A Qualitative Comparison of the Perceptions of Victims and School Authorities on Early Adolescent Female Bullying

Autor/in	Wirta-Leiker, Chaitra Elizabeth
Titel	A Qualitative Comparison of the Perceptions of Victims and School Authorities on Early Adolescent Female Bullying
Quelle	(2011), (332 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Northern Colorado
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-4162-0
Schlagwörter	Hochschulschrift; Dissertation; Disclosure; Prevention; Intervention; Early Adolescents; Bullying; Grounded Theory; Females; Qualitative Research; Comparative Analysis; Middle School Students; Aggression; Attribution Theory; Victims; Empowerment; Teacher Student Relationship; Student Attitudes; Context Effect + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Prävention; Vorbeugung; Mobbing; Weibliches Geschlecht; Qualitative Forschung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Victim; Opfer; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten
Abstract	This qualitative study compared the perceptions of self-identified victims and school authority figures in regards to adolescent relational aggression among female middle school students. Six significant aspects of this issue were explored, including causal conditions; contextual factors; definitions and descriptions of relationally aggressive interactions; intervening conditions, such as recognition of the victims and their decision to report; intervention and prevention strategies within the school setting; and the negative consequences of relational aggression upon the victims. The data were developed into a grounded theory with the purpose of discovering effective aspects of anti-bullying intervention and prevention programs in U.S. schools. Findings included obstacles in reporting, ways victims preferred to be approached by educators, and foundational aspects of intervention based on student and educator experiences with bullying, including victim empowerment. The implications for schools in applying these findings were described, including a significant shift from a punishment-based approach to a learning-based approach in resolving peer bullying situations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10