Dissertationen: „Bullying in schools“

1

Cottello, Jacqueline M. „Bullying in the schools“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008cottelloj.pdf.

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2

Dietrich, Lars. „Bullying in Schools| How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools“. Thesis, Brandeis Univ., The Heller School for Social Policy and Mgmt, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010595.

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This dissertation argues that bullying is a fundamental response to bullies’ feelings of insecurity. Past research has found factors associated with bullying to include socioeconomic status and propensities towards violent behavior. Contextual factors posited here that produce the feelings of insecurity, which lead to bullying, include peer group dynamics, school climates, and teaching.

In relationship to peer groups, the theoretical framework of this dissertation draws primarily from the theories of Robert E. Crosnoe and Dorte M. Sondergaard. The assumption is that students are socially embedded in peer groups in which they struggle for social status (Crosnoe 2011) and in many cases experience the threat of social marginalization (Sondergaard 2012). Sondergaard, in particular, theorizes that the more insecure students feel about their social status in peer groups, the more likely they are to resort to bullying behavior.

All multivariate analyses in this dissertation are limited to white, black, and Latino boys. The resulting sample comprises N=6,491 student observations nested within 153 schools. The nested sampling structure requires multi-level modeling (MLM) for the calculation of unbiased estimates.

I find that individual-level student background characteristics are stronger predictors of bully identification than the school context, as measured by student body composition and teaching style factors. In addition, social status insecurity is a mediating factor for many of the student- and school-level predictors of bullying.

The dissertation distinguishes four types of schools, each of which is above or below average on two major dimensions. The first dimension is academic support (i.e., how caring and responsive teachers are), while the other is academic press (i.e., how strict and demanding they are).

I find that black male students are more likely to self-identify as bullies in schools that are below average on both academic support and academic press, compared to those that are above average on both. The pattern for Latino boys is different. For them, self-reported bullying is higher when the school rates high on academic support, but low on academic press.

I find no statistically significant role for teaching styles in predicting the amount of bully identification among white males.

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3

Taylor, Jonte C. Martin Everett Davis. „Middle school students' perceptions of bullying“. Auburn, Ala, 2009. http://hdl.handle.net/10415/1836.

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4

Disque, J. Graham. „Approaches to Bullying in Schools“. Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2812.

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5

Maeda, Rie. „Empathy, emotion regulation, and perspective taking as predictors of children's participation in bullying /“. Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7779.

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6

Bryan, Katy Michelle. „A critical review of the literature the effects of bullying and aggression and the most effective practices for reducing and/or eliminating the problem /“. Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bryan_KMITthesis2009.pdf.

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7

Pintado, Irene. „Perceptions of school climate and bullying in middle schools“. [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001816.

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8

Sontag, Anna M. „Prevention of bullying : evaluation of Steps to Respect /“. view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201700.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.

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9

Copeland, David A. „Bullying in public schools in Missouri“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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10

Roland, Erling. „School influences on bullying“. Thesis, Durham University, 1998. http://etheses.dur.ac.uk/1047/.

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11

Ordonez, Maria Alicia. „Prevalence of bullying among elementary school children as a function of the comprehensiveness of anti-bullying policies and programs in the school“. Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344194.

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This study identified research-based components for an effective anti-bullying policy and arranged them according to Bronfenbrenner's (1989) ecosystemic framework. It was hypothesized that the prevalence of different types of bullying was lower in elementary schools with a greater comprehensiveness of anti-bullying policies. Independent variables included the rated presence of anti-bullying components in school policies at four ecosystemic levels: microsystemic, mesosystemic, exosystemic, and macrosystemic. Dependent variables consisted of students' self-report of the occurrence of four types of bullying: attacks on property, and physical, verbal, and social bullying.Two hundred and thirty-one students from six elementary schools completed the Multidimensional Peer-Victimization Scale (Mynard & Joseph, 2000). The majority of students were African American. Three focus groups (students, parents, and school personnel) were also conducted in each school to gather information about anti-bullying policies. Independent raters blind to the hypothesis rated the information from the focus groups using the Comprehensiveness of Anti-bullying Policies Scale; a reliable measure designed for this study. Further, this information was evaluated through content analysis.Results of a One-Way (Comprehensiveness of Policies and Programs) Between Subjects MANOVA revealed a greater prevalence of verbal and physical victimization associated with schools having a lower comprehensiveness of anti-bullying policies and programs. Social victimization and attacks on property did not vary, however, as a function of the comprehensiveness of a school's policies.A supplementary 2 (Gender) x 2 (Comprehensiveness of Policies and Programs) Between Subjects MANOVA yielded no significant interaction between gender and the comprehensiveness of anti-bullying policies. A main effect for gender was found to be significant, however. Boys reported a higher level of physical bullying than girls.Content analyses showed focus group participants perceived physical bullying as more severe than the other types. Participants also reported harsher consequences to address such bullying. It is possible schools convey greater intolerance for physical bullying, hence its lower prevalence.It is concluded that schools' anti-bullying efforts should involve all ecosystemic levels. In addition, policies must include all types of bullying and communicate equal intolerance for each. Implications for theory, counseling, research, and anti-bullying policies are discussed.
Department of Counseling Psychology and Guidance Services

