Advisor
O'Halloran, Mary S
Committee Member
Gonzalez, David M
Committee Member
Hanna, Fred J
Committee Member
Omdal, Stuart N
Department
Applied Psychology & Counselor Education
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
8-1-2011
Genre
Thesis
Extent
331 pages
Digital Origin
Born digital
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.
Notes
Dean's Citation for Outstanding Dissertation
Degree type
PhD
Degree Name
Doctoral
Language
English
Local Identifiers
WirtaLeiker_unco_0161D_10090
Rights Statement
Copyright is held by author.
