Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Staff eM mber Perceptions of Bullying in an Afterschool Center Sherrich Monsher Thegg Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Liberal Studies Commons, Other Education Commons, and the Public Administration Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Sherrich Monsher Thegg has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Mary Brown, Committee Chairperson, Public Policy and Administration Faculty Dr. Penelope Laws, Committee Member, Public Policy and Administration Faculty Dr. Christopher Jones, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract Staff Member Perceptions of Bullying in an Afterschool Center by Sherrich Monsher Thegg MA, Savannah State University, 2008 BS, Savannah State University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University May 2017 Abstract Peer-to-peer bullying negatively impacts over 20% of school-aged children annually. While much literature exists on bullying on school premises, peer-to-peer bullying outside of the classroom is still relatively understudied. Despite states’ implementation of antibullying legislation, peer-to-peer bullying has continued in schools and other areas such as afterschool centers. The purpose of this qualitative study was to evaluate staff perceptions of peer-to-peer bullying in afterschool centers. It specifically investigated bullying and the hierarchical imbalance of power using Sidanius and Pratto’s social dominance theory. The research questions were designed to investigate the staff members’ knowledge of bullying at the Boys and Girls Club. A phenomenological approach was used and data were collected through one-on-one interviews of 11 Boys and Girls Club staff members. Data from the interviews were deductively coded and subjected to thematic analysis. Findings indicate that staff members do not have a uniform understanding of bullying behaviors, nor did they have a clear guidance on practices to minimize bullying which leads to continued peer-to-peer bullying at the Boys and Girls Club. Staff also reported that they have been offered little training on dealing with bullying behavior, nor are there clear policies in place to combat bullying behavior from participants in the afterschool program. Positive social change may be achieved by the implementation of recommendations to the Boys and Girls Club including mandatory antibullying training for staff and the creation and implementation of a comprehensive antibullying policy. Staff Member Perceptions of Bullying in an Afterschool Center by Sherrich Monsher Thegg MA, Savannah State University, 2008 BS, Savannah State University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University May 2017 Dedication I dedicate this dissertation to professionals who work with youth development in schools, churches, and afterschool centers. Bullying is an epidemic that is taking the lives of children literally and killing them on the inside figuratively. I hope that this work will be useful for youth programming as it relates to preventing and rectifying the issue of bullying among youth. In addition, I hope that policy makers take notice of this research to use as a basis for developing antibullying policies in areas outside of school where children congregate. Acknowledgments First and foremost, I want to thank God for bringing me this far and allowing me to complete this daunting task. I could not have done this without faith and trust in God that I would see it through. Secondly, I would like to thank my parents who always support me and give me the freedom and love to follow my dreams. I would like to thank my friends who always asked about my progress and let me know that they were proud of me. Thank you, Dr. Brown, for our chats, and your feedback—you would help me see that I can accomplish this task and always reassured me when I had doubts or went too far in the rabbit hole. Thank you to my love, Shine, who always wiped away my frustrations and ensured me that I would finish! I finally did it!!! I am finally Dr. Thegg! Slow and steady wins the race. Table of Contents List of Tables .................................................................................................................... vii Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ............................................................................................................. 2 How to Deal with the Issue of Bullying.................................................................. 3 Afterschool Centers ................................................................................................ 8 Cost Benefits of Afterschool Programming .......................................................... 12 Problem Statement .......................................................................................................13 Purpose of the Study ....................................................................................................19 Research Questions ......................................................................................................20 Theoretical Framework ................................................................................................20 Social Dominance and Bullying ........................................................................... 21 Conceptual Framework ................................................................................................22 Nature of the Study ......................................................................................................23 Definition of Terms......................................................................................................24 Assumptions .................................................................................................................25 Scope and Delimitations ..............................................................................................25 Limitations ...................................................................................................................26 Significance..................................................................................................................26 Summary ......................................................................................................................27 Chapter 2: Literature Review .............................................................................................29 i Introduction ..................................................................................................................29 Literature Search Strategy............................................................................................31 Theoretical Framework ................................................................................................31 Conceptual Framework ................................................................................................33 Challenges with Defining Bullying .............................................................................34 Types of Bullying ........................................................................................................35 Physical Bullying .................................................................................................. 35 Verbal Bullying ..................................................................................................... 36 Cyberbullying ....................................................................................................... 36 Social Bullying...................................................................................................... 41 Bullycide ............................................................................................................... 41 Sexual Bullying ..................................................................................................... 42 Categories Associated with Bullying ...........................................................................42 Bullies ................................................................................................................... 42 Victims .................................................................................................................. 43 Bully Victims ........................................................................................................ 45 Bystanders