DOCSLIB.ORG

Escuela De Pedagogía

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Escuela De Pedagogía .: SÓLO PARA CONSULTA :. CAMPUS BONATERRA ESCUELA DE PEDAGOGÍA EL NIVEL DE CONOCIMIENTO DE LOS DOCENTES SOBRE ESTRATEGIAS DE DETECCIÓN Y PREVENCIÓN DEL BULLYING INTRAGÉNERO FEMENINO Y SU INFLUENCIA EN EL TIPO DE DESARROLLO EDUCATIVO Y PROFESIONAL DE LAS ESTUDIANTES DE LA ESCUELA SECUNDARIA TÉCNICA No. 27 “BENEMÉRITO DE LAS AMÉRICAS” TESIS QUE PRESENTA GABRIELA VELASCO LÓPEZ PARA OBTENER EL GRADO DE MAESTRÍA EN ENSEÑANZA SUPERIOR CON RECONOCIMIENTO DE VALIDEZ OFICIAL DE ESTUDIOS DE LA SECRETARÍA DE EDUCACIÓN PÚBLICA, DE ACUERDO CON EL N° 964016 DE FECHA 01-03-96 DIRECTOR DE TESIS MTRO. ENRIQUE DE LEÓN DÁVALOS AGUASCALIENTES, AGS., FEBRERO DE 2012. .: SÓLO PARA CONSULTA :. DEDICATORIAS A MI MEJOR AMIGO MI COMPAÑERO DE TODA LA VIDA, A MI PAREJA INCANSABLE Y FERREO QUIEN ME IMPULSÓ A SEGUIR Y TERMINAR SIN IMPORTAR LOS SACRIFICIOS QUE SE VIVIERON, GRACIAS EDUARDO POR TU APOYO INCONDICIONAL. AL AMOR DE MI VIDA Y MOTOR PARA VIVIR Y PROGRESAR,, A TÍ LA NIÑA DE MIS OJOS XITLALLI GRACIAS POR SER MI CONEXIÓN CON DIOS Y DARME EL PRIVILEGIO DE SER TU MADRE. .: SÓLO PARA CONSULTA :. AGRADECIMIENTOS GRACIAS A TI SEÑOR QUIEN ME HA DADO ESPERANZA Y FE PARA INICIAR ESTE CAMINO TAN DIFÍCIL PERO AL MISMO TIEMPO LLENO DE SATISFACCIONES Y LOGRAR TERMINAR CON ÉXITO ESTE GRAN PROYECTO EL CUAL ME AYUDARÁ PARA SERVIR Y APORTAR ALGO POSITIVO A MI PAIS. GRACIAS A TI PADRE POR EL APOYO INCONDICIONAL Y POR LA CONFIANZA QUE SIEMPRE ME DISTE AL IMPULSAR MI PENSAMIENTO INQUIETO Y LLENO DE IDEAS, GRACIAS POR DARME TU CREDIBILIDAD SIN IMPORTAR MI GÉNERO Y ROL SOCIAL. GRACIAS A TI MADRE POR DARME LA VIDA Y PERMITIR QUE YO PUDIERA SALIR ADELANTE CON VOLUNTAD DE ACERO. .: SÓLO PARA CONSULTA :. ÍNDICE PORTADA DICTAMEN DEDICATORIAS AGRADECIMIENTOS ÍNDICE INTRODUCCIÓN CAPÍTULO I FORMULACIÓN DEL PROBLEMA 1.1 Contexto Histórico Social……………………………………………....... 16 1.2 Delimitación del Objeto de Estudio……………………………………... 26 1.3 Planteamiento del Problema…………………………………………….. 32 1.4 Justificación……………………………………………………………….. 34 1.5 Propósitos…………………………………………………………………. 37 CAPÍTULO II MARCO TEÓRICO 2.1 Identificación genérica de teorías o enfoques existentes…................... 41 2.1.1 El Modelo Psicoanalítico de Freud…………………………………. 43 2.1.2 El Modelo del Conductismo de Watson……………………………. 45 2.1.3 Modelo de la Frustración-agresión de Dollar y Miller…………….. 47 2.1.4 El Modelo del Humanismo de Maslow…………………………...... 48 .: SÓLO PARA CONSULTA :. 2.1.5 El Modelo de la Etología de Lorenz………………………………... 50 2.1.6 El Modelo Cognoscitivista y Piaget………………………………… 52 2.1.7 El Modelo del Constructivismo y Vigotsky…………………………. 54 2.2 Desarrollo de la Teoría o Enfoque Seleccionado ………………………. 56 2.2.1 El Constructivismo y la Teoría de Vigotsky………………………... 56 2.2.2 El Bullying Intragénero Femenino………………………………….. 71 2.3 Identificación y Desarrollo de Categorías Conceptuales……………….. 89 2.4 Sujetos Intervinientes………………………………………………………. 95 2.4.1 Características de los Adolescentes (estudiantes)………………. 96 2.4.2 Características de los Adultos (docentes)………………………… 103 2.5 Normativa……………………………………………………………….. 114 2.6 Alternativas de Solución……………………………………………………. 126 CAPÍTULO III METODOLOGÍA DE LA INVESTIGACIÓN 3.1 Formulación de Hipótesis y Determinación de Variables…………… 130 3.2 Diseño y Tipo de Investigación…………………………………………. 136 3.3 Trabajo de Campo……………………………………………………….. 137 3.4 Resultados………………………………………………………………… 157 CAPÍTULO IV ELEMENTOS DE LA PROPUESTA 4.1 Nombre de la Propuesta de Intervención……………………………… 181 .: SÓLO PARA CONSULTA :. 4.2 Introducción……………………………………………………………….. 181 4.3 Justificación……………………………………………………………….. 183 4.4 Propósitos…………………………………………………………………. 185 4.5 Estrategias………………………………………………………………… 187 4.6 Desarrollo de la Propuesta………………………………………………. 