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12

Dahlheimer, Janell M. „Teachers' perceptions of bullying behavior“. Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004dahlheimerj.pdf.

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13

Sakellariou, Tass. „Boys and bullying : electronic and non-electronic bullying and teacher perceptions /“. [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19198.pdf.

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14

Trego, April R. „Bullying recognition and attitudes in a rural elementary school“. Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p074-0087.

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15

Lagerlöf, Hélène. „Bullying in schools : The multi aspect problem“. Thesis, Stockholm University, Department of Social Work, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-336.

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Everyday thousands of children and teenagers live through the hell of bullying. This theoretical research essay describes analyses and gives a literature overview of the phenomenon of bullying from eight different ideal-typical aspects based on Max Weber’s concept of Ideal types as a tool to make text analysis. The essay also investigates and compares three studies with focus on what methodological tools the researchers have employed to come to their conclusions. With the results from this investigation the research essay discusses possible explanations to why results, conclusions and understanding on the self-concept and self-esteem of perpetrators of bullying are so contradictory between researchers. Findings suggest that differences in gender in the sample, sample-size and age-group variations could be possible explanations to why results differ between studies. The essay discusses bullying from a power theory perspective and presents thoughts on how such a perspective could be employed in future research. It also suggests more research in the sociological discipline and investigations on a contextual and organisational level considering that the present study has shown that the academic field of bullying have not been researched to a great extent from this perspective.

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16

Baldry, Anna Costanza. „Bullying in schools : correlates and intervention strategies“. Thesis, University of Cambridge, 2001. https://www.repository.cam.ac.uk/handle/1810/283996.

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17

Duffy, Amanda. „Bullying in Schools: A Social Identity Perspective“. Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365890.

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Numerous studies have shown that bullying is a significant problem in schools. However, until recently, little attention has been given to the social context in which bullying occurs. Although research exploring the peer group's role in bullying has now begun to emerge, studies in the area have lacked a theoretical basis. Consequently, the current research explored whether the application of social identity theory (SIT; Tajfel & Turner, 1979) and self-categorisation theory (SCT; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) can help to explain the role the peer group plays in the problem of childhood bullying. The first study in this program of research focussed on the development of two questionnaires, one assessing bullying and the other problem behaviours. Items for these questionnaires were generated via focus groups and a review of relevant literature, before being piloted on 43 children (aged 9 to 13 years). Two full-scale administrations of the questionnaires then occurred. Three hundred and nineteen students (aged 9 to 13 years) and 19 teachers participated in the first administration, with a further 351 students (aged 8 to 14 years) and 17 teachers participating in the second. During each administration, peer-, self-, and teacher-reports were collected. This process resulted in the development of the four-factor Bullying Questionnaire (BQ) and the three-factor Problem Behaviour Questionnaire (PBQ). Results indicated these scales were both reliable and valid. The BQ and PBQ were subsequently used in the second study, which explored whether a social identity perspective could assist in explaining bullying within naturally formed friendship groups. Specifically, the relevance of the concepts of within-group similarity, group norms, group identification, and intra-group position (i.e., the relative prototypicality of group members) was explored. Results revealed that within-group similarities in bullying behaviour were apparent. Further, children involved in bullying were likely to engage in other problem behaviours, with intra-group homogeneity in such behaviours also being evident. Greater involvement in bullying was also reported when 1) group norms endorsed such behaviour and 2) children were prototypical, rather than peripheral, members of bullying groups. In contrast, group identification and the interaction of group identification and intra-group position did not contribute significantly to the prediction of bullying. The final study utilised an experimental simulation to further explore the relevance of SIT and SCT to bullying. Three hundred and fifty-six participants (aged 8 to 14 years) were randomly assigned to teams for a drawing competition. They were then provided with information regarding their team's norms (bullying versus helping), their level of identification with the team (high versus low), and their position within the team (prototypical versus peripheral). Subsequently, several situations involving the in- and out-group were described and the children were asked to rate the likelihood that they would become involved in bullying of the out-group. As in Study 2, initial analyses revealed that group norms and intra-group position were associated with bullying behaviour, but group identification was not. However, supplementary analyses did provide some indication that identification might also play a role in determining bullying behaviour. Overall, these results supported the application of SIT and SCT to the problem of childhood bullying. The findings of the current research have important implications for the way in which bullying is conceptualised, as well as for the development of anti-bullying programs.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Business School
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18

