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Exploring coping strategies that pre...

Wentzell, Marjorie L.

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Exploring coping strategies that pre-teens use to combat the effects of bullying.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring coping strategies that pre-teens use to combat the effects of bullying./
作者:	Wentzell, Marjorie L.
面頁冊數:	147 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0503.
Contained By:	Dissertation Abstracts International66-02A.
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3166205
ISBN:	054201582X

Exploring coping strategies that pre-teens use to combat the effects of bullying.
Wentzell, Marjorie L.

Exploring coping strategies that pre-teens use to combat the effects of bullying. - 147 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0503.

Thesis (Ed.D.)--Wilmington College (Delaware), 2005.

Past researchers have examined the bullying phenomenon and the detrimental effects such behavior has on the bully, the victim, the bystanders, and the overall school community. Chronic victimization has been found to cause a host of physical, psychological, social, and emotional problem.

ISBN: 054201582XSubjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Exploring coping strategies that pre-teens use to combat the effects of bullying.
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245 1 0 $a Exploring coping strategies that pre-teens use to combat the effects of bullying.
300 $a 147 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0503.
500 $a Chair: Lynne Svenning.
502 $a Thesis (Ed.D.)--Wilmington College (Delaware), 2005.
520 $a Past researchers have examined the bullying phenomenon and the detrimental effects such behavior has on the bully, the victim, the bystanders, and the overall school community. Chronic victimization has been found to cause a host of physical, psychological, social, and emotional problem.
520 $a This cross-sectional study investigated pre-teens' bullying experiences and their methods for coping with bullying phenomena. Two hundred forty-seven students from six, rural school districts in Salem County, New Jersey completed a survey questionnaire dealing with the kinds of bullying experienced, the location of the bullying acts, the duration of the bullying, and the coping strategies they used to deal with bullying.
520 $a The findings varied by age and gender, and by "victim" and "non-victim" status. Both male and female "victims" indicated that they have experienced "name calling", "exclusion", and "rumors" at least some of the time since September 2004. Some students also reported experiencing cyberbullying. Male "victims" reported experiencing more direct bullying, such as name-calling, whereas female "victims" experienced more forms of indirect bullying, such as exclusion. Bullying was found to occur most often in the cafeteria, the hallways, the classrooms, on the playgrounds, and on the school buses.
520 $a When asked how they coped with being bullied by peers, younger "victims" reported using more approach strategies, while older "victims" used more avoidance strategies. Male "victims" were more likely to "fight the bully" or "change their seat" than females. Female "victims" were more likely to "talk to the bully", "talk to an adult or friend", or do "nothing". Several "victims" also felt that the bullying was somehow their "fault", and that they felt worse the longer the bullying went on. Finally, some "victims" wrote personal accounts about their experiences with bullying.
520 $a "Non-victims" reported that if they were being bullied, they would use more approach strategies, such as seek social support and self-reliance. A few "non-victims" admitted to bullying other students, and several noted that bullying was a problem in their Salem County schools.
520 $a Recommendations for districts to decrease bullying in their schools are discussed in this study. Suggestions for future research are also presented in Chapter Five.
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773 0 $t Dissertation Abstracts International $g 66-02A.
790 1 0 $a Svenning, Lynne, $e advisor
790 $a 1215
791 $a Ed.D.
792 $a 2005
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