Tesi: "Bullying prevention"

1

Kendrick, Michelle Marie. "Evaluating the Effects of the Olweus Bullying Prevention Program on Middle School Bullying". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1606.

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This project study addressed the problem of bullying, victimization, and the awareness of these activities at a public suburban middle school in Northwest Georgia. The study school implemented the Olweus Bullying Prevention Program (OBPP) in 2009, yet had not evaluated the program to identify whether or not it met its goals after 1 year of implementation. Using a quasiexperimental, goal-free program evaluation, the research questions explored whether or not the OBPP succeeded in reducing the student reported rates of bullying and victimization while also increasing awareness of such activities. A Mann Whitney U test was utilized for analysis due to violations of normality and homoscedasticity in the data. The quantitative sequence consisted of descriptive analyses of archived student data from the pre- and postimplementation (N = 346 and 137, respectively) Revised Olweus Bully/Victim Questionnaire (OBVQ) administration. Results indicated an increase, though not statistically significant, in student reporting of victimization and awareness and a statistically significant increase in rates of bullying. Results in the evaluation report supported continued OBPP implementation with anticipation that implementing more than 1 year should yield a decrease in student reported rates of bullying and victimization and increase in awareness of what constitutes these activities. The project study could lead to positive social change by increasing awareness of bullying in the learning community and reducing the number of reported incidents of bullying and victimization.

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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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3

Beck, Tracey D. "A bullying prevention program for a school setting /". Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/beckt/traceybeck.html.

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4

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

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5

Tokarick, Karen. "The Effect of Bullying Prevention Programs on the Perceptions of Bullying Among Female Youth". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/288.

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Bullying has become a widespread social issue. Previous research has focused on both genders and various grade levels; it has shown that programs reduce bullying and improve social climates and attitudes toward academics. The effect of these programs, specifically on female youth, has not been studied. This study addressed the effect of bullying prevention programs on perceptions of bullying among female youth in Grades 5-7 in 2 schools in rural eastern Pennsylvania. One school utilized a prevention program while the other did not. Teachers and administrators were also interviewed to gain insight regarding their perceived effectiveness of the program. The main research question examined if prevention programs resulted in reductions in the perceptions of peer bullying among female youth in Grades 5-7. Telephone interviews with 30 students were conducted to assess if bullying programs alter perceptions of bullying. The theoretical bases of social learning theory and general aggression model were used to determine if programs altered perceptions of bullying. Bullying perceptions of participants from both schools were compared. An ethnographic design was employed, using partial grounded theory as the primary methods of research. Data were reviewed and codes were determined based upon the frequency of responses to interview questions. Results showed that bullying was prevalent in both schools; however, the prevention program did not alter perceptions of bullying, indicating problems with program implementation. The current research provides insights for school administrators regarding changes needed in program implementation to improve students' perceptions and possibly reduce bullying among this population.

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6

Jadambaa, Amarzaya. "Bullying in Australia: Prevalence, health outcomes, cost outcomes, and economic evaluation of bullying prevention". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206147/1/Amarzaya_Jadambaa_Thesis.pdf.

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Bullying among children and adolescents is a major public health problem. The negative consequences of bullying are not limited to health problems, nor to experiences in childhood and adolescence, and can persist into adulthood. This research found that one in seven Australian children experienced bullying victimisation; bullying victimisation contributes a significant proportion of the burden of disease; a substantial annual cost to Australian society results from bullying; and further investment in bullying prevention is an efficient use of scarce healthcare resources. This thesis makes an important contribution to the field of bullying and the vital role of bullying intervention programmes.

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7

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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8

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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9

Tapia, Melissa. "Bullying education and prevention program a grant proposal project". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586171.

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Bullying is a serious problem that affects youth from all backgrounds and can negatively affect their development. The purpose of this project was to develop a program, identify potential funding resources, and write a grant to fund a bullying prevention program at Woodrow Wilson Middle School in Pasadena Unified School District. The proposed program will take a school-wide approach and implement Second Step, an evidence-based program to prevent bullying. Students will participate in classroom activities to build empathy, communication, bullying prevention, emotion management, and prevent substance abuse. Some enhancements such as assemblies, parent trainings, and incentives will be added to the program to promote collaboration between the school and the home and actively engage all of the systems related to bullying. Implications for social work practice are discussed. The actual submission and/or funding of the grant were not required for the successful completion of this project.

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10

Bailey, Benjamin M. "Adolescents' Perceptions of Homophobic Language: Implications for Bullying Prevention". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5474.

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Large scientific studies have recognized homophobic language as a national concern (American Association of University Women [AAUW], 2001; Kosciw, Greytak, Diaz, & Bartkiewicz, 2010). Concerning perceptions of homophobic language use, quantitative studies were mostly conducted in specific areas of the United States and qualitative studies have largely approached the issue with the theory of masculinity. The current study proposed to approach the study actively challenging all assumptions about homophobic language use. This study assimilated 20 adolescents' perceptions of homophobic language, using a hermeneutic qualitative methodology. This study found that in addition to policing masculinity, homophobic language was used to police sexuality, normality, and popularity. In regard to adolescents abstaining from using homophobic language, three themes emerged, including when in the presence of individuals perceived as being homosexual, when having a personal connection to a homosexual, and when associated with vulnerable populations. Participants self-identified with peer groups. These personal connections shaped how students abstained from and participated in using homophobic language. This study's findings are summarized, ending with implications for practice. Although interventions targeting groups of students may be helpful—ultimately a larger cultural shift towards engagement with and an understanding of marginalized groups must occur.

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11

Kim, Jangdae. "Bullying in schools : a comparison of anti-bullying policy and practice in primary schools in the state of New South Wales, Australia, and Kyunggi Province, South Korea". Phd thesis, Faculty of Education and Social Work, 2007. http://hdl.handle.net/2123/7223.

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12

Paredes, Martha Cecilia. "Bullying prevention strategies for elementary school students| A grant proposal". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10007401.