Stevens, Scott K. „Bullying the student perspective /“. Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1155927409.

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19

Lebakken, Janice. „Implementing the Wisconsin bullying prevention curriculum in a family and consumer sciences education classroom“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008lebakkenj.pdf.

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20

Robbins, Rosemary. „Anti-bullying Policies And Practices In Texas Middle Schools“. Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103382/.

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For over a decade national attention to bullying in American schools has increased, fueled by publicity about suicides of severely bullied youth. Schools have the charge of maintaining the safety of all students in order to ensure a positive learning environment, but there is little information about what they are doing to prevent bullying. The purpose of this study was to provide information on principals’ perceptions of bullying and what anti-bullying policies, procedures, and programs exist in Texas middle schools. Ninety-nine principals completed an online questionnaire that addressed: 1) their knowledge of district and campus policies concerning bullying; 2) their direct experience with bullying; and, 3) bullying-prevention strategies and training in place in their schools. Principals reported direct experience with all types of bullying included on the questionnaire in their schools, but had a surprisingly small mean of 14.8 verified bullying incidents during the 2010-2011 year. Over 60% felt the level of physical safety in their school was good or very good, but only 35% rated their school’s emotional safety as good or very good. Students, parents, and teachers reported bullying to the majority of principals; however, few schools conducted annual student surveys that could provide accurate information about bullying in their schools. Procedures required by state law were more likely to be in place than those not required, though not all schools complied with all requirements. Fewer than 10% of schools had implemented a formal anti-bullying program. The most commonly cited obstacles to effectively addressing bullying were lack of time to conduct investigations and getting parents to file written reports (40%); however, despite having anti-bullying training, 27% felt limited by the lack of strategies. This study fills a void in the literature by providing a statewide overview of middle school principals’ knowledge of district and campus policies and procedures on bullying. It also shows the extent to which legal requirements and best practices have been implemented.

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21

Owen, Maureen Teresa Hastings. „Addressing Bullying in Schools: Strategies, Structures and Scaffolding“. Thesis, Griffith University, 2011. http://hdl.handle.net/10072/365529.

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Addressing Bullying in Schools: Strategies, Structures and Scaffolding is comparative multiple case study of the empowering effects of professional development on teachers to manage bullying, using two educational drama techniques, forum theatre and process drama, as well as peer teaching. This thesis is based on the findings from three years of an action research project called Acting Against Bullying, which was conducted by Griffith University in several Queensland high schools and primary schools between 2004 and 2006. The main focus of the dissertation is three key schools; Southside State High School, North Beachside State High School and Westside State High School. It also draws on the findings at several of the other participating schools to ensure that the findings are grounded in significant data and to reinforce their validity. This data is presented as a collection of themes embedded in each case study, based on the findings and insights that emerged from the drama, peer teaching and inservices that were held for the teachers. The data is conveyed as a narrative account to highlight the multiple voices of the participants and to enhance the natural approach of research from an active researcher perspective.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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22

Elfstrom, Jennifer L. „Bullying and Victimization: School Climate Matters“. Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1186089056.

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23

Smalley, David A. „A social goals perspective on bullying in schools“. Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6918/.

