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Cyber Bullying and Victimization: Psychosocial Characteristics of Bullies, Victims, and Bully/ Victims Delia Carroll Campfield the University of Montana
University of Montana ScholarWorks at University of Montana Theses, Dissertations, Professional Papers Graduate School 2008 Cyber Bullying and Victimization: Psychosocial Characteristics of Bullies, Victims, and Bully/ Victims Delia Carroll Campfield The University of Montana Follow this and additional works at: http://scholarworks.umt.edu/etd Recommended Citation Campfield, Delia Carroll, "Cyber Bullying and Victimization: Psychosocial Characteristics of Bullies, Victims, and Bully/Victims" (2008). Theses, Dissertations, Professional Papers. Paper 288. This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Theses, Dissertations, Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. CYBER BULLYING AND VICTIMIZATION: PSYCHOSOCIAL CHARACTERISTICS OF BULLIES, VICTIMS, AND BULLY/VICTIMS By Delia Carroll Campfield Master of Arts, The University of Montana, Missoula, Montana, 2006 Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology, Clinical The University of Montana Missoula, MT Official Graduation: Summer, 2008 Approved by: Dr. David A. Strobel, Dean Graduate School Dr. Christine Fiore, Chair Department of Psychology Dr. Greg Machek Department of Psychology Dr. Margaret Beebe-Frakenberger Department of Psychology Dr. Darrell Stolle Department of Curriculum and Instruction Dr. Danette Wollersheim Licensed Clinical Psychologist Campfield, Delia, Ph.D. Summer 2008 Clinical Psychology Cyber Bullying and Victimization: Psychosocial Characteristics of Bullies, Victims, and Bully/Victims Chairperson: Dr. Christine Fiore This study explored cyber bullying and victimization. The use of technology as a vehicle for peer victimization is increasing and is associated with a risk of psychosocial maladjustment (Finkelhor, et al., 2000; Wolak, et al., 2006; Ybarra & Mitchell, 2004a, 2004b). -
Reunification Experiences After Sibling Incest
University of Pennsylvania ScholarlyCommons Doctorate in Social Work (DSW) Dissertations School of Social Policy and Practice Spring 5-14-2012 Moving Families to Future Health: Reunification Experiences After Sibling Incest Bianca M. Harper University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations_sp2 Part of the Social Work Commons Recommended Citation Harper, Bianca M., "Moving Families to Future Health: Reunification Experiences After Sibling Incest" (2012). Doctorate in Social Work (DSW) Dissertations. 26. https://repository.upenn.edu/edissertations_sp2/26 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations_sp2/26 For more information, please contact [email protected]. Moving Families to Future Health: Reunification Experiences After Sibling Incest Abstract MOVING FAMILIES TO FUTURE HEALTH: REUNIFICATION EXPERIENCES AFTER SIBLING INCEST Bianca M. Harper Lina Hartocollis, Ph.D Sibling incest is an under-reported, under-researched social problem that devastates affected families and challenges social workers and other professionals who work with them. There is little research on family experiences and changes in family dynamics after sibling incest and even less on the reunification experiences of families after sibling incest. The purpose of this study was to gain insight into families’ reunification experiences after sibling incest in order to promote continued healing and improve service delivery. A qualitative study, using semi-structured interviews was conducted with fourteen multidisciplinary professionals involved in family reunification after sibling incest. Grounded theory guided the analysis of interview data. Findings include themes of role of therapist, process of reunification, challenges of multidisciplinary team member collaboration, challenges of ensuring family safety, challenges of determining family readiness, clinical concerns, and lack of a road map. -
This Thesis Has Been Submitted in Fulfilment of the Requirements for a Postgraduate Degree (E.G. Phd, Mphil, Dclinpsychol) at the University of Edinburgh
This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. ‘Better Together’: A grounded theory study of social worker decision making in cases involving sexual behaviour between siblings Peter Yates PhD in Social Work – The University of Edinburgh - 2015 Declaration This is to certify that the work contained within has been composed by me and is entirely my own work. No part of this thesis has been submitted for any other degree or professional qualification. Peter Yates 31st May 2015 ‘Better Together’: A grounded theory study of social worker decision making in cases involving sexual behaviour between siblings Contents Acknowledgements ................................................................................................... vii Abstract -
Childhood Maltreatment Predictors of Trait Impulsivity