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The purpose of this project was to collaborate with the host agency to design a program and seek funding to add a violence prevention component that can be implemented in the public school setting. “Bullying behaviour no doubt is becoming a common feature, and a nightmare in schools all over the world. It is a worrisome practice in schools because it infringes on the child's right to human dignity, privacy, freedom and security” (Aluede, Adeleke, Omoike & Afen-Akpaida, 2008, p. 151). This makes the need to prevent victimization and empower those who are being bullied all the more urgent. A literature review was conducted to determine the risk factors and consequences involved in bullying and to identify conflict resolution programs. The idea that conflicts can be resolved constructively, without physical or verbal violence, provides the basis for an evidence-based program designed to reduce bullying behavior. The implementation of this project will bridge the gap between the services offered to the child, school and community. The actual submission and funding of this grant was not a requirement for the successful completion of this project.

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13

Gasca, Karla. "A Comprehensive Bullying Prevention and Intervention Program a Grant Proposal". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784467.

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The purpose of this project was to locate a potential funding source and write a grant to fund a comprehensive bullying prevention and intervention program at Southeast Middle School (SEMS) in Los Angeles Unified School District (LAUSD). An extensive literature review was performed to investigate the prevalence, long-term effects, theoretical frameworks and programs developed to address bullying and cyberbullying victimization. The literature reviewed revealed that a school-based bullying prevention program is highly needed due to approximately 30% of United States students in grades 6–10 having reported involvement in moderate or frequent bullying. The proposed program will take a whole-school approach to reduce bullying, by implementing both prevention and intervention components of Second Step for students, teachers, staff, and parents at SEMS. The overall goal of Second Step program is to build a connected school culture, peer relationships, and reduce bullying and violence on campus. Students will participate in classroom activities to build empathy, impulse control, and anger management skills. Teachers will be trained on how to implement Second Step; the program will be implemented at all grade levels (once a week for 50 minutes) and reduce peer conflict by 50%. The Joseph Drown Foundation was the closest fit that could provide funding for the proposed program, considering the types of populations of interest, the foundation's mission, and funding priorities. If funded, this program would enhance students coping capacities at SEMS to prevent bullying victimization. Actual submission of and/or funding of this grant proposal was not required for successful completion of this project.

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14

Ball, Jamie L. "Bullying Prevention and Grade-Level Differences in Urban Elementary Schools". Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839783.

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Bullying prevention in schools has arguably met with limited success in the United States. Diversity negatively impacts the success of bullying prevention programs. Furthermore, researchers do not agree upon intervention timing and appropriate grade-level to implement bullying prevention and social-emotional learning and skill-building programs. Urban schools faced with high poverty have an increased need for bullying prevention programs to alleviate bullying and aggression. The purpose of this study was to test for significant differences between urban elementary schools after a treatment group participated in a targeted bullying prevention and social skill-building program and to test for grade-level differences from fall to spring using a quantitative causal-comparative design. The sample included four urban schools in Ohio with 24 grade-levels and six time points each. The data generated were analyzed retrospectively in a causal-comparative research design. A two-way mixed ANOVA BBW was conducted on the summary totals of the number of students disciplined for bullying and aggression using six time points with three for fall or before treatment and three for spring or after treatment comparing a treatment group to a control group. Significant differences were not found between control and treatment or between grade groups (p > .05). Bullying and aggression started the school year and ended the school year slightly higher in the 4-6^th grade group. Significant differences were found from fall to spring (F (5,16) = 7.704, p = .001). Overall the study findings indicate the targeted bullying prevention and social-skill building program did not result in reducing bullying and aggressive behavior in the sample population.

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15

Ross, Scott W. "Bully prevention in positive behavior support /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10240.

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16

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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17

Jones, Hilary Brooke. "How do you stop the boogeyman? : an evaluation of a sexual assualt prevention program /". View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3314443.

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18

MILIOTIS, GEORGIOS. "School bullying in contemporary Greece : An empirical examination of school bullying and its prevention in the Greek press". Thesis, Linköpings universitet, Tema Barn, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148055.

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School bullying and its prevention have emerged very recently as a crucial topic in the Greek research and media. This thesis uses three bullying cases reported in one of the largest morning newspapers in Greece to analyze the discussions around the definition of bullying and its consequences, causes and solutions. Furthermore, the discussions around the concepts of children and childhood are analyzed and reported. Even though the research in Greece the last five years has taken huge steps forward, it has been only based on a more traditional view on bullying, both in research and the media. This thesis suggests that the new paradigm of new social studies could be a vital analytical view on the studies of bullying and its prevention and could be a very useful alternative to be used by both research and the media.

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19

Stauffer, Sterling V. "High School Teachers' Perceptions of Cyber Bullying Prevention and Intervention Strategies". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2778.

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Results from recent meta-analyses have indicated that bully prevention programs tend to produce little discernable change in student behavior. Possible reasons include a lack of teacher buy-in and teachers' questioning about the effectiveness of such programs. Teacher buy-in is an essential ingredient when implementing and maintaining effective school-based interventions, including bully prevention programs. In order to examine teachers' perceptions, a questionnaire was administered to 66 high school teachers in a western U.S. urban high school. The questionnaire examined teachers' attitudes regarding the impact of cyber bullying on students; which intervening strategies teachers were likely to use when dealing with cyber bullying; and which prevention strategies would be most helpful in preventing cyber bullying at school. Descriptive statistics and effect sizes (Cohen's d effect size) were used to describe teachers' perceptions. Based on participants' responses, about 25% of teachers indicated that cyber bullying does not have long lasting negative effects, and that cyber bullying prepares students for life. When addressing cyber bullying, teachers were most likely to report incidents to administrators, talk to the cyber bully, and talk to the victim. Approximately 42% of teachers indicated that a formal bully prevention program that addressed cyber bullying should be implemented. Of proposed strategies to decrease cyber bullying, teachers perceived the following strategies as most helpful: increased parental involvement, warning students about consequences for cyber bullying, and increased consequences for cyber bullying. Administrators are encouraged to survey and consider teachers' perceptions before implementing formal bully prevention programs that target cyber bullying. Additionally, strategies should be considered to foster greater teacher buy-in, thus improving intervention fidelity and ultimately creating a unified effort focused on decreasing student cyber bullying.