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Contrasting approaches to explaining the social-cognitive contributors to bullying in schools have stressed the importance of a child‘s social goals in determining whether he or she will bully. In spite of this, the social goals of bullies and victims have not been adequately investigated in empirical research. This thesis aimed to address this issue by investigating the social goals associated with bullying/victimisation, determining whether these goals were able to predict bullying/victimisation even after other social processing biases and theory of mind had been taken into account, and considering the influence social goals have on children‘s response to provocation. In a series of six studies, 583 children from Primary schools in the UK completed several measures aimed at assessing their engagement in behaviours related to bullying and being victimised, their social goals (both as general interpersonal goals and also specific to hypothetical social scenarios), and other social-cognitive factors (including theory of mind). Although the pattern of results across studies was not always uniform, there was a general trend for bullying in boys to be associated with situation-specific goals that protected their physical dominance within their peer group, while bullying in girls was better predicted by an overall concern for maintaining an image of popularity. Interestingly, victimisation in boys was predicted by an inappropriate concern for others‘ feelings in certain scenarios, while victimisation in girls was associated with a low level of concern for behaving prosocially. Importantly, these kinds of social goals remained predictive of bullying and victimisation even after controlling for variance accounted for by theory of mind and other social information processing biases. Finally, social goals were found to mediate the relationship between bullying/victimisation and aggressive/submissive response strategies. Findings are discussed in relation to the existing literature as well as to their potential impact on intervention strategies.

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24

Stacey, Alison Christine. „Bullying and peer relations in two primary schools“. Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621551.

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25

Kruger, Martha Margaretha. „Bullying in secondary schools : teachers' perspectives and experiences“. Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17929.

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Thesis (MEd(Psych) --Stellenbosch University, 2011.
ENGLISH ABSTRACT: Bullying seems to be a pervasive problem in most secondary schools and teachers have the daily task of dealing with it. Not only do teachers have to unravel the complex dynamics of bullying, they also often have to navigate a school climate and culture that is not conducive to addressing bullying. In South Africa, there are many unique contextual factors which impact on teachers’ management of bullying, such as community violence overflowing into the school, increased administrative load and limited support from school management, parents and education authorities. Therefore, teachers’ abilities to conceptualise bullying, recognise and respond to incidents of bullying, and their knowledge of the nature and extent of bullying behaviour impact greatly on anti-bullying strategies. The theoretical framework which informed this study is the social context perspective which drew on views from both social constructionism and the bio-ecological framework. The social context perspective emphasises the interactions between individuals and the systems as delineated in the bio-ecological model. Furthermore, this study did not aim to reveal the “truth” about school bullying. The intention has rather been to provide a comprehensive picture as was portrayed by the participants in this study. This picture included the nature and extent of bullying in their secondary school, the teachers’ perspectives and experiences of bullying, and proposed prevention and intervention strategies which they aim to implement at their school. In keeping with the constructionist nature of the process of inquiry, a qualitative, interpretivist research approach was used. Purposive sampling was used to identify potential participants who were then asked to volunteer to be part of the study. Data was generated through semi-structured interviews with individuals and focus groups. Furthermore, the constant comparative method was used to analyse the data. The research findings indicated that the teachers experience and perceive a wide variety of bullying behaviours which take place at various sites, both within and outside the school grounds and that involve a diverse range of individuals within the school community. Furthermore, the teachers conveyed several factors which they experienced as maintaining bullying and highlighted their perceived effects thereof. In addition to this, the participants shared knowledge about their teaching practices and suggested a few strategies on how to deal with bullying more effectively in their school community.
AFRIKAANSE OPSOMMING: Afknouery word beskou as ‘n deurlopende probleem in hoërskole en onderwysers moet die gevolge daarvan daagliks hanteer. Onderwysers moet nie net die komplekse dinamiek van afknouery ontrafel nie, maar worstel ook met ‘n skoolklimaat en -kultuur wat nie toepaslik is om afknouery te bekamp nie. In Suid-Afrika is daar unieke kontekstuele faktore wat ‘n invloed het op hoe onderwysers afknouery hanteer. Dit sluit onder andere in die geweld wat oorvloei vanuit die gemeenskap na die skool, verhoogde administratiewe werklading asook beperkte ondersteuning van die skool se bestuurspan, ouers en die onderwysowerhede. Daarom speel onderwysers se vermoëns om afknouery te konseptualiseer, insidente van afknouery te herken en daarop te reageer, asook hulle kennis van afknougedrag ‘n groot impak op anti-afknouery strategieë. Hierdie studie word gekonseptualiseer vanuit ‘n sosiaal-konstruktiwistiese en bioekologiese perspektief. ‘n sosiale konteksperspektief beklemtoon die interaksies tussen individue en die sisteme wat uiteengesit is in die bio-ekologiese model. Die doel van hierdie studie was nie om die “waarheid” oor afknouery in die skool te openbaar nie. Dit was eerder om die deelnemers se perspektief in diepte te analiseer en beskryf. ‘n Kwalitatiewe, interpretivistiese navorsingsbenadering is daarom gevolg. ‘n Doelgerigte steekproef is gebruik om potensiële deelnemers te identifiseer en hulle is gevra om vrywillig deel te neem aan die studie. Data is gegenereer deur semi-gestruktureerde individuele en fokusgroeponderhoude. Verder is die konstante vergelykende metode gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat die onderwysers ‘n wye verskeidenheid afknougedrag van diverse groepe en individue binne en buite die skoolterrein ervaar. Die onderwysers het verskeie faktore identifiseer wat afknouery moontlik instandhou en het die moontlike gevolge van afknouery uitgelig. Laastens het die deelnemers kennis oor hulle onderwyspraktyke gedeel en voorstelle gemaak oor hoe om afknouery meer effektief in hul skoolgemeenskap te hanteer.

