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Cyberbullying: A study of school adm...

Hasenstab, Jean Jegglin.

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Cyberbullying: A study of school administrators' perceptions and responses to online aggression.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Cyberbullying: A study of school administrators' perceptions and responses to online aggression./
作者:	Hasenstab, Jean Jegglin.
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-11(E), Section: B.
Contained By:	Dissertation Abstracts International73-11B(E).
標題:	Psychology, Behavioral. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3516223
ISBN:	9781267453310

Cyberbullying: A study of school administrators' perceptions and responses to online aggression.
Hasenstab, Jean Jegglin.

Cyberbullying: A study of school administrators' perceptions and responses to online aggression. - 143 p.

Source: Dissertation Abstracts International, Volume: 73-11(E), Section: B.

Thesis (Ph.D.)--Saint Louis University, 2012.

This qualitative, phenomenological study examined the perspectives and responses of twelve school administrators who have responded to cyberbullying with a disciplinary action. The majority of the data collected for this study was gathered through individual semi-structured interviews. Supporting documentation such as entries in a reflective journal and handouts from the administrators were also considered.

ISBN: 9781267453310Subjects--Topical Terms:

1017677
Psychology, Behavioral.

Cyberbullying: A study of school administrators' perceptions and responses to online aggression.
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245 1 0 $a Cyberbullying: A study of school administrators' perceptions and responses to online aggression.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-11(E), Section: B.
500 $a Adviser: J Douglas Pettinelli.
502 $a Thesis (Ph.D.)--Saint Louis University, 2012.
520 $a This qualitative, phenomenological study examined the perspectives and responses of twelve school administrators who have responded to cyberbullying with a disciplinary action. The majority of the data collected for this study was gathered through individual semi-structured interviews. Supporting documentation such as entries in a reflective journal and handouts from the administrators were also considered.
520 $a An analysis of the data revealed five major themes. The first theme, Disciplinarians assume a variety of self-imposed roles, described the various roles administrators assume as they address incidents of online aggression. The second theme, Administrators demonstrated courage and resilience in their responses, considered the difficult and often unpopular decisions that administrators regularly face.
520 $a The third theme, Wide Range of Emotions Experienced, described the emotions that administrators experienced during the disciplinary process. The fourth theme, Current administrative responses, outlined the range of disciplinary actions used by administrators. Finally, the fifth theme, Knowledge and wisdom gained, provided insights gleaned through the administrators' personal experiences with cyberbullying.
520 $a Results revealed that administrators, in the absence of evidence based training and approaches are doing an outstanding job of addressing these very complicated cyberbullying incidents.
590 $a School code: 0193.
650 4 $a Psychology, Behavioral. $3 1017677
650 4 $a Health Sciences, Mental Health. $3 1017693
650 4 $a Education, Guidance and Counseling. $3 1017740
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690 $a 0519
710 2 $a Saint Louis University. $b Counseling and Family Therapy. $3 2096566
773 0 $t Dissertation Abstracts International $g 73-11B(E).
790 $a 0193
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3516223