University of North Dakota UND Scholarly Commons Psychology Faculty Publications Department of Psychology 5-2015 Childhood Maltreatment Predictors of Trait Impulsivity Tiffany D. Russell Amy Veith Alan R. King University of North Dakota, [email protected] Follow this and additional works at: https://commons.und.edu/psych-fac Part of the Psychology Commons Recommended Citation Russell, Tiffany D.; Veith, Amy; and King, Alan R., "Childhood Maltreatment Predictors of Trait Impulsivity" (2015). Psychology Faculty Publications. 20. https://commons.und.edu/psych-fac/20 This Book Chapter is brought to you for free and open access by the Department of Psychology at UND Scholarly Commons. It has been accepted for inclusion in Psychology Faculty Publications by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. Chapter CHILDHOOD MALTREATMENT PREDICTORS OF TRAIT IMPULSIVITY Tiffany D. Russell, Amy Veith and Alan R. King* University of North Dakota, US ABSTRACT This chapter provides a summary of empirical evidence linking childhood maltreatment and trait impulsivity. While biological contributors to impulsivity may be substantial, this review speculates that childhood and adolescent contributors may potentially alter the developmental trajectory of this personality trait in important ways. An analysis of original data (N = 401) regarding child maltreatment associations (childhood sexual abuse, physical abuse, sibling abuse, peer bullying, corporal punishment, and exposure to domestic violence) with trait impulsivity as measured by the Personality Inventory for the DSM-5 was also conducted. Adult respondents were assigned to extreme child abuse categories based on their retrospective self-reports. Co- occurrence rates for the various forms of maltreatment were modest (around 10%). -
Sibling Sexual Abuse
Sibling Sexual Abuse Introduction This information sheet is designed to provide information for parents and carers concerning sibling sexual abuse and child on child sexual abuse. In addition to seeking emotional support the most frequent questions asked by parents and carers are: • Why didn’t I know? • How do I stop it? • How can I prevent it from happening again? • What can I expect in terms of my child’s development? • What can I do about my child’s behaviour? • What will happen to the abusive child? Once you suspect, have discovered, or it has been disclosed to you that your child has been sexually abused by his or her sibling or another child it is important to have an understanding about what is “normal” sexual development and behaviour in children and teenagers and what behaviours might be a cause for concern. A child’s sexual behaviour is something which develops over a period of time. Expected behaviours (see below) can be a cause for concern if they become excessive; where there is a preoccupation; and/or when it involves other children in inappropriate ways. In such situations, it may be that your child has become sexualised. The term ‘sexualised’ refers to pre-pubescent boys and girls who are or who have been in contact with inappropriate sexual activities. A sexualised or sexually reactive child may engage in a variety of inappropriate sexual behaviours as a result of exposure to sexual experiences and may begin to act out or engage in sexual behaviours or relationships. These include: excessive sexual play, inappropriate comments or gestures and/or mutual sexual activities with same age or older children. -
Parent Tips Protect with Respect What Parents Should Know About Bullying
Parent Tips Protect with Respect What Parents Should Know About Bullying What is Bullying? The Pinellas County Schools Policy against Bullying and Harassment defines bullying as: Systematically and chronically inflicting physical hurt or psychological distress on one or more students or employees. In bullying situations there are always 3 key elements present: Imbalance of Power Intent to Harm Repeated Behavior There are 4 different types of bullying. Physical –Harm to another’s person or property . Verbal – Taunting, teasing, extortion or threats . Relational Aggression – Harm to another’s self esteem or group acceptance . Sexual Harassment – Inappropriate sexual comments, gestures, or behaviors . Cyberbullying –Using technology to intimidate or harass another person Important Facts to Know . Bullying is not normal play . It will probably not go away by itself, it usually becomes more serious if ignored . Bullying can leave physical and emotional scars . Bullying behavior interferes with a child’s ability to learn . Both boys and girls bully . The number one reason children do not report bullying is that they do not believe that adults will do anything Protect with Respect Bullying Prevention and Intervention Training Program Consequences of bullying go beyond the schoolroom doors. Not only does bullying jeopardize the physical and emotional safety of children at school, it can have lasting effects on all children involved. Children who bully are at an increased risk of substance abuse, academic problems, and trouble with the law. Children who are bullied may suffer from low self-esteem, social isolation, academic problems, substance abuse, depression, and may resort to violence or suicide. You can help prevent bullying! Research shows that bullying incidents can be decreased with intervention. -
Aggression in Siblings Exposed to Domestic Violence by Rose-Marie