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26

Koo, Hyojin. „The nature of bullying in South Korean schools“. Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420427.

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The aims of this present research are to expand our general understanding of bullying behaviour and to advance our knowledge about bullying among Korean pupils. With the purpose of exploring the nature and features of Korean bullying several studies were carried out, including one nationwide survey. At the beginning of this research, a sample (N=160) of Korean middle school pupils was selected in order to define the most appropriate term for bullying. The results confinned that wang-ta is the most appropriate term for Korean bUllying which can equivalently used for bullying in English speaking nations. With the tenn selected and two pilot studies a large-scale study (N=2,926) was carried out. The results showed that 5.80/0 of Korean pupils suffered by being bullied whereas 10.2%) pupils reported that they bully other peers. Results from the prevIOUS two studies indicated that there are different stages of victimisation in Korean schools. To investigate the stages of victimisation, 424 Korean pupils were selected. The results confinned that there are different levels of victimisation and each level is named differently according to the level of victimisation. Moreover, in order to explore different stages of wang-ta, and study features of Korean bullying, 10 pupils, who quit school mainly due to being bullied, were interviewed. The participants well described the relationship between those three tenns and their victimisation and a pattern of victimisation has been found. Infonnation and knowledge concerning the nature and features of wang-ta can be useful to correctional practitioners and policy makers as well as important to conduct comparative studies. Moreover, features of Korean bullying can help practitioners in order to better help victims in schools.

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27

Shaw, Thérèse. „Improving Evaluations of Anti-Bullying Programs in Schools“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/608.

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Bullying at school is associated with negative social, psychological and academic outcomes for both the victimised student and the perpetrator. As a consequence, national strategies to address bullying have been implemented in numerous countries, and education sectors and schools have increasingly directed resources to the problem. To ensure resources are allocated to programs and strategies that will prevent and successfully respond to bullying in schools, and therefore prevent harm to students, evidence of program effectiveness is required. Evaluations of anti-bullying programs in schools have had mixed results and there is a lack of robust evidence as to their impact. Several factors have been proposed and investigated as explanations for the varying effectiveness of programs, including the lack of strong study designs and rigorous methods in many program evaluations. The aim of this doctoral research was to investigate methodological challenges identified in the reviews of evaluations of school anti-bullying programs and to determine the implications of these challenges for such evaluation studies. Recommendations for future methodological research practice were also developed. Threats to the validity of findings from evaluations of anti-bullying programs, as identified in the literature reviewing these evaluations, were investigated within a theoretical framework for assessing the methodological quality of program evaluations. This research utilised existing large data sets from three studies, one national cross-sectional survey and two group-randomised controlled trials. Self-report measures of bullying victimisation and perpetration comprised the key outcomes. Various advanced statistical techniques were applied to investigate specific threats to the construct, internal and statistical validity of findings from an evaluation. Approval for research was obtained from the relevant authorities and conducted according to the appropriate ethical standards. This research details how the validity of findings from a program evaluation can be threatened as a result of the instruments used to measure bullying behaviours; response shift bias or raised awareness of bullying within the intervention group; active only parental consent procedures; the use of data analysis methods unsuited to bullying outcomes; and insufficient sample sizes. Strategies for minimising these threats, such as suitable approaches to sample size determination and the use of novel statistical techniques, are described. With careful planning and sufficient resources, evaluations of bullying programs in schools can provide valid evidence of their efficacy. Apart from the usual methodological considerations, the limitations of many evaluation studies can be addressed through the use of strong study designs; suitable methods to determine sufficient sample sizes; strategies to maximise response and consent rates when recruiting subjects; appropriate instruments to measure bullying behaviours; measures to assess and account for response shift; and appropriate data analysis methods.

