The Intergenerational Transmission of Violence, Rejection
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Adolescents' Perceptions of Bullying Involving Male Relational Aggression: Implications for Prevention and Intervention
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2010-07-15 Adolescents' Perceptions of Bullying Involving Male Relational Aggression: Implications for Prevention and Intervention Brian C. Johnson Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Counseling Psychology Commons, and the Special Education and Teaching Commons BYU ScholarsArchive Citation Johnson, Brian C., "Adolescents' Perceptions of Bullying Involving Male Relational Aggression: Implications for Prevention and Intervention" (2010). Theses and Dissertations. 2181. https://scholarsarchive.byu.edu/etd/2181 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Adolescents’ Perceptions of Bullying Involving Male Relational Aggression: Implications for Prevention and Intervention Curt Johnson A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Educational Specialist Melissa Allen Heath, Chair Niwako Yamawaki Sarah Coyne Department of Counseling Psychology and Special Education Brigham Young University August 2010 Copyright © 2010 Curt Johnson All Rights Reserved ABSTRACT Adolescents’ Perceptions of Bullying Involving Male Relational Aggression: Implications for Prevention and Intervention Curt Johnson Department of Counseling Psychology and Special Education Educational Specialist in School Psychology 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. -
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). -
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. -
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. -
Childhood Abuse Types and Adult Relational Violence Mediated by Adult Attachment Behaviors and Romantic Relational Aggression In
Brigham Young University BYU ScholarsArchive All Theses and Dissertations 2016-11-01 Childhood Abuse Types and Adult Relational Violence Mediated by Adult Attachment Behaviors and Romantic Relational Aggression in Couples Tabitha Nicole Webster Brigham Young University Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Marriage and Family Therapy and Counseling Commons BYU ScholarsArchive Citation Webster, Tabitha Nicole, "Childhood Abuse Types and Adult Relational Violence Mediated by Adult Attachment Behaviors and Romantic Relational Aggression in Couples" (2016). All Theses and Dissertations. 6184. https://scholarsarchive.byu.edu/etd/6184 This Dissertation is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in All Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Childhood Abuse Types and Adult Relational Violence Mediated by Adult Attachment Behaviors and Romantic Relational Aggression in Couples Tabitha Nicole Webster A dissertation submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Jonathan G. Sandberg, Chair Jeremy B. Yorgason James M. Harper Shayne R. Anderson Lauren Alyssa Bone Barnes School of Family Life Brigham Young University Copyright © 2016 Tabitha Nicole Webster All Rights Reserved ABSTRACT Childhood Abuse Types and Adult Relational Violence Mediated by Adult Attachment Behaviors and Romantic Relational Aggression in Couples Tabitha Nicole Webster School of Family Life, BYU Doctor of Philosophy The current study investigated how three distinct types of childhood abuse—witnessing of parental domestic violence, experiencing physical abuse and total in-home violence, and experiencing sexual abuse—predicted partner reports of relational violence through the mediating factors self-perceptions of attachment and partner reports of relational aggression. -
The Effect of Aggressive Interpersonal Relationship Dynamics on Women's Perpetration of Aggression
Georgia State University ScholarWorks @ Georgia State University Psychology Dissertations Department of Psychology 8-3-2006 The Effect of Aggressive Interpersonal Relationship Dynamics on Women's Perpetration of Aggression Tracy Dickens Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/psych_diss Part of the Psychology Commons Recommended Citation Dickens, Tracy, "The Effect of Aggressive Interpersonal Relationship Dynamics on Women's Perpetration of Aggression." Dissertation, Georgia State University, 2006. https://scholarworks.gsu.edu/psych_diss/16 This Dissertation is brought to you for free and open access by the Department of Psychology at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Psychology Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. THE EFFECT OF AGGRESSIVE INTERPERSONAL RELATIONSHIP DYNAMICS ON WOMEN'S PERPETRATION OF AGGRESSION By TRACY DICKENS Under the Direction of Sarah Cook ABSTRACT Women’s use of aggression in intimate partner relationships is consistently debated by researchers of intimate partner aggression. One tenet suggests women use aggression within intimate relationships at similar rates as men. Conversely, a second tenet acknowledges women’s use of aggression but suggests that the meaning and consequences associated with women’s aggression is not coercive or severely injurious, which are typical characteristics of men’s use of aggression. The current study evaluated incarcerated women in order to build upon an integrative approach that suggests that women’s use of aggression is related to the relationship dynamics generated from variations in coercive and conflictual behaviors. Further, the current study evaluated the moderating relation of childhood abuse history and posttraumatic stress symptoms between relationship dynamics and women’s use of aggression. -
Choices Topic for October: Relational Aggression/Bullying/Cyberbullying
Choices Topic for October: Relational Aggression/Bullying/Cyberbullying What is Bullying? Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. What motivates a bully? Bullying is about social dynamics. It involves the abuse of power. It involves someone who knows How can you delete cyber bullying? how to get their need for love, attention, and Don’t write it! acceptance met through social dominance of a Don’t forward it! vulnerable target. Report it! Discussion Questions, Information, and Research Students: Parents, Faculty How does it feel and Staff: when another student What are your is saying negative family/classroom rules things about you? regarding your teen’s communication via the How do you know internet or cell phone? when to tell someone you are being bullied? How would you know if your child is being How do you keep bullied on the yourself safe from computer? cyber bullying? Are you available to What can you do if talk to if teenagers are you suspect a friend is having a problem with being bullied? bullying? What would you do What can you do if if someone threatened you suspect your you over a text or child/student is being online message? bullied? Resources: www.stopbullying.gov, http://kidshealth.org/teen/your_mind/problems/bullies.html -