Aggression in Siblings Exposed to Domestic Violence by Rose-Marie Tachie A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF SCIENCE Department of Family Social Sciences University of Manitoba Winnipeg Copyright © 2010 by Rose-Marie Tachie SIBLING AGGRESSION ii Acknowledgements This research project was funded by a Social Sciences and Humanities Research Council of Canada (SSHRC) grant to Caroline Piotrowski, Principal Investigator (Award 410-96-0311). I would like to express my sincere gratitude to all those who have directly and indirectly supported me in bringing this thesis to a successful completion. I would like to express my sincere gratitude to my thesis advisor, Dr. Caroline Piotrowski, for the relentless effort in bringing my academic ambitions to a successful end. Thanks for your patience and kindness, and for believing in me. Sincere thanks to my committee members, Dr. Rosemary Mills and Dr. Hiebert-Murphy. I would not have reached this far in my academic endeavors without your support, expertise and valuable and insightful feedback. I would also like to thank all the professors within and outside this department that I came into contact with, for their enormous support and guidance. Sincere thanks to all my fellow colleagues in the Graduate Room for the continuous support and encouragement throughout my stay. I am also grateful to the administrative staff, Pam, Jodi, Sheri and Margaret. Thanks for the warm and prompt response any time I approached you. I wish to express profound gratitude to my parents and siblings. -
Effects of Bullying on the Individual.Pdf
BULLYING: A TEACHER’S PERSPECTIVE YVES LOYER SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION NIPISSING UNIVERSITY SCHULICH SCHOOL OF EDUCATION NORTH BAY, ONTARIO ÓYves Loyer June 2017 Abstract The purpose of this qualitative research study was to explore the effects of bullying in the classroom from a teacher perspective. Based on a sampling of 5 teachers from across experience levels and genders, in-depth interviews were conducted with a General Schedule of Interview Questions to obtain these teacher perspectives about bullying. While analyzing the data, 5 key themes and 3 subthemes were discovered and exposited. The study concludes with some suggestions from myself and the researcher data about how principals, parents, teachers and students can help address the topic of bullying from an open and understanding perspective. v Acknowledgements THE LORD JESUS CHRIST For giving me the grace, skills, and patience to do this work. MY LOVELY WIFE For being with me and supporting me through this difficult process. MY MOTHER For giving me life and nurturing me all these years. MY FATHER For giving me a good work ethic and strong values. TO MY RESEARCH SUPERVISOR For your unabated wisdom and patience within this process. TO MY STUDY PARTICIPANTS JANET, STEWART, NELLY, SARA, AND REBECCA Thanks for the time that you put aside for this study. TO MY FUTURE LITTLE GIRL This was for you my little one. “There is nothing impossible to him who will try.” Alexander the Great vi Table of Contents Page Abstract iv -
Peer Victimization and Mental Health During Early Adolescence
THEORY INTO PRACTICE, 46(2), 138–146 Sandra Graham Amy D. Bellmore Peer Victimization and Mental Health During Early Adolescence In this article, the authors describe recent re- ization literature are then considered, such as search on peer victimization and its mental health whether there are gender and ethnic differences consequences during early adolescence. They in the experience of victimization and the stability begin with a working definition of peer victim- of victim status. The article concludes with a dis- ization that distinguishes it from lethal school cussion of implications for both school-wide and violence and from simple conflict between peers. targeted interventions to reduce victimization and They then present a psychosocial profile of youth with suggestions to teachers for concrete actions who are chronic victims of harassment, with a they can take to promote a safer environment for particular focus on their mental health chal- their students. lenges. To aid the understanding of the plight of victims, the authors contrast their profiles with those of bullies and with those of adolescents who have characteristics of both bullies and victims. Some unanswered questions in the peer victim- eer victimization is a major school stres- Psor that can challenge students’ mental and physical health. We define peer victimization— Sandra Graham is a Professor at the Department of also commonly labeled harassment or bullying— Education, University of California, Los Angeles, Cal- as physical, verbal, or psychological abuse of ifornia. victims by perpetrators who intend to cause them Amy D. Bellmore is an Assistant Professor at the harm (Olweus, 1993). The critical features that Department of Educational Psychology, University of Wisconsin, Madison, Wisconsin. -
Gay-Straight Alliances Are Associated with Lower Levels of School-Based Victimization of LGBTQ+ Youth: a Systematic Review and Meta-Analysis