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28

Schmidt, Heidi J. „A study to identify middle school students' perceptions of bullying experiences“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005schmidth.pdf.

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29

Kgopyana, Josephinah Kwena. „Teachers' perspective on learner bullying at selected Secondary schools in Moletjie Moshate Community“. Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3058.

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Thesis (M. A.) --University of Limpopo, 2019.
Bullying seems to be prevalent in most secondary schools, and teachers have a daily task of dealing with it. In South Africa, there are many issues which influence teachers’ management of bullying, such as community violence and parental attitudes. Teachers’ abilities to identify and respond to incidents of bullying, and their knowledge of bullying behaviour can have an impact on anti-bullying strategies. Secondary school management as well as parents have a responsibility towards efforts to eliminate bullying in schools. Failure to reduce bullying in secondary schools would result in high failure rates and poor concentration on school work among learners. This study aimed to describe teachers’ perspectives on learner bullying at Schools A and B. This study used Albert Bandura’s (1977) Social Learning Theory which offers a theoretical framework that helped the researcher find meaning in respect of the roles of the bully, victim and offenders. The study followed a qualitative approach, using focus group sessions to collect data in order to explore teachers’ experiences of bullying. The qualitative data were analysed by means of thematic analysis to present the collected data. The responses were recorded in the form of writing. The data was thoroughly structured into themes. Information obtained from respondents was treated with great confidentiality. Purposive and availability sampling were used to identify potential respondents who were asked to volunteer to be part of the study. The research findings specified that teachers experience and observe a wide variety of bullying behaviour which takes place at different sites, both inside and outside the school grounds. Moreover, the teachers conveyed numerous factors which they experienced as pertaining to bullying and emphasised the perceived effects. In addition to this, the participants shared knowledge about their teaching practices and recommended a few approaches on how to deal with bullying more effectively in their schools.

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30

Ttofi, Maria. „Testing the applicability of criminological theories to the context of bullying behaviour : implications for prevention and treatment“. Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611588.

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31

Purcell, Anita Margaret. „Young children and bullying a quantitative study of perceptions of bullying in Irish primary schools“. Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529817.

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32

Baier, Stacey. „A critical review of literature understanding bullying behaviors in children /“. Online version, 2007. http://www.uwstout.edu/lib/thesis/2008/2008baiers.pdf.

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33

Kildow, Natasha M. „Cyberbullying when peer bullying moves from the classroom to the home /“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kildown.pdf.

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34

Setlhwana, Sekedi Onicca. „Psychological consequences of bullying in the secondary schools of Capricorn District, Limpopo Province“. Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1982.

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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

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35

Iong, Sio Hong. „Covert school bullying among school students in Macao“. Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2580075.

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36

Wurf, Gerald Charles. „Reducing bullying: an evaluation of school-based initiatives for the prevention and management of bullying“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29789370.

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37

Schimek, Troy Alan. „Analysis of middle school student bullying experiences and student reported school climate“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schimekt.pdf.

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38

Gardner, Margaret. „Principals' Perceptions of Cyberbullying Policies in Selected Florida Middle Schools“. Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4243.

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This study investigated the issue of student cyberbullying in Florida's public middle schools. First, a content analysis of six Florida school district anti-bullying policies was conducted to determine the alignment between the state model policy and district policies. Next, 68 middle school principals from the same six Florida school districts completed the Cyberbullying Policies and Response Principal Survey online. Survey respondents were either members or non-members of the state mentoring team against bullying and harassment. Findings showed that all six school districts' anti-bullying policies were comprehensive in addressing the definitions of bullying behaviors, to include cyberbullying, as well as for reporting and responding to bullying incidents. However, it was found that improvements could be made concerning periodic review and updating of bullying policies as well as addressing issues of inclusiveness. Additionally, it was found that the middle school principals were generally aware of the seriousness of cyberbullying regardless of their membership status on the state mentoring team against bullying and harassment. They enforced both technology and bullying policies to prevent and respond to student cyberbullying. This was done either by their own initiative or as directed by the school districts. It was also discovered that principals were sensitive to the fact that students at their schools had been cybervictims, cyberbullies, or both. Moreover, principals believed that a majority of those activities occurred off-campus. It remains, though, uncertain as to what factors influence whether or not a school has a campus specific cyberbullying policy. However, principals conveyed an understanding that education about and enforcement of cyberbullying policies was imperative. Hence, more research is needed to determine how educators can continue to confront this type of adolescent aggression both on and off-campus.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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39

Abakah, George Gustarve Kwesi. „Boys' perspectives of peer-bullying in Ghanaian secondary schools“. Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/19532.