188 4.7 Cronograma de Actividades…………………………………………….. 221 4.8 Evaluación de la Propuesta……………………………………………... 222 Capítulo V ANÁLISIS DE RESULTADOS 5.1 Análisis del Proceso……………………………………………………… 224 5.2 Importancia de la Implementación……………………………………… 228 5.3 Solución de la Problemática Detectada………………………………... 230 5.4 Impacto y Reacción de los Sujetos Involucrados…………………….. 231 5.5 Evaluación de las Formas de Trabajo y Acciones que Favorecieron los Resultados ………………………………………………………………... 233 5.6 Dificultades, Limitaciones y Retos……………………………………… 233 5.7 Reflexión de los Aprendizajes………………………………………….. 234 Conclusiones…………………………………………………………….. 236 Bibliografía……………………………………………………………….. 240 Anexos……………………………………………………………………….. 258 .: SÓLO PARA CONSULTA :. INTRODUCCIÓN La presente investigación habla sobre la violencia que ejercen las mujeres específicamente adolescentes de nivel secundaria contra sus propios pares así como el impacto que este tipo de conductas ejercen sobre el desarrollo académico y profesional posteriormente de las mismas. Se tiene la necesidad de trabajar en el tema debido a que muy frecuentemente desde tiempos remotos y en la actualidad se vienen presentando de manera alarmante estos casos de acoso, no importando el nivel socioeconómico que se tenga. Algunos casos son reportados pero la gran mayoría no lo hace debido al miedo o pena que les han hecho sentir sus acosadoras, afectándose profundamente así mismas al callar estos hechos tan graves y creer que son en verdad culpables de lo que les pasa. Se busca dar a las alumnas, docentes, padres de familia y exalumnas un nuevo panorama en cuanto a la creación y mejora de vínculos de confianza entre sí con la finalidad de detener esta ola de agresiones por, entre y contra las mujeres tanto desde el ámbito escolar, familiar, laboral y social. La importancia de dicha investigación se acentúa en este tema porqué surge debido a la problemática de la .: SÓLO PARA CONSULTA :. violencia entre las adolescentes de secundaria y su continuación después de está, así como su expansión hacia las áreas laborales de las mujeres. Se pretende proporcionar información de calidad sobre dicha problemática a las alumnas de secundaria y población en general, así como dar asesorías u orientaciones especificas para que logren salir adelante al sufrir dichos ataques tanto en lo personal, educativo y laboral. Es así pues como es fundamental que toda la población escolar participe al igual que los padres de familia para poder lograr cambiar paradigmas y malas costumbres sobre el trato entre, por y para las mujeres en México. Con esta investigación se desea aportar acciones para salvaguardar la integridad de cada miembro femenino de la comunidad escolar, siendo parte fundamental el docente, pues en medida que se aporten elementos educativos a cada uno de ellos para hacer frente a esta problemática de violencia entre las alumnas; el respeto a la persona de las adolescentes, la cual se manifiesta a través de una serie de actos nocivos como lo es el bullying intragénero femenino, se podrán edificar bases sólidas para el desarrollo de familias sanas y por consecuencia la formación de seres capaces de trascender en su actuar cotidiano. .: SÓLO PARA CONSULTA :. Capítulo I. En este apartado, se hace una semblanza sobre el tema de violencia a nivel mundial, nacional, estatal y finalmente, en que lugar se llevará a cabo el pilotaje y muestreo. En esta parte se hace hincapié en el interés por el tema, ya que es una problemática que se presenta con bastante frecuencia dentro de las instituciones escolares, así como en el interior de los hogares de las propias alumnas sin siquiera sospechar la gravedad de propiciar este tipo de conductas negativas en ellas. Capítulo II. Este apartado se realiza un