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20

Matthews, Shannon. "The Experiences of Elementary School Counselors in Bullying Intervention and Prevention". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7488.

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Bullying has become a focus in American society over the past several decades due to publicized bullying cases and the impact bullying has on victims. Researchers have conducted studies to determine the definitions, causes, and results of bullying. This phenomenological qualitative study examined the experiences of elementary school counselors (Pre-Kâ5th grade) who have implemented antibullying programs. Using distributive leadership theory as a lens, purposeful sampling was used to recruit 8 elementary school counselors from a targeted East Texas area of similar populations and enrollment numbers. Interview data was analyzed using NVivo software and thematic analysis, which revealed 5 major themes: differing bully definitions, available options for possible bully interventions, specific school policies for intervening in bullying incidents, the diversity of role of the school counselor, and suggested improvements needed. The emerging themes from this study highlight areas of importance to create a positive impact on change that will provide elementary school counselors and administrators insight to motivate increasing antibullying programs, and hence, lessen elementary school bullying.

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21

Pepelar, Azra, e Jesper Johansson. "Det är inte endast mobbaren som mobbar : En studie om det sociala fenomenet mobbning och dess roller". Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24120.

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The purpose of this study is to do a research about some pedagogues’ perceptions of the social phenomenon of bullying, about the roles that can occur and how these pedagogues consider themselves to work accordingly. Our research questions are therefore: What beliefs about the social phenomenon of bullying has the pedagogues? What roles emerge in different bullying situations according to the pedagogues? How do the pedagogues work with bullying and the roles that emerge? The study provides insight into how different approaches to bullying can contribute to various pedagogical implications in anti-bullying work. In our theoretical part we present general issues and the roles that different writers describe. We have chosen earlier research that addresses the roles that may emerge. This qualitative study is based on eight pedagogues’ interview responses, which we have processed and analyzed. Our results and our analysis is presented in four categories; how to treat each other, pedagogues perception of bullying, how to work with bullying and roles. The results of this study have shown that if you as a pedagogue have an understanding of the roles that can occur, the work with bullying can possibly become easier. The results have also shown that the pedagogues’ perceptions of the roles are similar to each other. Even how the pedagogues work with bullying, both in general and in prevention purposes, arise in our results. In the discussion we discuss, based on our previous research, pedagogues beliefs about bullying, their work with bullying and the roles that can occur. We conclude with our own thoughts and further research
Syftet med denna studie är att undersöka pedagogernas föreställningar om det sociala fenomenet mobbning, om vilka roller som kan uppstå samt hur dessa pedagoger anser sig arbeta utifrån detta. Våra frågeställningar är därför: Vilka föreställningar om det sociala fenomenet mobbning finns hos pedagogerna? Vilka roller uppstår i olika mobbningssituationer enligt pedagogerna? Hur anser sig pedagogerna arbeta med mobbning och dess roller som uppstår? Studien ger en inblick i hur olika förhållningssätt till mobbning kan bidra till olika pedagogiska implikationer i antimobbningsarbetet. I vår teoridel presenterar vi det socialpsykologiska perspektivet samt vilka roller olika författare beskriver. Vi har valt tidigare forskning som behandlar de roller som kan uppstå. Denna kvalitativa studie bygger på åtta pedagogers intervjusvar, som vi sedan har bearbetat och analyserat. Vårt resultat och vår analys presenteras utifrån fyra kategorier; Hur man behandlar varandra, pedagogernas uppfattning om mobbning, arbetet med mobbning och roller. Resultatet av denna studie har visat att om man som pedagog har förståelse för de roller som kan uppstå, kan man eventuellt lättare arbeta med mobbning. Resultatet har även visat att pedagogernas föreställningar om rollerna liknar varandra. Även hur pedagogerna arbetar med mobbning, både generellt och förebyggande, framkommer i vårt resultat. I diskussionen diskuterar vi pedagogernas föreställningar om och arbetet med mobbning och de roller som kan uppstå utifrån vår tidigare forskning. Vi avslutar med egna tankar och vidare forskning.

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22

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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23

Dudte, Kari A. "Electronic Bullying: The Case of Anonymity". Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1292339674.

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24

Woodfine, Debra A. "Friends and Neighbours (F.A.N.) Club, a prevention program on bullying : understanding and learning from the child's experience". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29558.

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Bullying within our schools is a serious social problem requiring extensive and holistic prevention programs to effectively address the problem. This present study set out to gain a better understanding of the child's experience after participating in a Friends and Neighbours (F.A.N.) Club puppet show on bullying. Eight children were interviewed and the results indicated that the program is well received by the children but the F.A.N. Club needs to be more systemic in its approach to include more school and parental involvement. In addition, further focus is needed on the role of bystanders to bullying. The F.A.N. Club is effective in teaching assertiveness skills to the victims of bullying but is missing a teaching opportunity with the bullies and the bystanders to bullying. Further findings are discussed with reference to the ecological perspective and the implications for social work.

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Sampaio, Julliane Messias Cordeiro. "Bullying no contexto escolar: avaliação de um programa de intervenção". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/22/22133/tde-04032016-193910/.

