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The Health and Safety of Children Has Gained Increasing Attention Across THINKING AND DOING: ATTRIBUTIONS AND COPING OF CHILDREN AND THEIR FRIENDS THAT ARE ASSOCIATED WITH THE CONTINUITY OF VICTIMIZATION AND BULLYING By Samantha Danielle Shelley A thesis submitted to the Department of Psychology in conformity with the requirements for the degree of Doctor of Philosophy Queen‟s University Kingston, Ontario, Canada December, 2009 Copyright © Samantha Danielle Shelley, 2009 ii Abstract Over the past three decades, childhood bullying research has developed. Although bullying was first understood as an individual problem, researchers now understand that bullying is a relationship problem. Children come to a social exchange with their own cognitions and coping strategies, but are also impacted by their peers. Developmental contextualism forms the macro level framework of these studies and states that change occurs reciprocally and across many levels including the individual, interpersonal, community, and society. Social cognitive theory (and social information processing, in particular) helps at the individual and interpersonal levels in understanding the role cognitions play in affecting children‟s responses in social exchanges. The series of papers in this dissertation focus on: (1) How attributions and coping styles interact within victimized children and how that affects victimization; (2) How attributions and coping styles are associated in children who bully others and how that interaction affects bullying behaviour; and (3) How children‟s friendships protect or put them at risk for victimization. Overall, results suggest that children‟s attributions and coping are directly associated with victimization and bullying, but do not work together in a mediational relationship. Rather specific types of attributions and coping strategies are related to involvement in bullying and victimization both within and across time and differences exist between boys and girls. With regards to friendships, the identity and communication skills of one‟s friends appear to be important. Findings suggest the need for interventions that teach victimized children and their friends how to cope effectively with victimization and communicate with each other about their needs. iii Co-Authorship I assumed primary responsibility for the conceptualization and analysis of the research described in this thesis. My supervisor, Dr. Wendy Craig, assisted in all aspects of the research and in the preparation of the manuscripts: she is co-author on all three manuscripts. The third study, “Childhood Friendships and Victimization: Do They Hurt or Protect?” was conducted using archival data from a study led by Wendy Craig, Debra Pepler, and Jennifer Connolly. They are therefore included as coauthors on the third manuscript. iv Acknowledgements First and foremost, I would like to acknowledge and express my deepest gratitude to God. I can do all things through Christ, who strengthens me (Phil. 4:13). Without the help of many supportive, understanding folks, this dream could not have come true. It has been a long, fruitful, and memorable journey with my fearless leader, Wendy. You have taught me so much over these many years and have played a large role in the person I am today. Thank you. Josh, it‟s always a pleasah. My family, you have stood beside me, cheering me on from the sidelines for years and years. I hope you all know how much that meant to me. Mom, for all your support and love. Dad, for your words of wisdom and encouragement to stand on my own two feet. Lynda and Fred, for providing a peaceful retreat and for teaching me to take one step at a time. Momma Ruth and Papa Steve, for your prayers and faith. My many brothers and sisters, for all the jokes and good times. Finally, for my wonderful peer support system. Miles and Chris, for listening to my rants in the halls and over breakfast. Anna, for walking the path beside me and being a good friend. Suzanne, for being there from the beginning and being an amazing role model. Leila, for hours and hours of late night chats in the lab and on the phone. You have been such a blessing. Julie, I hardly have the words to express what your friendship has meant to me through the years. We have shared laughter and tears, joys and sorrows. Working for hours side by side and taking much needed tea breaks. Thank you for your friendship and your support. To all of you, thank you. God bless. v Table of Contents Abstract............................................................................................................................... ii Co-Authorship................................................................................................................... iii Acknowledgements............................................................................................................ iv Table of Contents............................................................................................................... v List of Tables................................................................................................................... vii List of Figures.................................................................................................................... ix Chapter 1. General Introduction................................................................................... 1 References................................................................................................. 13 Forward to Chapter 2........................................................................................................ 17 Chapter 2. Attributions and Coping Styles in Reducing Victimization..................... 18 Abstract................................................................................................................. 19 Introduction........................................................................................................... 20 Method.................................................................................................................. 23 Participants................................................................................................ 23 Design....................................................................................................... 24 Measures.................................................................................................. 24 Results.................................................................................................................. 25 Discussion............................................................................................................. 40 References............................................................................................................ 45 Forward to Chapter 3....................................................................................................... 48 Chapter 3. Attributions and Coping Strategies Associated with Bullying Others............ 49 Abstract................................................................................................................ 50 vi Introduction........................................................................................................... 51 Method.................................................................................................................. 57 Participants................................................................................................ 57 Design....................................................................................................... 58 Measures................................................................................................... 59 Results................................................................................................................... 62 Discussion............................................................................................................. 74 References............................................................................................................. 82 Forward to Chapter 4....................................................................................................... 87 Chapter 4. Childhood Friendships and Victimization: Do They Hurt or Protect?............ 88 Abstract................................................................................................................ 89 Introduction........................................................................................................... 90 Method.................................................................................................................. 95 Participants................................................................................................ 95 Design....................................................................................................... 96 Measures................................................................................................... 96 Results................................................................................................................. 100 Discussion........................................................................................................... 108 References........................................................................................................... 112 Chapter 5. General Discussion........................................................................................ 117 References........................................................................................................... 127 vii List of Tables
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