sustento científico y se muestran conceptos importantes sobre la problemática de investigación, como el significado de: persona, adolescente, adulto, acoso escolar, así como de las teorías que respaldan y sustentan la problemática que se trata en el presente trabajo y además de las características físicas, cognitivas y sociales de cada uno de los sujetos intervinientes en el mismo. Capítulo III. Este apartado se refiere a la fundamentación y justificación de la propuesta a desarrollar. Se formula la hipótesis, se determinan la variables, se realiza el diseño y tipo de investigación, se realiza el trabajo de campo refiriéndose al muestreo y pilotaje, el procesamiento de información y se determinan los resultados. .: SÓLO PARA CONSULTA :. Diagnóstico. Se elaboró un instrumento adaptado a cada uno de los sujetos intervinientes en la problemática eje de esta investigación, los cuales son las alumnas, los docentes, los padres de familia y las exalumnas, llevándose a cabo la aplicación del mismo para luego hacer el análisis de resultados y evaluar la naturaleza del problema. Dicho trabajo de investigación, será de tipo descriptivo, correlacional y analítico. Capítulo IV. En este capítulo se insiste en la importancia de asistir a la semana cultural que se ofrece como propuesta de intervención, ya que se pretende ayudar a todos los actores intervinientes que pertenecen a la escuela y mejorar el ambiente tanto educativo, familiar, laboral y social de las alumnas de la institución. De a cuerdo a los resultados arrojados del instrumento aplicado, se diseñó una propuesta de intervención, donde se pretende trabajar con las alumnas, docentes, padres de familia y exalumnas de las institución a través de una “semana cultural” denominada “Di no a la violencia entre féminas (Mujeres)” que tiene como finalidad buscar la mejora de la convivencia escolar, familiar, laboral y social para prevenir problemas de interacción y socialización entre los protagonistas de esta investigación; las temáticas principales que se tratarán son: - Acoso femenino
Load more

Recommended publications
  • Bullying Prevention Lending Library
    BULLYING PREVENTION LENDING LIBRARY Educator Resources Adina's Deck. Award winning DVD series about the fictional detective club, "Adina's Deck" a group of friends who help solve challenges current to today's young people. Grades 4 – 8. Bully-Book. An electronic book with follow-up questions. Grades K – 3. Bully Busters. Arthur M. Horne, Christi L. Bartolomucci and Dawn Newman-Carlson. Teaching manual for helping bullies, victims and bystanders. Grades K – 5. The Bully Free Classroom by Allan L. Beane, PhD. Grades K – 8. Bully Free Lesson Plans by Allen L. Beane, PhD, Linda Beane and Pam Matlock, MA. Grades K – 8. Bully Proof. Developed by Nan Stein, Emily Gaberman and Lisa Sjostrum. A teacher’s guide on teasing and bullying for use in grades 4 – 5. Bully Safe Schools. DVD Bullying Hurts Everyone. DVD. Bullying K – 5: Introductory Videos for Elementary School Students, Teachers, and Parents from the authors of Olweus Bullying Prevention Program. DVD. Bullying 6 – 8: Introductory Videos for Middle School Students, Teachers, and Parents from the authors of Olweus Bullying Prevention Program. DVD. Bullying: Prevention and Intervention for School Staff. Channing Bete. DVD. Class Meetings That Matter from Olweus Bullying Prevention Program. Grades K – 5 & 6 – 8. Cyber Bullying: A Prevention Curriculum by Susan P. Limber, Ph.D., Robin M. Kowalski, Ph.D., and Patricia W. Agatston, Ph.D. Grades 3 – 5 and 6 – 12. Cyberbullying—Safe to Learn: Embedding nti-bullying work in schools from the Pennsylvania Department for Children, Schools and Families. Deanna’s Fund Bullying Prevention Kit. Kit includes a DVD with segments of the theatrical production Doin’ the Right Thing, teacher’s guide and activities.