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This research explores boys’ perspectives on peer ‘bullying’ in one Ghanaian secondary school. Since the 1970s, empirical studies on bullying in the UK (and other global north countries where the term bullying is commonly used) have received increasing attention (Sondergaard, 2012). This extensive body of work, which is often multidisciplinary, has examined bullying in schools and focused particularly on harassment and aggression amongst peers (Sercombe and Donnelly, 2012). To date however, no empirical studies on understanding bullying in schools in Ghana have been conducted. This exploratory qualitative study is positioned within a constructivist paradigm using a case study design. Twenty boys from one secondary school in Ghana were interviewed using one-to-one semi-structured interviews, which were supplemented by using a vignette (hypothetical scenario) in order to stimulate discussion among boys. In addition, group interviews, observations, school mapping exercises, and interviews with adults were conducted. Data was analysed using thematic analysis. The key findings of this research include the observation that while the boys engaged in interactions and competitive behaviours that have been readily associated with ‘bullying’ in other national settings such as the UK, boys who participated in this study did not use the term bullying (or any similar word) to describe such behaviour. Many of ‘bullying-like’ behaviours amongst the boys were not construed as negative; rather, they tended to be normalised and viewed as a ‘natural’ way in which children mature and grow up. They were also interpreted by boys as a way of gaining status which warranted little or no adult intervention. This study suggests that ‘bullying’ acts were not named or labelled as such because they happened in a friendly and generally supportive atmosphere, where the boys related to each other as members of a cohesive community. The boys coped with such ‘bullying’ behaviours by acting in ways defined as masculine, as expected in their socio-cultural (as well as institutional) context. It followed that those boys who did not play out the expected and quintessential masculine roles were disadvantaged in such interactions. The informal socio-cultural conventions of the current case study school dictated a hierarchical environment where boys (men) were placed on a socially advantageous platform that also expected them to be tough and to hide their vulnerabilities. The current study emphasizes the need to thoroughly examine the socio cultural setting when understanding the phenomenon of ‘bullying’ and related behaviours. This study’s approach, informed by symbolic interactionism (Goffman, 1959), has unveiled an alternative understanding of ‘bullying’ behaviours in the case study school which has some implications for understanding the phenomenon of bullying behaviour more generally in other national settings.

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Laas, Annelie. „Combating bullying in schools : a South African legal perspective“. Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25089.

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This study holistically examines the status quo of learner-on-learner bullying in South African schools. An exposition is given pertaining to inter alia constitutional law, common law, statutory provisions and case law. Since bullying is a global problem, a legal comparative study is necessary in order to place the phenomenon of bullying into context. Concepts such as bystander behaviour, bullycide and restorative justice feature prominently in this dissertation. Important findings include the necessity of drafting of anti-bullying legislation as well as the inception of bullycide as a statutory crime. Furthermore, restorative justice processes are critically important to not only rehabilitate and reintegrate the bully, but also to vindicate the victim in a way that protects and promotes the rights of all parties involved. Recommendations are made with regard to the importance of a national anti-bullying policy to be implemented in conjunction with existing codes of conduct.
Dissertation (LLM)--University of Pretoria, 2012.
Private Law
unrestricted

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41

Osman, Gerarde. „Teachers’ perspectives on school bullying: insights from two primary schools in Cape Town“. Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1858.

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Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education at the Cape Peninsula University of Technology 2013
The purpose of this study was to explore teachers‟ perspectives on school bullying with insights from two primary schools in Cape Town. The topic of „bullying‟ is not a new one in research; however this study investigated the factors affecting teachers‟ perspectives on school bullying and how these perspectives affect the way teachers responded to incidents of bullying. The concepts of habitus, capital and field were used to provide a theoretical lens through which to examine the topic. The study was based on a small sample of 31 teachers drawn from two primary schools. The study employed a mixed-method approach in which quantitative and qualitative principles were applied. The study consisted of two phases in which data collection took place. The first was a questionnaire, while the second involved interviews. The application of two data- collecting instruments helped to ensure triangulation, thereby enhancing the credibility of the process. Findings indicated that teachers have various conceptions of bullying; this is partly determined by their gender, but also by the way in which they grew up and experienced bullying themselves as children.