J Youth Adolescence DOI 10.1007/s10964-016-0501-7 EMPIRICAL RESEARCH Gay-Straight Alliances are Associated with Lower Levels of School-Based Victimization of LGBTQ+ Youth: A Systematic Review and Meta-analysis 1 2 Robert A. Marx • Heather Hensman Kettrey Received: 18 March 2016 / Accepted: 13 May 2016 Ó Springer Science+Business Media New York 2016 Abstract Gay-straight alliances (GSAs) are school-based Results from the 2013 Youth Risk Behavior Surveillance organizations for lesbian, gay, bisexual, transgender, and survey, a nationally representative survey of students in queer (LGBTQ?) youth and their allies that often attempt grades nine through twelve, indicated that 19.6 % of to improve school climate for sexual and gender minority respondents had been victimized on school property (i.e., youth. This meta-analysis evaluates the association repeatedly teased, victimized by rumors, hit, shoved, or between school GSA presence and youth’s self-reports of hurt by one or more students) within the 12-month period school-based victimization by quantitatively synthesizing prior to the survey (Kann et al. 2014). This prevalence rate 15 primary studies with 62,923 participants. Findings is alarming considering that school-based victimization is indicate GSA presence is associated with significantly associated with both immediate and long-term deleterious lower levels of youth’s self-reports of homophobic vic- outcomes, including poor psychosocial adjustment (Nansel timization, fear for safety, and hearing homophobic et al. 2001), increased suicidality (Rigby and Slee 1999), remarks, and these results are robust, controlling for a delinquency (Hanish and Guerra 2002), poor physical variety of study-level factors. -
203: Overview of Child Sexual Abuse
203 Overview of Child Sexual Abuse A Standard Curriculum Developed By: Cynthia L. King, MSSA, LCSW Revised By: Eugene L. Detter For The Pennsylvania Child Welfare Training Program University of Pittsburgh, School of Social Work November 2009 The Pennsylvania Child Welfare Training Program University of Pittsburgh, School of Social Work 403 East Winding Hill Road Mechanicsburg, PA 17055 Phone: (717) 795-9048 Fax: (717) 795-8013 203: Overview of Child Sexual Abuse Acknowledgements The Pennsylvania Child Welfare Training Program would like to thank the following people for their assistance in the revision of the workshop 203: Overview of Child Sexual Abuse: Kathleen Davis, The Pennsylvania Kathy Moore, Executive Director of LSW, MSW Child Welfare M.Ed.,LPC, CAC Training Program CASA Allegheny Eugene Detter The Pennsylvania Child County Welfare Training Christine The Pennsylvania Program Reese, MSW Child Welfare Jana Hitchcock The Pennsylvania Child Training Program Welfare Training Carla Sanders, Social Work Program MSW Administrator Janice Miller The Pennsylvania Child Philadelphia Welfare Training Department of Human Program Services Cynthia L. King, Writer Jeanne Schott, The Pennsylvania MSSA, LCSW MSW Child Welfare Joel Miranda The Pennsylvania Child Training Program Welfare Training Gale Sherrid, The Pennsylvania Program MSW Child Welfare Training Program The Training Program would also like to express its appreciation to all the dedicated county/state, public & private child welfare and other related professionals, too numerous to capture here, that assisted with the original version as well as subsequent curriculum revisions and helped make this curriculum a reality. Copyright 2009, The University of Pittsburgh This material is copyrighted by The University of Pittsburgh. -
Studies on Peer Victimization and Social Exclusion from A
Patrik Söderberg Not Only Bad Luck Studies on Peer Victimization and Social Exclusion from a Multilevel Perspective Adolescent victimization and social exclusion are universal phenomena with long-term negative Patrik Söderberg mental health consequences. Meanwhile, studies on the effectiveness of anti-bullying programs have yielded mixed result. Patrik Söderberg | Not Only Bad Luck | 2018 Söderberg | Not Only Bad Luck Patrik Not Only Bad Luck This thesis adopts a multilevel approach to explore the bi-directional relationships between psycho- Studies on Peer Victimization and Social Exclusion social maladjustment and peer victimization, in settings that participants have little to no choice from a Multilevel Perspective but to belong to, such as nomadic forager band societies, modern high-school classrooms, and the family environment. Based on the results, the thesis suggests that whole-school programs should continue to pro- mote inclusiveness and diversity, but should also acknowledge the impact of individual characteris- tics and family adversities on peer victimization. 9 789521 237393 ISBN 978-952-12-3739-3 Patrik Söderberg Born 1980 in Vasa, Finland Studies, exams, and present occupation: Master’s degree in Developmental Psychology at Åbo Akademi University in 2010 Bachelor’s degree in Political Science at Åbo Akademi University in 2009 Patrik Söderberg is currently working as a university teacher in Developmental Psychology within the Faculty of Education and Welfare Studies at Åbo Akademi University in Vasa, Finland. His research and teaching interests include peer victimization, social inclusion, gene- environment interaction, and youth political participation. Portrait photo: Raija Skyttälä, Foto Airaksinen Cover photo: User PublicDomainPictures on Pixabay, released under Creative Commons CC0 Åbo Akademi University Press Tavastgatan 13, FI-20500 Åbo, Finland Tel.