    [Show full text]
  • Cyberbullies on Campus, 37 U. Tol. L. Rev. 51 (2005)
    UIC School of Law UIC Law Open Access Repository UIC Law Open Access Faculty Scholarship 2005 Cyberbullies on Campus, 37 U. Tol. L. Rev. 51 (2005) Darby Dickerson John Marshall Law School Follow this and additional works at: https://repository.law.uic.edu/facpubs Part of the Education Law Commons, Legal Education Commons, and the Legal Profession Commons Recommended Citation Darby Dickerson, Cyberbullies on Campus, 37 U. Tol. L. Rev. 51 (2005) https://repository.law.uic.edu/facpubs/643 This Article is brought to you for free and open access by UIC Law Open Access Repository. It has been accepted for inclusion in UIC Law Open Access Faculty Scholarship by an authorized administrator of UIC Law Open Access Repository. For more information, please contact [email protected]. CYBERBULLIES ON CAMPUS Darby Dickerson * I. INTRODUCTION A new challenge facing educators is how to deal with the high-tech incivility that has crept onto our campuses. Technology has changed the way students approach learning, and has spawned new forms of rudeness. Students play computer games, check e-mail, watch DVDs, and participate in chat rooms during class. They answer ringing cell phones and dare to carry on conversations mid-lesson. Dealing with these types of incivilities is difficult enough, but another, more sinister e-culprit-the cyberbully-has also arrived on law school campuses. Cyberbullies exploit technology to control and intimidate others on campus.' They use web sites, blogs, and IMs2 to malign professors and classmates.3 They craft e-mails that are offensive, boorish, and cruel. They blast professors and administrators for grades given and policies passed; and, more often than not, they mix in hateful attacks on our character, motivations, physical attributes, and intellectual abilities.4 They disrupt classes, cause tension on campus, and interfere with our educational mission.
    [Show full text]
  • In the Shadow of the Law: the Silence of Workplace Abuse
    IN THE SHADOW OF THE LAW: THE SILENCE OF WORKPLACE ABUSE PhD Candidate: Ms Allison Jean Ballard Supervisors: Professor Patricia Easteal, AM Assistant Professor Bruce Baer Arnold Month and Year of Submission: January 2019 Thesis submitted for the Degree of Doctor of Philosophy in Law (941AA) The University of Canberra, Bruce, Australian Capital Territory, Australia Acknowledgements Somewhat uncommonly perhaps, I have been fortunate to have had the same two supervisors throughout my PhD journey. It has been a privilege and a huge pleasure to be guided by, and to learn from my primary supervisor (now Emeritus) Professor Patricia Easteal AM and my secondary supervisor, Assistant Professor Bruce Baer Arnold. Patricia in particular has been my rock. Without Patricia’s amazing kindness, guidance, encouragement, and friendship, I would have ‘thrown in the towel’ and left the PhD boxing ring long ago. Without her support, my well-developed ability to procrastinate (God, help me to finish everything I sta….)1 and to be distracted (God, help me to keep my mind on th– … Look a bird – ing at a time)2 would have reigned supreme. So, my immeasurable thanks to the extraordinary Patricia. Bruce, ever pragmatic and focused on the end game, reminded me to stay focused, helping me to tow the academic line, not take off on too many ‘flights of fancy’, and to check my footnotes! It has been a rollercoaster journey that has spanned three different careers across six different sectors. During this time, I have also started a pro bono virtual legal practice, and established, with my dear friend, and fellow academic, traveller, and shoe-shopper, Doris Bozin, one of the first university-based health-justice legal advice clinics.