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O bullying pode ser considerado um tipo de violência cujas ações podem causar danos graves aos envolvidos, seja enquanto vítimas ou agressores, ou mesmo de maneira indireta, como espectadores/testemunha. Porém, a fim de mediar os conflitos existentes, pode-se construir um processo emancipatório, no qual o sujeito se torne capaz de gerir suas decisões, em se envolver ou não com o esse tipo de violência na escola, apoiado no conhecimento de sua realidade. Buscando ações de redução e de prevenção do bullying, o Programa de Intervenção Educação em Saúde Antibullying (PIESA) foi executado em uma escola estadual do interior paulista com o objetivo de avaliar os efeitos de sua implementação realizada por uma enfermeira. Método: estudo quase-experimento (antes e depois), utilizando como sujeito 260 estudantes na faixa etária dos 10 aos 17 anos de idade, do 6º ao 9º ano do ensino médio de uma escola pública do interior paulista. A coleta de dados ocorreu no período de abril de 2012 a setembro de 2013. Os dados foram submetidos à análise estatística, obtendo-se a razão de prevalência com o intervalo de confiança (IC) de 95% e comparação dos períodos pré e pós intervenção. Os programas utilizados nas análises foram SPSS 22 e R 3.0.2. Em todos os testes adotados, foi utilizado o nível de significância de 5%. Resultados: Constatou-se que houve mudança de comportamento entre os estudantes envolvidos direta ou indiretamente com o bullying após a execução do PIESA (p=0,001), e, os dados apontaram um decréscimo da prevalência de vítimas e de agressores após a intervenção, bem como das situações que permeavam o fenômeno. \"Pôr apelido\" e ser \"zoado\" foram as manifestações mais relatadas, tanto por vítimas, quanto por agressores e, de igual forma, a frequência dessas perpetrações diminuíram na segunda etapa da investigação. Observou-se ainda a prevalência maior de vítimas do sexo feminino (55,6%) e, quanto ao sexo dos agressores, os percentuais foram semelhantes: 49,0% eram meninas e 51,0% eram meninos. Conclusão: Os resultados dessa investigação apontaram que o programa de intervenção pode ser implementado por um enfermeiro. Para tanto, deve-se reavaliá-lo periodicamente para que, caso surjam novas possibilidades de conflitos e, até mesmo, novas formas de manifestação, a comunidade escolar seja capaz de detectar e intervir rapidamente, evitando que um novo ciclo de violência se inicie
Bullying can be considered a kind of violence whose actions can cause serious damage to those involved, either as victims or perpetrators, or even indirectly, as spectators / witness. However, in order to mediate existing conflicts, it can construct an emancipatory process, in which the subject becomes able to manage their decisions, to engage or not with this kind of violence at school, supported by the knowledge of his reality. Seeking actions to reduce and prevent bullying, the Education Program Intervention in Health Antibullying (PIESA) was executed in a public school in São Paulo State, Brazil, in order to assess the effects of its implementation carried out by a nurse. Method: quasi-experimental study (before and after) using as subjects 260 students aged from 10 to 17 years old, from 6th to 9th year of high school from a public school in São Paulo State, Brazil,. Data collection occurred from April 2012 to September 2013. Data were analyzed statistically, yielding a prevalence ratio with confidence interval (CI) of 95% and comparison of pre- and post-intervention. The programs used in the analysis were SPSS 22 and R 3.0.2. In all tests adopted, we used the 5% significance level. Results: It was found that there was a change of behavior among students involved directly or indirectly with bullying after running the PIESA (p = 0.001), and the data showed a decrease in the prevalence of victims and aggressors after the intervention, as well as of the situations which permeated the phenomenon. \"Putting nickname\" and being \"mocked\" were the most frequently reported events, both by victims and by aggressors and, equally, the frequency of these perpetration decreased in the second stage of the investigation. It was also observed a higher prevalence of female victims. Conclusion: The results of this research show that the intervention program can be implemented by a nurse. For this, one must reevaluate it periodically so that, in case of new potential for conflicts and even new forms of manifestation, the school community is able to detect and intervene quickly, preventing a new cycle of violence begins

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Gibson, Jennifer E. "When Youth Take the Lead: Youth Participatory Action Research as Bullying Prevention". Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312397798.

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27

Kalis, James P. "Implementation Level and the Perceived Effectiveness of the Olweus Bullying Prevention Program". Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu155931727842743.

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28

Crable, Timothy. "The Lived Experience of School Bus Drivers: Bullying Prevention on School Buses". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2476.

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U.S. school bus drivers witness bullying on their buses on a regular basis but are often not consulted on how to prevent bullying or how to maintain a safe environment. Over 24 million U.S. student passengers ride school buses daily, yet the voices of bus drivers have been inadequately represented in the development of school bullying policies. The purpose of this phenomenological study was to examine the lived experience of 12 active school bus drivers and their perceptions of bullying on the bus, driver training programs, school antibullying policies, and other mandated procedures developed for bus drivers. The conceptual framework combined Bandura's social learning theory and Bronfenbrenner's social ecological systems model. Data were sorted into 14 themes from semistructured interviews that were coded and analyzed using Moustakas's methodology of bracketing personal opinion, horizonalization, and privileging rich textural description in participants' language. Findings indicated that these bus drivers do feel supported by school administrators, but they lack continuous training, rely on experience over training, are subject to intimidation and threats by students and parents, and seek greater communication with student support groups. Positive social change implications include recommendations to school district administrators to develop driver antibullying training which takes into account all components of passenger safety. Findings support development of administrative policy mandating a direct, ongoing channel of communication between drivers and school administrators to assure antibullying policy implementation fidelity.

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Liu, Wai-hung Arthur, e 廖偉雄. "An exploratory study of students' bullying behaviors in secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3197885X.

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30

Hazeltine, Christopher Samuel. "Understanding Teachers' Perceptions of Bullying for Developing Teacher Detection and Intervention". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4730.

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Abstract (sommario):

Bullying behaviors can have lasting adverse consequences for teachers, victims, offenders, and bystanders. Teachers are often not prepared with the knowledge required for appropriate interventions. The purpose of this study was to understand teachers' perceptions of bullying in one of the largest urban school districts in the United States. Guided by Bronfenbrenner's ecological systems theory, which holds that individuals impact and should be impacted by various environmental systems around them, the study was focused on teachers' understanding of detection and intervention of bullying in the school setting. A qualitative single case study design was used. Fifteen urban, middle school teachers who reported having experience with bullying behaviors were recruited using purposive sampling. Data were collected through 60-minute, individual, semistructured interviews and a review of documents pertaining to bullying. Data were analyzed employing Braun's and Clarke's thematic analysis. All data were examined for patterns or commonalities across the various sources for emergent themes. The themes that emerged are signs of bullying, difficulty in identifying bullying, confidence in identifying bullying, initial steps to intervene, confidence in intervening, school policies and initiatives, perceptions of regulations and initiatives, and need for education and training. Teachers' perceptions may reflect an understanding of school bullying that involves a range of factors, including individual, school, community, and familial elements. Results of this study may support social change by serving as a basis for professional development for preparing teachers to recognize and intervene in school bullying, thereby allowing students to learn in nonthreatening school environments.

