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Understanding Relational and Physica...

Binmoeller, Cecile.

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Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status./
Author:	Binmoeller, Cecile.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	140 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-05, Section: B.
Contained By:	Dissertations Abstracts International80-05B.
Subject:	Behavioral psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10937448
ISBN:	9780438630796

Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status.
Binmoeller, Cecile.

Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 140 p.

Source: Dissertations Abstracts International, Volume: 80-05, Section: B.

Thesis (Ph.D.)--University of California, Santa Barbara, 2018.

This item must not be sold to any third party vendors.

Cross-national studies consistently reveal that bullying is a pervasive problem in schools and associated with a multitude of deleterious outcomes. The present dissertation conducted two studies to further provide insight into this complex phenomenon and facilitate the development of effective bullying prevention programs. Youth involved in bullying have historically been assigned to fixed bully participant roles (i.e., bully, victim, defender, and bystander) using classification systems based on relatively arbitrary cut off scores. Latent class analysis (LCA) was utilize in the first study to empirically identify bully participant role profiles in seventh and eighth grade based on assuming multiple bully participant roles at varying degrees. Four separate LCA models were run, two relational bullying LCAs and two physical bullying LCAs split by gender. Among female students, a four-class model emerged for both the relational and physical LCAs. Regarding males, a three-class model emerged for both the relational and physical LCAs. All four LCAs yielded a High Involvement class and a Low Involvement class. Concerning females, there was a consistent third class, called Defender, in both the relational and physical LCAs. However, the fourth class in the females' relational LCA was called Victim Defender while in the physical LCA, the fourth class was call Bystander/Defender. Among males, the third class in the relational LCA was called Defender, but the third class in the physical LCA was called Victim. Overall, these findings build upon previous research on bully participant roles by demonstrating that students can assume multiple roles simultaneously and at varying degrees. In addition, this study revealed gender specific effects that varied according to whether the bullying was physical or relational. To broaden our understanding of how socio-ecological factors influence bullying, a second study investigated how the bullying profiles identified in Study 1 relate to school climate factors and perceptions of social status. Specifically, three school climate factors were examined, including school-wide efforts to reduce bullying, student knowledge of how to address bullying, and direct communication between students and school staff about bullying. The two components of social status were self-reported levels of popularity and likability. Overall, across all four LCAs, self-perceived likability significantly predicted class membership. Self-perceived popularity significantly predicted class membership for male students and the physical LCA only. In terms of the school climate factors, all three components significantly predicted class membership among female students, for both physical and relational bullying. The school climate factors did not significantly predict group membership among male students for either physical or relational bullying. These findings suggest that the impact of socio-ecological factors on bullying is nuanced and complex, as it varied by gender and type of bullying. Understanding these nuances can help inform practitioners designing interventions that target the multifaceted needs of students involved in bullying.

ISBN: 9780438630796Subjects--Topical Terms:

2122788
Behavioral psychology.
Subjects--Index Terms:

Defender

Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status.
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245 1 0 $a Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status.
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300 $a 140 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-05, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Jimerson, Shane.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Cross-national studies consistently reveal that bullying is a pervasive problem in schools and associated with a multitude of deleterious outcomes. The present dissertation conducted two studies to further provide insight into this complex phenomenon and facilitate the development of effective bullying prevention programs. Youth involved in bullying have historically been assigned to fixed bully participant roles (i.e., bully, victim, defender, and bystander) using classification systems based on relatively arbitrary cut off scores. Latent class analysis (LCA) was utilize in the first study to empirically identify bully participant role profiles in seventh and eighth grade based on assuming multiple bully participant roles at varying degrees. Four separate LCA models were run, two relational bullying LCAs and two physical bullying LCAs split by gender. Among female students, a four-class model emerged for both the relational and physical LCAs. Regarding males, a three-class model emerged for both the relational and physical LCAs. All four LCAs yielded a High Involvement class and a Low Involvement class. Concerning females, there was a consistent third class, called Defender, in both the relational and physical LCAs. However, the fourth class in the females' relational LCA was called Victim Defender while in the physical LCA, the fourth class was call Bystander/Defender. Among males, the third class in the relational LCA was called Defender, but the third class in the physical LCA was called Victim. Overall, these findings build upon previous research on bully participant roles by demonstrating that students can assume multiple roles simultaneously and at varying degrees. In addition, this study revealed gender specific effects that varied according to whether the bullying was physical or relational. To broaden our understanding of how socio-ecological factors influence bullying, a second study investigated how the bullying profiles identified in Study 1 relate to school climate factors and perceptions of social status. Specifically, three school climate factors were examined, including school-wide efforts to reduce bullying, student knowledge of how to address bullying, and direct communication between students and school staff about bullying. The two components of social status were self-reported levels of popularity and likability. Overall, across all four LCAs, self-perceived likability significantly predicted class membership. Self-perceived popularity significantly predicted class membership for male students and the physical LCA only. In terms of the school climate factors, all three components significantly predicted class membership among female students, for both physical and relational bullying. The school climate factors did not significantly predict group membership among male students for either physical or relational bullying. These findings suggest that the impact of socio-ecological factors on bullying is nuanced and complex, as it varied by gender and type of bullying. Understanding these nuances can help inform practitioners designing interventions that target the multifaceted needs of students involved in bullying.
590 $a School code: 0035.
650 4 $a Behavioral psychology. $3 2122788
650 4 $a Social psychology. $3 520219
650 4 $a School counseling. $3 2144793
650 4 $a Educational psychology. $3 517650
650 4 $a Counseling psychology. $3 924824
653 $a Defender
653 $a Levels of popularity
653 $a Victim
690 $a 0384
690 $a 0451
690 $a 0519
690 $a 0525
690 $a 0603
710 2 $a University of California, Santa Barbara. $b Counseling, Clinical and School Psychology. $3 3289752
773 0 $t Dissertations Abstracts International $g 80-05B.
790 $a 0035
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10937448