    [Show full text]
  • PREVENTING and ERADICATING BULLYING “Creating a Psychologically Healthy Workplace”
    PREVENTING and ERADICATING BULLYING “Creating a Psychologically Healthy Workplace” RESOURCE GUIDE And TALKING POINTS for LEADERS AND CHANGE CHAMPIONS March 25, 2014 TABLE OF CONTENTS INTRODUCTION 2 Section I: Resource Guide 4-18 Working Definition and Example Language Describing Bullying 5 Factors to Consider When Evaluating The Example Language 6 Other Definitions of Bullying 7 Types of Bullying 7 Examples of Bullying Behavior and Its Impact 8 Research Results Related to Bullying: Elementary and Secondary Education 9 Research Related to Bullying: College and Universities 10 Research Related to Bullying: The American Workplace 12 Leading and Best Practices to Prevent and Address Bullying 13 What Not To Do: Misdirection In Bullying Prevention and Response 14 The Namie Blueprint to Prevent and Correct Workplace Bullying 15 History of Workplace Bullying 17 SECTION II: TALKING POINTS 19-35 Presentation Slides 20 Conversations About Bullying: An Activity 31 SECTION III: RESOURCES 36-39 1 INTRODUCTION Awareness of bullying as an undesirable and harmful behavior has increased over the past few years. From grade schools to colleges, from workplaces to professional sports, stories about bullying and its debilitating and sometimes life-threatening impact have become part of everyday communications. Leading print and digital newspapers have dedicated feature articles on the subject. The Internet, through social media sites and blogs, has posted numerous comments about school and workplace bullying. In July of 2010, Parade magazine, a syndicated periodical distributed with Sunday editions of newspapers across the country, asked its readers if “workplace bullying should be illegal?” More than 90 percent of the respondents said yes. As recent as February 2014, USA Today, a major national publication, published an article entitled, “Hurt Can Go On Even After Bullying Stops.” The article indicated that early intervention is key to stop bullying because the health effects can persist even after bullying stops.
    [Show full text]
  • Le Mobbing En Milieu Académique Mieux Comprendre Le Phénomène Pour Mieux L’Enrayer
    OCTOBRE 2018 Rapport de recherche Le mobbing en milieu académique Mieux comprendre le phénomène pour mieux l’enrayer Crédits Recherche et rédaction Véronique Tremblay-Chaput Chercheuse Révision et mise en page Jean-Marie Lafortune Président, FQPPU Maryse Tétreault Professionnelle de recherche, FQPPU Hans Poirier Professionnel de recherche, FQPPU Fédération québécoise des professeures et professeurs d’université 666, rue Sherbrooke Ouest #300 Montréal (Québec) H3A 1E7 1 888 843 5953 / 514 843 5953 www.fqppu.org Dépôt légal : 3e trimestre 2018 Bibliothèque et Archives nationales du Québec ISBN : 978-2-921002-32-5 (br.) ISBN : 978-2-921002-33-2 (PDF) Le mobbing en milieu académique : mieux comprendre le phénomène pour mieux l’enrayer - FQPPU _________________________________________________________________________________________________ Avant-propos Le mobbing au travail est un sujet dont on entend de plus en plus parler dans les couloirs des universités. Il ne fait pas de doute que ce phénomène réfère à une forme particulière de harcèlement, que l’on pourrait associer à du harcèlement moral ou psychologique, mais dont la finalité revêt un caractère plus « total » dans la mesure où elle vise l’expulsion de la victime de son milieu de travail. Le mobbing se distingue toutefois d’autres formes de harcèlement en raison de sa dynamique particulière qui engage tant l’organisation que les collègues des victimes. Rumeurs, commentaires désobligeants et atteintes à la réputation sont autant de manifestations du mobbing susceptibles d’affecter gravement le climat de travail dans nos universités, malgré leur caractère insidieux. À la lumière de ces spécificités, ce rapport n’est donc pas une « autre » ressource sur le harcèlement, mais bien un document qui vise à mieux circonscrire le phénomène singulier et peu étudié qu’est le mobbing en milieu académique.