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31

Matthews, Brenda Marian Frederica. "Evaluation of a bullying prevention programme at selected schools in the Western Cape Province – the Olweus approach". Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/4963.

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Philosophiae Doctor - PhD
The study aimed to pilot-test the effectiveness of the Olweus Bullying Prevention Intervention Programme (OBPP) at two selected primary schools in the Western Cape; and to compare the differences in reported incidents of bullying between the control schools (CSs) and intervention schools (ISs), after the OBPP intervention. On the basis of these aims, the stated objectives were to measure bullying behaviour for pre-test and post-test comparisons with the CSs after the implementation of the OBPP at the ISs; and to investigate the effectiveness of the OBPP by comparing the ISs and CSs for programme targets. Three main hypotheses were formulated and tested, including: (1) There is no statistically significant difference in the mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred, disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments at the ISs and CSs before and after intervention; (2) There is no statistically significant difference in mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred , disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments between females’ and males’ reports before and after intervention; (3)There is no statistically significant difference in mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred , disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments between females’ and males’ at the ISs and CSs before and after intervention. In order to provide the relevant theoretical orientations to the study, the Olweus Approach, served as a framework for investigating the prevalence and extent of bullying in the selected schools, while Bronfenbrenner’s Ecological theoretical framework was used to inform the study. In order to reach these objectives, a quantitative method using a questionnaire to collect data and a quasi-experimental design with intervention (ISs) and control (CSs) groups was used. The following are the main findings in terms of tested hypotheses: Firstly, there is a positive statistically significant difference concerning the CSs variables that include peer support toward bullying (school 2 and 4) where females represented higher mean ranks than males at school 2 and males were represented by higher mean ranks compared to females for school 4. Furthermore, for the variables peer attitudes toward bullying (school 4) and reported satisfactory schooling environments (school 4), more females than males attested for both. This suggests a favourable effect without the intervention. Furthermore, there is a statistically significant difference concerning the ISs variables that include characteristics (grade level and gender) of the perpetrator (school 1), disclosure of the bullying incident (school 1), peer reaction and attitudes toward bullying (school 1), parents’ and teachers’ reactions and efforts to support and protect victims against bullying (school 1 & 3), class teacher efforts to support and protect victims of bullying (school 1) as well as reported satisfactory schooling environments ( school 1). Secondly, it is noteworthy that for all the variables that presented statistically significant differences between females and males at baseline and follow up for the ISs – on average more females compared to males attested to this. Finally, statistically significant differences in terms of overall positive improvements i.e. N=200 that reported been bullied at baseline, was highlighted at only one of the ISs (school 1). Variables in this regard, included exposure to various types of bullying, characteristics (grade and level) of the perpetrator, disclosure of the bullying and reports of having a satisfactory schooling environment and noteworthy is that more males than females attested to be exposed to various types of bullying. These findings confirmed that the implementation of the OBPP has shown to be an effective programme at instilling an anti-bullying culture in terms of the named variables. The study therefore recommends, among others, that schools address existing bullying behaviour and prevent further bullying by building and enhancing existing connections between itself and the community which it serves; that the staff as a whole sets the standards of advocating an anti-bullying culture; and that teacher training colleges and universities offer the guidelines of the OBPP as a part of the students’ curriculum requirements.
National Development Agency (NDA) and the University of the Western Cape

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32

Losey, Raymond A. "An Evaluation of the Olweus Bullying Prevention Program’s Effectiveness in a High School Setting". University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250132432.

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33

Burkhart, Kimberly M. "Parental Factors Contributing to Bullying and the Effects of the ACT Parents Raising Safe Kids Program on the Reduction of Bullying". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1350060587.

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34

Teemer, Marcia Rushin. "Teacher Interventions Based on Childhood Bullying Experiences". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1328.

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Abstract (sommario):

Guided by Premack and Woodruff's theory of the mind and Bandura's social learning theory, this qualitative study examined the issue of bullying at school, and whether teachers' childhood experiences of bullying had effects on how they, as adults, handled bullying situations in their classrooms. Convenience sampling was used to administer the Bauman, Rigby, and Hoppa Handling Bullying Questionnaire to 22 middle school educators with three or more years of teaching experience at the participating school, to determine their responses to bullying scenarios. Twelve educators completed the questionnaire. Data collected from the questionnaire were analyzed for frequencies of responses. Teachers' responses to how they might handle bullying appeared similar across the sample for most items, indicating that they would intervene and communicate the concern. Six of the 12 educators voluntarily agreed to be interviewed to gain a deeper understanding of how they manage bullying situations at school and whether they thought bullying incidents experienced as a child affected their responses as teachers. Interview data were transcribed and analyzed using open and selective coding to identify common themes. Two of the participants reported being bullied as children; however, they did not report an effect of that childhood bullying on their current handling of bullying at school. Interview participants also reported the need for training related to protocols for addressing bullying at school. The findings led to the development of a professional development series, Recognize, Respond, and Reduce, which can create positive social change by equipping teachers to handle bullying in their classrooms. By preparing teachers to respond to bullying, school leaders may create a safer learning environment for students, teachers, and the community as a whole.

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35

Likeric, Hanka, e Andersson Therese. "Avsändare Anonym : en kvalitativ undersökning om fenomenet nätmobbning ur skolpersonalens perspektiv". Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8225.