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42

Osman, GS. „Teachers’ perspectives about school bullying: Insights from two primary schools in Cape Town“. Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1883.

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43

Booysen, Eugene. „Exploring the subjective experiences of educator-targeted bullying (ETB) in secondary schools“. University of Western Cape, 2020. http://hdl.handle.net/11394/7679.

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Magister Psychologiae - MPsych
The majority of research on bullying focuses on learner-to-learner bullying, and educators are rarely identified or viewed as victims of bullying. This area of research is largely neglected, despite its serious negative outcomes such as burnout, deterioration in the educator–learner relationship and disintegrated of the educator and learning culture.

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44

Huseby, Dawn M. „The link between early interventions with bullying in elementary school diminishing the acts of bullying in high school“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006husebyd.pdf.

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45

Stone, William Daryl. „Bullying prevention program possible impact on academic performance /“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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46

Chatty, Prishodhini. „The management of learner-to-teacher bullying in public secondary schools“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/79511.

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The management of learner-to-teacher bullying in schools is one among many of the challenges 21st century teachers face. The aim of this study was to investigate how schools manage learner-to-teacher bullying. This study was motivated by recent incidents of learner-to-teacher bullying and the lack of teacher protection against learners in the school and classroom environment. Ten teachers from secondary schools in the Tshwane South District in the Gauteng province were purposively selected to participate in this study. A qualitative research approach and a case study design was used to investigate how teachers manage learner-to-teacher bullying in schools. Semi-structured interviews were used to collect rich, in-depth data from participants on how they manage learner-to-teacher bullying in their school and classroom environment. Most participants acknowledged being a victim of either physical, emotional or verbal bullying at least once in their career. The findings of this study revealed that teachers believe learner social backgrounds influence their behaviour and, as a strategy for managing learner-to-teacher bullying, most teachers suggested investigating the reason behind the learner’s behaviour. Teachers often struggle with managing incidents of learner-to-teacher bullying as they believe that they are not as protected as learners are by the school or school policies. Most participants suggested that the most effective procedure in managing learner-to-teacher bullying is to conduct a one on one conversation with the perpetrator after class.
Dissertation (MEd)--University of Pretoria, 2020.
Education Management and Policy Studies
MEd
Unrestricted

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47

Tu, Kelly Michelle Erath Stephen Andrew. „Peer victimization and school adjustment in early adolescence friends' social adjustment as a moderator /“. Auburn, Ala, 2009. http://hdl.handle.net/10415/1648.

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48

Healey, Jean B., University of Western Sydney, of Arts Education and Social Sciences College und School of Education and Early Childhood Studies. „Violence and bullying in schools : new theoretical perspectives and the Macarthur model for comprehensive and customised intervention“. THESIS_CAESS_EEC_Healey_J.xml, 2004. http://handle.uws.edu.au:8081/1959.7/755.

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Violence and bullying in schools have become major issues of concern to teachers, students and parents in the new millennium. As evidence mounts of the destructive, pervasive and sometimes lethal impact of these phenomena within the education milieu, it has become apparent that an approach which compromises a pragmatic intervention informed by innovative theoretical perspectives is urgently required. The body of work presented in this portfolio attempts to address this need by presenting a comprehensive model for intervention in violence and bullying in schools. Based upon the findings of a survey of four Sydney metropolitan schools, and drawing upon extant theory and research, a number of important theoretical perspectives were identified. The proposal that violence may be resolved through education is explored and perceptions about contemporary influences, including the impact of exposure to media violence, are challenged. The conceptualisation of peer abuse as a legislated child protection issue is initiated and discussed. The necessity for the development of resiliency as an individual attribute for victims is examined and the function of peers as formal advocates for victims is proposed. In summary, this portfolio presents a body of scholarly, professional work focused on addressing the issues of violence and bullying in schools through new perspectives and a comprehensive model for intervention that can readily be implemented by educators
Doctor of Education (Ed. D.)

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49

Plourde, Jessica L. „Elementary students' and parents' perceptions of bullying behaviors at school“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005plourdej.pdf.

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50

Smith, Elizabeth J. „A study to identify third grade students' perceptions of student-to-student bullying experiences“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002smithe.pdf.

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Dissertationen zum Thema „Bullying in schools“

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