    [Show full text]
  • Support and Mistreatment by Public School Principals As Experienced by Teachers: a Statewide Survey
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Diane Sue Burnside Huffman Candidate for the Degree: Doctor of Philosophy ___________________________________________ Director Dr. Thomas S. Poetter ___________________________________________ Reader Dr. William J. Boone ___________________________________________ Reader Dr. Kathleen Knight Abowitz ___________________________________________ Reader Dr. Andrew M. Saultz ABSTRACT SUPPORT AND MISTREATMENT BY PUBLIC SCHOOL PRINCIPALS AS EXPERIENCED BY TEACHERS: A STATEWIDE SURVEY by Diane Sue Burnside Huffman Skillful teachers are key to developing good schools. Because of this, understanding the school as a workplace is necessary to investigate why teachers leave and what encourages them to stay. The relationship between the principal, as the boss, and the teacher, as the employee, is one under- researched component of the school workplace which is important for developing a broad understanding of teacher turnover. This cross-sectional study uses a definition of principal mistreatment behaviors from the literature in the development of an original mixed method survey and a random sample of teachers from public schools in the State of Ohio to investigate how often principal mistreatment behaviors are experienced by a random sample of teachers in K-12 public schools. Mistreatment behaviors were paired with an opposite principal support behavior using Likert-style response options and were specifically focused on the 2012-2013 school year. Open- ended questions were included which asked for more general experience with principal mistreatment behaviors, effects on the teachers health, opinions about school culture and student bullying, and the effects of principal treatment behaviors on the teachers sense of efficacy and job satisfaction.
    [Show full text]
  • Workplace Bullying and Harassment
    Law and Policy Remedies for Workplace Bullying in Higher Education: An Update and Further Developments in the Law and Policy John Dayton, J.D., Ed. D.* A dark and not so well kept secret lurks the halls of higher education institutions. Even among people who should certainly know better than to tolerate such abuse, personnel misconduct in the form of workplace bullying remains a serious but largely neglected problem.1 A problem so serious it can devastate academic programs and the people in them. If allowed to maraud unchecked, workplace bullies can poison the office culture; shut down progress and productivity; drive off the most promising and productive people; and make the workplace increasingly toxic for everyone who remains in the bully dominated environment.2 A toxic workplace can even turn deadly when stress begins to take its all too predictable toll on victims’ mental and physical health, or interpersonal stress leads to acts of violence.3 Higher education institutions are especially vulnerable to some of the most toxic forms of workplace bullying. When workplace bullies are tenured professors they can become like bullying zombies seemingly invulnerable to efforts to stop them while faculty, staff, students, and even university administrators run for cover apparently unable or unwilling to do anything about the loose-cannons that threaten to sink them all. This article examines the problem of workplace bullying in higher education; reviews possible remedies; and makes suggestions for law and policy reforms to more effectively address this very serious but too often tolerated problem in higher education. * This article is dedicated to the memory of Anne Proffitt Dupre, Co-Director of the Education Law Consortium, Professor of Law, Law Clerk for the U.S.