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This study attempts to explore how schools’ handles and prevents cyber-bullying among pupils. The purpose in this study was to investigate how the school staffs work in secondary schools with grades sixth to ninth. How do the schools discover, prevent and stop cyber-bullying? Do the schools’ have any experiences of cyber-bullying? How do the schools work with anti-bullying concepts – have the new phenomenon cyber-bullying affected and changed the schools´ anti-bullying work in connection with the guidelines and in relation to the "new technology"? This study attempts to examine how this is handled within several secondary schools with three different municipalities. The theoretical starting-points have been an inductive theory which later has resulted in four other theoretical models, Meyrowitz two media-models which are describing social environments and several knowledge theories with a sociology perspective. In this study, the methods have been: conversational interviews with school staff –teachers and counselors. The analysis of the empirical material has been primarily content analysis with categorization of sentences which was mainly guided by empirics. The results shows that the schools does not have much experiences of cyber-bullying, they discovers, prevents and stops the phenomenon with same guidelines like the "regular" bullying. The major obstacle in the study showed a lack of resources, mainly among the teachers, such as time pressure and insufficient education on the subject. There also seems to be a lack of collaboration with agents outside the schools, primarily the social services, because the school does not feel that this type of cooperation works. The study provides several issues and several perspectives as a starting point for further research, such as experiences of cyber-bullying at school among pupils and parents.

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36

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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Abstract (sommario):

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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37

Huddleston, Lillie. "Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/86.

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Treatment acceptability and treatment integrity are essential constructs to consider when designing, implementing, and evaluating school-based interventions. Existing literature has described treatment acceptability and treatment integrity as separate constructs rather than investigating their interrelationships. Also, models of treatment acceptability and treatment integrity have not systematically included the perspectives of multiple stakeholders, have not addressed multiple time points in the intervention process, and have not emphasized multiple methods of data collection. This paper reviewed extant literature related to current definitions and models of treatment acceptability and treatment integrity and presented a comprehensive integrated model of these constructs that addressed the aforementioned gaps in the intervention literature. A mixed methods study exploring student, facilitator, and observer perceptions of treatment acceptability and treatment integrity of an eight-week bullying prevention intervention was conducted. The study investigated the role of cultural modifications (i.e., context-based procedural or curriculum changes employed to enhance the treatment acceptability or integrity of the intervention). Qualitative data were analyzed with an inductive-deductive approach (Nastasi et al., 2004). Deductive coding was used to illustrate components of treatment acceptability, treatment integrity, and cultural modifications salient to this research and an inductive approach was used to identify emerging themes. Consensus coding was conducted with greater than 90% interrater agreement. Quantitative data were analyzed using descriptive statistics. Qualitative and quantitative analyses revealed positive findings with respect to treatment acceptability and treatment integrity. Facilitator competence, behavior management, student engagement, and time management emerged as qualitative themes related to treatment integrity. Qualitative data suggested a positive relationship between student and facilitator perceptions of treatment acceptability. Qualitative findings revealed modifications to the curriculum content and delivery based on cultural factors (e.g., gender and age) to enhance treatment acceptability. Implications for school-based bullying research and applied practice were described. The results suggested that the use of mixed methods enhanced the comprehensiveness, depth, and quality of data regarding stakeholder perceptions of treatment integrity and treatment acceptability.

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38

Brist, Todd L. "Not just a rite of passage| An action research project on bullying prevention". Thesis, Saint Mary's University of Minnesota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686634.

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Using action research design and methodology, the goal of this project was to reduce and prevent bullying at a rural middle school in South Dakota through the implementation of the Olweus Bullying Prevention Program (OBPP). This project was rooted in replication of Dr. Dan Olweus' seminal work on bullying prevention, the Olweus Bullying Prevention Program. N = 521 students participated in the project. The OBPP Implementation Flowchart and OBPP Scope and Sequence guided implementation. Despite a high degree of fidelity of implementation on the OBPP Readiness Assessment, OBPP Classroom Implementation Checklist, and OBPP First Year Checklist, the results on the Olweus Bullying Questionnaire (OBQ) were mixed with some key indicators showing an increase in bullying behaviors. However, the results are limited due to the OBPP's propensity to bring about increased recognition and reporting of bullying behaviors in the first year as a result of skills and strategies learned through class meetings. Additional time and study are recommended in order to draw definitive conclusions regarding the overall effectiveness of the OBPP. Other recommendations for further study include: improved fidelity of implementation and the addition of a prosocial skills/character education component to support the tenets of the OBPP.

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39

Johnson, Brian C. "Adolescents' Perceptions of Bullying Involving Male Relational Aggression: Implications for Prevention and Intervention". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2181.

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Abstract (sommario):

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.

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40

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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Abstract (sommario):

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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41

Losey, Raymond Alan. "An evaluation of the Olweus Bullying Prevention program's effectiveness in a high school setting". Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250132432.

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Thesis (Dr. of Education)--University of Cincinnati, 2009.
Advisor: Mei Tang. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: bullying; bullying prevention; Olweus. Includes bibliographical references.

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42

Errichetti, Karen Sautter. "An evaluation of the early implementation of school-based bullying prevention programs in Massachusetts". Thesis, Boston University, 2014. https://hdl.handle.net/2144/11043.