Let's Prevent Peer Victimization, Not Just Bullying
G Model CHIABU-2425; No. of Pages 4 ARTICLE IN PRESS Child Abuse & Neglect xxx (2012) xxx–xxx Contents lists available at SciVerse ScienceDirect Child Abuse & Neglect Practical Strategies ଝ Let’s prevent peer victimization, not just bullying a,∗ a b David Finkelhor , Heather A. Turner , Sherry Hamby a University of New Hampshire, Durham, NH, USA b Sewanee: The University of the South, Sewanee, TN, USA a r t i c l e i n f o Article history: Received 7 September 2011 Received in revised form 8 December 2011 Accepted 12 December 2011 Available online xxx Keywords: Violence Safety Injury Prevention This commentary argues that it is time to make bullying less of the central concept in efforts to combat peer victimization. Bullying has been a pivotal concept in the mobilization of effort in recent years to create safe environments for children. It has highlighted a phenomenon that seems to have universal resonance and is recognized internationally (Jimerson, Swearer, & Espelage, 2010). Prevalence for bullying has been measured in many countries, overall assessed as involving about 10% of the school aged population in its chronic form (Molcho et al., 2009). It is associated with serious outcomes (Klomeck et al., 2009) and is higher among abused children (Mohapatra et al., 2010). Public policy efforts are being made in many place to combat its occurrence and its effects (Howlett, 2011; Olweus Bullying Prevention Program, 2011; Salmivalli, Karna, & Poskiparta, 2011). Much of the early pioneering work on this was done by the Norwegian psychologist Dan Olweus (Olweus, 1993). Olweus recognized that there was much peer conflict, and wished to highlight the most damaging part of the spectrum out of concern that not all of it was of equal seriousness. -
Prevalence of Cyberbullying Among Traditional Undergraduate Students Attending Faith-Based Universities: a Causal-Comparative Study
PREVALENCE OF CYBERBULLYING AMONG TRADITIONAL UNDERGRADUATE STUDENTS ATTENDING FAITH-BASED UNIVERSITIES: A CAUSAL-COMPARATIVE STUDY by Susan A. Hayes-McElroy Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2021 2 PREVALENCE OF CYBERBULLYING AMONG TRADITIONAL UNDERGRADUATE STUDENTS ATTENDING FAITH-BASED UNIVERSITIES: A CAUSAL-COMPARATIVE STUDY by Susan A. Hayes-McElroy A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2021 APPROVED BY: Dr. Meredith Park, Ed.D., Committee Chair Dr. Benjamin Tickle, Ph.D., Committee Member 3 ABSTRACT Cyberbullying among traditional undergraduate students is a relatively new issue that involves the safety of postsecondary students. The purpose of this study was to provide statistical data to faith-based universities that relate the prevalence of cyberbullying victimization experiences and the prevalence of cyberbullying offending experiences of traditional undergraduate students to biological gender (female/male) and level of religiosity (higher/lower), and to add to the small body of research conducted among this demographic. In this quantitative, causal-comparative study, traditional undergraduate students were recruited from two faith-based universities in the southern United States. Level of religiosity and cyberbullying prevalence were determined through responses to an anonymous, online survey using the Duke University Religion Index (DUREL) and the Cyberbullying and Online Aggression Survey (COAS), respectively. The researcher utilized two separate two-way analysis of variance (ANOVA) to analyze the data. The study had 284 participants that included 180 female students and 104 male students. Findings indicated that gender and level of religiosity did not have a significant effect on the prevalence of cyberbullying experiences scores among traditional undergraduate students attending faith-based universities. -
Bullying and Peer Victimization
JIVXXX10.1177/0886260515572476Journal of Interpersonal ViolenceRadliff et al. 572476research-article2015 Article Journal of Interpersonal Violence 2016, Vol. 31(11) 1983 –2005 Bullying and Peer © The Author(s) 2015 Reprints and permissions: Victimization: An sagepub.com/journalsPermissions.nav DOI: 10.1177/0886260515572476 Examination of Cognitive jiv.sagepub.com and Psychosocial Constructs Kisha M. Radliff, PhD,1 Cixin Wang, PhD,2 and Susan M. Swearer, PhD3 Abstract Research has demonstrated a link between internalizing factors and bullying perpetration and peer victimization; however, few studies have examined predictors of cognitive and psychosocial factors, such as locus of control and hopelessness. The current study examined cognitive and psychosocial factors in bullying perpetration and peer victimization in a sample of 469 middle school students. A mediator model of hopelessness was also investigated. Students involved in bullying reported a greater external locus of control compared with peers who were not involved in bullying. Bully- victims endorsed the highest externality. Results showed that hopelessness fully mediated the relationship between verbal/relational victimization and external locus of control for the victim group, but not the bully-victim group. Implications for bullying prevention and intervention efforts are discussed. Keywords bullying, hopelessness, locus of control, children, adolescents 1The Ohio State University, Columbus, OH, USA 2University of California, Riverside, CA, USA 3University of Nebraska–Lincoln, NE, USA Corresponding Author: Kisha M. Radliff, Assistant Professor of School Psychology, The Ohio State University, PAES Bldg. Rm. 436, 305 W. 17th Ave., Columbus, OH, 43210, USA. Email: [email protected] 1984 Journal of Interpersonal Violence 31(11) Within the last few decades, bullying among school-aged youth has increas- ingly been recognized as an important problem in schools and presents in many forms (i.e., physical, verbal, relational, and cyber).