    [Show full text]
  • Bully – Production Notes
    BULLY PRODUCTION NOTES Publicity Materials are available at: www.twcpublicity.com Username: Weinstein Password: twcdim Running Time: 94 minutes MPAA Rating: PG-13 for some language BULLY – PRODUCTION NOTES • Front Credits – page 2 • Synopsis – page 3 • The Stories – page 3 • Q&A With Lee Hirsch – page 5 • About the Filmmakers – page 11 • End credits – page 13 1 CREDITS FILMMAKERS Directed by LEE HIRSCH Produced by LEE HIRSCH CYNTHIA LOWEN Executive Producer CINDY WAITT Cinematography by LEE HIRSCH Edited by LINDSAY UTZ JENNY GOLDEN Original Score by ION FURJANIC JUSTIN RICE/CHRISTIAN RUDDER Consulting Editor ENAT SIDI Written by LEE HIRSCH CYNTHIA LOWEN Music Supervisor BROOKE WENTZ FEATURING JA’MEYA JACKSON KELBY, LONDA and BOB JOHNSON ALEX, JACKIE, PHILIP, MAYA, JADA, ETHAN and LOGAN LIBBY KIM LOCKWOOD DAVD, TINA, TERYN and TROY LONG DEVON MATTHEWS BARBARA PRIMER KIRK and LAURA SMALLEY TREY WALLACE 2 SYNOPSIS Over 13 million American kids will be bullied this year, making it the most common form of violence experienced by young people in the nation. The new documentary film BULLY, directed by Sundance and Emmy-award winning filmmaker Lee Hirsch, brings human scale to this startling statistic, offering an intimate, unflinching look at how bullying has touched five kids and their families. BULLY is a beautifully cinematic, character-driven documentary. At its heart are those with huge stakes in this issue whose stories each represent a different facet of America’s bullying crisis. Filmed over the course of the 2009/2010 school year, BULLY opens a window onto the pained and often endangered lives of bullied kids, revealing a problem that transcends geographic, racial, ethnic and economic borders.
    [Show full text]
  • Workplace Bullying Bonnie A
    manager’scolumn Title bookshelf Workplace bullying bonnie A. osif If what you call sabotage, I call competition, problems that follow are serious. Unlike the dénouement What you call conniving deception, I call savvy ambition, of our book and movie examples, many of the workplace What you call abuse and harassment, I call shrewd bullying situations do not have happy endings unless gamesmanship. action is taken. There are a number of resources that can What you call record-keeping, I call “Hoover files.” help understand and correct the problem. And, that’s the workplace. It’s brutal. It ain’t for sissies. Just play the game.1 All that is necessary for the triumph of evil is that good Workplace bullying is behavior that men do nothing.2 threatens, intimidates, humiliates, or isolates people at work, or undermines their hile doing the research for the earlier column on reputation or job performance. W incivility, there was a very surprising result. A Teresa Daniel has written an excellent book to begin number of books and articles on bullying showed up in a study of bullying. From the first page it is clear how the search. Bullying is in the news frequently, but usu- important the issue of bullying is: “The physical or emo- ally in the context of school bullies and the horror this tion health (and sometimes both) of employees working causes for the bullied, so much so that we read of suicides in organizations where these types of actions are taking and deadly retaliation by the bullied. But bullying in the place are often severely impacted.
    [Show full text]
  • The Nature and Prevalence of Workplace Bullying in the Western Cape – a South African Study
    THE NATURE AND PREVALENCE OF WORKPLACE BULLYING IN THE WESTERN CAPE – A SOUTH AFRICAN STUDY by Donovan Jaco Kalamdien THESIS PRESENTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE MASTERS OF COMMERCE (INDUSTRIAL PSYCHOLOGY) AT THE UNIVERSITY OF STELLENBOSCH Supervisor: Ms Marietha De Wet Faculty of Economic and Management Science Department of Industrial Psychology December 2013 Stellenbosch University http://scholar.sun.ac.za i DEDICATION This thesis is dedicated to my lovely wife (Samantha Anthea Kalamdien) and beautiful daughter (Donuh Kalamdien) for their love and tireless understanding, support, and encouragement of my studies. It is my hope that they never become the target or perpetrator of bullying in their interaction with others. Stellenbosch University http://scholar.sun.ac.za ii DECLARATION I, Donovan Jaco Kalamdien, hereby declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (unless to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Signature: November 2013 Copyright . 2013 Stellenbosch University All rights reserved Stellenbosch University http://scholar.sun.ac.za iii ACKNOWLEDGEMENTS I would like to thank our Heavenly Father for the strength, determination, and dedication, and for making it possible for me to complete this study despite much adversity. I am grateful to the following people for their immense contribution for this achievement: My wife (Samantha), daughter (Donuh), mothers (Emily & Amanda), fathers (Jacobus & Anthony), sister (Wendy), brothers (Steven, Ettiene & Anthony), family, friends and colleagues for their continued support and believe in me.