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Thesis (Dr.P.H.)--Boston University
Background: A quarter of U.S. children are bullied annually. State legislatures have responded to high profile media exposure of bullying and increased public concern by passing legislation aimed at preventing bullying among school children. Methods: The RE-AlM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework was used to evaluate public school district responses to a Massachusetts 2010 anti-bullying law (MGL Ch. 71, Section 370). Massachusetts parents, school committee members, law enforcement leaders, and superintendents were surveyed about their perceptions of the law and its implementation. Comparative analyses were conducted using chi-square tests for categorical data. School district stakeholders in four diverse Massachusetts communities also were interviewed in depth to identify factors affecting adoption, implementation, and maintenance of school bullying prevention. Findings from these case studies were analyzed using standard qualitative analysis techniques and software. Results: The law had broad reach across Massachusetts public schools, with high levels of awareness of the law's existence (93.4%) and support for the mandate (81.3%) from an array of school constituencies. Across all stakeholders, there was a low degree of belief that bullying rates had decreased after the law's implementation. Superintendents were more likely than school committee members or parents to believe school bullying interventions were effective. There was no evidence to suggest that school districts modified or realigned their anti-bullying strategies in response to the legislation. School districts have complied with the letter of the law, but adoption of the law has been challenged by competing priorities, absence of community consensus about the importance of the problem, concern about the evidence base for anti-bullying curricula, and the appropriateness of delegating responsibility for bullying prevention to schools. Conclusion: The anti-bullying mandate catalyzed school districts to standardize their response to bullying, but there is no evidence to suggest an impact on bullying rates. The narrow focus of a bullying law could redirect resources away from equally important priorities and programs related to socio-mental health and root causes of bullying. Findings suggest that re-direction of narrow regulatory efforts mandated by the law into collaborative development of broader health promotion programming with local flexibility may address bullying more effectively.

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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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44

Caparanis, Lacey B. "Adolescents' Interpretations of Bullying". Marietta College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1430096196.

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45

Larsson, Sabina, e Emma Hartvigsson. "För ett socialt kapital av god kvalité : - Det förebyggande arbetet mot mobbning ur skolkuratorers och lärares perspektiv". Thesis, Linnéuniversitetet, Institutionen för socialt arbete, SA, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-16917.

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The purpose of this study was to understand school counselors´ and teachers´ perspectives on the prevention of bullying in relation to social capital. The study was based on a qualitative process with semi-structured interviews from three teachers and three school counselors from three different schools. The main question was to find out teachers and school counselors perspectives of bullying in relation to social capital. The analysis was based on a theory that focuses on social capital, where trust and confidence as well as universal and selective interventions are important. Today, bullying is considered a serious and significant problem in school. School and school climate can be an arena of social capital, where trust and confidence exists and where bullying can be seen as an undesirable social capital, as it can contribute cause to the trust and confidence between people reduce or destroyed. Therefore, it is important to find successful ways to prevent and stop bullying. The main conclusion in this research was that trust and confidence are important in the prevention of bullying in order to achieve a desirable social capital.

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Kincade, Wendy. "Effect of Dialogic Training on School Bullying and Inter-Student Cooperation with Sixth Grade Students in a Rural Oregon Middle School". Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18343.

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Abstract (sommario):

Despite all of the attention given to it by researchers, scientists, educators, psychologists, sociologists, etc., bullying continues to permeate K-12 schools around the world. Statistics on K-12 bullying in the U.S. confirm that not only did bullying double in the ten years between 2001 and 2011 but these numbers are not getting smaller. This thesis provides a sampling of studies and programs that have been done or are being done to understand, reduce, prevent, and eliminate school bullying. The emphasis of the sampling is on the use of top-down, hierarchical value structures, designed to encourage youth to comply with the values of a dominant adult group; these underlying values are in direct contrast to the underlying values of egalitarianism and self-determination that are inherent in the goals of the current study, where sixth grade students learned about dialogue and how to communicate with each other in nurturing non-hierarchical environments.

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47

Darney, Christine Kyle. "The experience and aftermath of chronic bullying on individuals' socio-emotional development". Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1214.

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Bullying behaviour is fast becoming a common feature in schools around the world. It is a practice that provokes concern, as it infringes upon the child’s right to human dignity, privacy, freedom and security. The physical, emotional and educational consequences of bullying behaviour can never be underestimated (Oyaziwo, 2008). Limited research has been conducted in South Africa regarding the prevalence and possible long-term effects of chronic bullying at school. This study intended to explore and describe the prevalence of bullying behaviour among a sample of grade 8 learners and the prevalence of previous chronic bullying at school among a sample of young adults in the Nelson Mandela Metropole. In addition, the study aimed to explore and describe the relationship between chronic bullying at school and self-esteem and attachment styles. Finally, the contextual factors which may influence the outcomes of chronic bullying for victims were explored and described. The study was exploratory descriptive in nature and employed a mixed method research design. Participants were selected by means of non-probability sampling. The sample consisted of 225 grade 8 learners at a secondary school in the Nelson Mandela Metropole and 101 young adult participants who had completed their school education in the Nelson Mandela Metropole within the past sixteen years. Data on the demographics of the sample was gathered through the administration of a biographical questionnaire. Furthermore, the Olweus (1996) Bully/Victim Questionnaire was utilized in order to obtain information about the prevalence of bullying behaviours among the participants. James Battle’s (1981) Culture-Free Self-Esteem Inventories were used to measure the construct of self-esteem, and Bartholomew and Horowitz’ (1991) Relationship Questionnaire was employed in order to identify the participants’ current attachment styles. Individual semi-structured interviews were later conducted among a sub-set of young adult participants, who had experienced chronic bullying at school, in order to identify the contextual factors which may have influenced the xiii outcomes of their experiences of victimization. Descriptive and inferential statistics, including correlations and multivariate analysis of variance (ANOVA), were utilized in order to analyze the quantitative data. Key findings revealed that eighty-five percent of the grade 8 participants had been involved in bullying behaviours at school this year and ninety-one percent of the young adult participants had been involved in bullying behaviours during some stage of their school careers. No significant relationship was found to exist between bullying and self-esteem in the grade 8 sample. Self-esteem scores did however vary significantly among the victims, bully-victims and bystanders in the young adult sample. Correlational coefficients confirmed that there was a significant relationship between previous chronic bullying at school and the total self-esteem scores of participants in the young adult sample. Findings also showed that there was no significant relationship between bullying and attachment in either of the samples in this study. Finally, qualitative results revealed that a number of contextual factors influenced the outcomes of chronic bullying at school for the sub-set of young adult victims. These factors included: The nature, frequency and duration of the bullying behaviour, the victims’ social support at the time as well as the victims’ personal characteristics.

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48

Oliveira, Carolina Marques. "Prevenir a Brincar: Programa de Prevenção de Comportamentos Agressivos entre Crianças do 1.º Ciclo do Ensino Básico". Bachelor's thesis, [s.n.], 2016. http://hdl.handle.net/10284/5568.

