Doutor Paulo Delgado.