    [Show full text]
  • BULLYING a Listing of Materials Available at the Justice Institute Library
    BULLYING A listing of materials available at the Justice Institute Library GENERAL BOOKS Adult Bullying: Perpetrators and Victims by Peter Randall. London, ENG: Routledge. (BF 637 B85 R36 1997) And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence by James Garbarino and Ellen deLara. New York, NY: Free Press. (BF 637 B85 G36 2002) Breaking the Cycle of Violence: Interventions for Bullying and Victimization by Richard J. Hazler. Washington, DC: Accelerated Development. (BF 637 B85 H37 1996) Bullied Teacher, Bullied Student: How to Recognize the Bullying Culture in Your School and What to Do About It by Les Parsons. Markham, ON: Pembroke Publishers. (LB 3013.3 P37 2005) B Bullies & Victims: Helping Your Child Survive the Schoolyard Battlefield by SuEllen Fried and U Paula Fried. New York, NY: M. Evans and Co. (LB 3013.3 F75 1996) L Bullies: From the Playground to the Boardroom: Strategies for Survival by Jane Middelton-Moz L and Mary Lee Zawadski. Deerfield Beach, FL: Health Communications. (BF 637 B85 M53 2014) Y I The Bullies: Understanding Bullies and Bullying by Dennis Lines. Philadelphia, PA: Jessica Kingsley Publishers. (BF 637 B85 L56 2008) N G The Bully at Work: What You Can Do to Stop the Hurt and Reclaim Your Dignity on the Job by Gary Namie and Ruth Namie. Naperville, IL: Sourcebooks, Inc. (HF 5549.5 E43 N348 2009) Bully Blocking: Six Secrets to Help Children Deal with Teasing and Bullying by Evelyn M. Field. London, ENG: Jessica Kingsley. (BF 637 B85 F54 2007) Bully Busters: A Teacher’s Manual for Helping Bullies, Victims, and Bystanders by Dawn A.
    [Show full text]
  • Wen Huifang Understanding Young Adults' Perception of Their
    Wen Huifang Understanding Young Adults’ Perception of Their Childhood Bullying and Victimization: A Phenomenological Research Master’s Thesis in Education FACULTY OF EDUCATION Education and Globalization 2018 University of Oulu Faculty of Education Understanding Young Adults’ Perceptions of Their Childhood Bullying and Victimization: A Phenomenological Research (Huifang Wen) Master’s Thesis in Education, 114 pages, 2 appendices April 2018 Childhood bullying, and victimization is a worldwide issue in the field of education. We now through research that bullying has longitudinal negative influences upon former victims’ psychological, physical, and economic circumstances decades after the incidence of childhood bullying. However, not enough studies have been conducted to address these longitudinal unfair experiences, including the study of the underlying reasons of its longitudinal continuity upon victims and trans-generational potential through social cognitive theory. Neither has there been enough research focusing on the victims’ perspective, to explore their current cognition of childhood bullying experiences and to find proper guidance and treatment for their PTSD symptoms. Different from previous quantitative studies which reveal the longitudinal psychological consequences correlating their childhood bullying suffering through specific variables, this qualitative research is aimed at giving victims a voice regarding their individual experiences and present a holistic picture of how individuals experienced bullying in childhood and furthermore exploring how can victims empower and heal themselves through cognitive restructuring. Phenomenology is employed to explore and present the subjective reality of their lived experiences. This study examined 7 young adults, aged between 26-30 years, who presently study in the University of Oulu and shared the experience of bullying in childhood.
    [Show full text]