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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de licenciada em Criminologia
O presente trabalho aborda a problemática dos comportamentos agressivos entre crianças e a sua prevenção, sendo que o seu objetivo visou a conceção de um programa de prevenção de comportamentos agressivos entre crianças, bem como na sua aplicação numa Escola do Concelho de Mação. O programa, construído a partir de uma necessidade constatada pela equipa multidisciplinar da Comissão de Proteção e Crianças e Jovens do mesmo Concelho, foi pensado de forma a promover competências pessoais e sociais nos alunos de modo a prevenir e reduzir os comportamentos agressivos entre eles. O programa de prevenção foi aplicado, em conjunto com a Comissão de Proteção de Crianças e Jovens de Mação, na Escola Básica de Mação e conta com uma amostra de cinquenta e um alunos, com idades compreendidas entre os seis e os sete anos correspondentes ao 1.º e 2.º anos de escolaridade. Os resultados foram conseguidos através da aplicação de dois questionários (pré e pós aplicação) de modo a perceber quais as competências que as crianças já haviam adquirido e as que desenvolveram através da aplicação deste programa. Assim, os dados obtidos sugerem que no geral, as crianças apresentaram melhorias estatisticamente significativas em relação ao questionário aplicado inicialmente. No entanto, determinadas competências desenvolvidas, nomeadamente, o saber elogiar e o saber identificar e expressar sentimentos, deveriam ser trabalhadas durante mais tempo, ajudando as crianças a reconhecer, gerir as suas emoções e a apreciarem as perspetivas dos outros, estabelecendo objetivos positivos e tomarem decisões responsáveis ao longo da sua vida.
This work addresses the problem of aggressive behavior among children and its prevention, and its objective aimed at the conception of a program for the prevention of aggressive behavior among children, as well as its application in a Mação County School. The program, built from a perceived need by the multidisciplinary team of Protection Commission and Children and Youth of the same county, was designed to promote personal and social skills in students in order to prevent and reduce aggressive behavior among them. The prevention program was implemented in colaboration with the Committee on Protection of Children and Youth Mação, the Basic School of Mação and has a participation of fifty-one pupils, aged between six and seven years corresponding to 1 o and 2 years of schooling. The results were achieved through the application of two questionnaires (before and after application) in order to understand what skills the children had already acquired and those developed through the implementation of this program. Thus, the results suggest that in general, children showed statistically significant improvements about the first questionnaire. However, certain developed skills in particular to know praise and to know how to identify and express feelings, should be worked for longer, helping children to recognize, to manage their emotions and to appreciate the perspectives of others, setting positive objectives and take responsible decisions throughout their lives.

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49

Slattery, Lindsey. "A Functional Approach to Bullying Prevention and Reduction: The Development and Evaluation of the Functional Behavior Assessment for Bullying-Behavior in Schools (FABB-S)". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7949.

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Bullying is reported to be one of the most prevalent forms of violence in schools and has negative health, financial, and social outcomes. Researchers define bullying as (a) aggressive behavior that is (b) repeated over time and that involves (c) a real/ perceived imbalance of power. The literature on bullying is limited due to the absence of functional behavior assessment procedures and individualized interventions for bullying behaviors. Study 1 developed the Functional Assessment of Bullying Behaviors in Schools (FABB-S) tool. Following expert review 21 items were found to have content validity. Following revision, the items were reviewed by child work groups and were all found to have face validity. Study 2 evaluated the effectiveness of the FABB-S to lead to reductions in aggression toward peers. Direct observation and staff daily rating data indicated that one participant’s problem behavior showed initial signs of decrease following intervention, a second participant’s problem behavior showed increased stability throughout intervention, and a third participant’s problem behavior showed signs of decrease at the beginning and ending of the intervention phase. Social validity data indicated that student and staff participants found the FABB-S and selected interventions to be effective and acceptable. Discussion includes limitations and area for future research.

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50

Ross, Scott W. 1979. "Bully prevention in positive behavior support". Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10240.

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xiii, 118 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Bullying behaviors are a growing concern in U.S. schools, and are documented to have detrimental effects for victims, perpetrators, and bystanders. Most interventions focused on bully prevention either have limited empirical support, or focus primarily on the behavior of the bully. We present here an alternative approach to bully prevention based on the growing recognition that interventions should be function-based. Bully Prevention in Positive Behavior Support (BP-PBS) gives students the tools necessary to remove the social rewards maintaining bullying behavior through a strong link to school-wide positive behavior support, a discrimination between "being respectful" versus "not being respectful" in unstructured settings, and the explicit teaching of a simple, school-wide response to bullying effective for victims, bystanders, and perpetrators of bullying. This is coupled with an efficient strategy for school staff to use when dealing with reports of bullying including a sequence of questioning and practice. A single-subject, multiple-baseline design across six students and three elementary schools was implemented in an empirical evaluation of the effectiveness of BP-PBS. Results indicated that implementation of the program not only significantly decreased incidents of bullying behavior for all six students observed, but also increased the likelihood of appropriate victim responses and bystander responses, indicating a substantial decrease in the social rewards that served to maintain bullying behavior. In addition, through a pre-post survey, students also reported improved perceptions of the bullying and safety at their schools. Finally, school staff members were able to implement the program with a high degree of fidelity and regarded the program as effective and easy to implement. These findings have major implications for the design and support of effective social culture in schools. Limitations of the research and future efforts are suggested to encourage the field in a new direction with bully prevention efforts, away from overly complicated definitions and interventions, toward a school-wide approach including specific strategies and a reconceptualization of the bullying construct.
Committee in charge: Robert Horner, Co-Chairperson, Special Education and Clinical Sciences; Kenneth Merrell, Co-Chairperson, Special Education and Clinical Sciences; Jeffrey Sprague, Member, Special Education and Clinical Sciences; Bruce Stiller, Member, Not from U of 0; Lou Moses, Outside Member, Psychology

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