Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...

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that might have more influence with other children. Bystanders may be more adept at reporting bullying, intervening to stop bullying, or acting supportively toward a victimized peer (Hara, 2002). While many formal peer support programs that engage children in peer counseling or conflict resolution have failed to reduce rates of bullying, they are perceived as helpful by the bully victims because they convey the message to the victim that someone cares (Naylor & Cowie, 1999). These findings suggest the importance of understanding the role of informal forms of peer social support in buffering the negative consequences associated with bullying. Thus, the CBVS could be used in intervention programs as a means of helping children who might witness or be victimized by bullying to understand how their actions and justifications influence the escalation or the reduction of bully/victim problems. Bullying Prevention Programs The aim of interventions such as the Olweus Bullying Prevention Program (OBPP) is to encourage children to shift their roles from supporting bullying to defending against it, which helps create an atmosphere that does not accept bullying (Olweus, 2001; Olweus et al., 1999). School climate programs (Munoz & Vanderhaar, 2006) may be more effective when they promote connection strategies between and among students and school staff. The CBVS might be helpful in highlighting children’s social reasoning that underscores the need for behavioral awareness interventions that decrease harmful peer victimization and increases prosocial alternatives for resolving conflict and promoting well-being among peers. There are a variety of bullying prevention programs available, such as Expect Respect (Place, 2001), Bully Busters (Guzman, 2001), and Olweus Bullying Prevention (Olweus, 1991). The available programs focus on middle school and high school populations and include information on how to handle sexual harassment, physical aggression, and anger management. A 156
strong component, which is directed at the cognitive processes of elementary-age children who are still forming, is not included (Rock, Hammond, & Rasmussen, 2005). The CBVS might be used to help elementary school age children identify maladaptive reasoning patterns. Many school-wide programs for children enrolled in elementary schools address three areas: School policies against bullying, staff training for teaching children how to resolve conflict constructively, and specific instruction in concepts, skills, and rehearsal of actions that support a school belief system that bullying is not acceptable and that support of each other is critical and important to overall school climate (Rock et al., 2005). Instructional strategies include: perspective taking, communication skills to assist in better expressing children’s feelings, problem solving, and conflict resolution. Other aspects of the program include behavior interpretation, emotional and cognitive self regulation, courage to intervene, non-intervention as a perceived safe intervention, and available social resources. The CBVS could be used as a tool for children to identify forms of bully victimization and character roles, identify strategies to regulate emotions, identify appropriate and inappropriate behavioral responses, and identify justifications that lead to either escalating or reducing incidences of bullying. Following the work of Kochenderfer-Ladd (2004), an additional measure of children’s feeling needs to be included as part of the CBVS. This could be done for each story by asking children how they think the story character feels after being victimized or after witnessing victimization. Response options could be “afraid,” “embarrassed,” or “angry.” This would be an important modification that would allow investigators to examine how children’s emotions mediate their Action Choices and Justification Choices. 157
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CHILDREN’S SOCIAL REASONING IN TH
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ABSTRACT The purpose of this study
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ACKNOWLEDGMENTS This dissertation w
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Victim ............................
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Story Character Role ..............
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LIST OF TABLES 1. CBVS Sample Demog
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30. Chi-Square (Ҳ 2 ) Test for Ind
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CHAPTER I: INTRODUCTION TO THE PROB
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anxiety, loneliness, and self-worth
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Research Questions and Hypotheses T
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. Null Hypotheses: There is no rela
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information will be helpful to prac
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Justice/Fair Justifications. An exp
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CHAPTER II: LITERATURE REVIEW Chapt
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actively involved, or as defenders
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who are victimized themselves), and
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Bullying often occurs within the co
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manipulate social relationships to
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Longitudinal studies of children en
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Bully Bullying also damages the bul
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for the nonbully/nonvictim. From co
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Being victimized has been correlate
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Linking Social Support and Bullying
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(Bandura, 1986, 1991). Bandura (198
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Social-cognitive learning theory ha
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influenced and guided by informatio
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ignore him or her, or that it is be
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(Dodge, 1980a; Dodge & Frame, 1982)
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during a child’s early years and
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The reader is reminded that the pur
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CBVS is scored by comparing the dif
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Other research suggests that childr
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their behaviors, which may explain
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Aggressive) and Justification Choic
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Cohen-Posey, 1995; Coloroso, 2003;
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children’s arrival, answered ques
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esponse to either being bullied or
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Peers (7 items) and the Aggressive
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Children’s Social Experience Ques
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Standard Deviations, ranges, and Cr
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Prosocial with Peers and CBS Aggres
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Choices (e.g., Prosocial, Aggressiv
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CHAPTER IV: RESULTS The purpose of
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for Prosocial Actions and victim ch
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Table 4 Psychometric Properties for
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all four stories. Bystander charact
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Victim character / relational victi
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Table 8 Psychometric Properties for
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Prosocial/Care justification or Jus
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Figure 1. Chi-Square (Ҳ2) Test for
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Table 11 CBVS Chi-Square (Ҳ 2 ) Te
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Of the 187 responses to Prosocial/C
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of children’s Prosocial Action Ch
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Table 15 Predicting Action Choices
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Table 18 Predicting Action Choices
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participant child variable such as
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A test for the Difference in Propor
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Page 121 and 122: Table 24 CBVS Test and Confidence I
Page 123 and 124: Therefore, I reject the null hypoth
Page 125 and 126: Figure 6. Chi-Square (Ҳ 2 ) Test f
Page 129 and 130: Justice/Fair) on bystander and vict
Page 131 and 132: A test for the Difference in Propor
Page 133 and 134: of children’s Aggressive/Retribut
Page 135 and 136: Story Form of Victimization The nex
Page 137 and 138: A test for the Difference in Propor
Page 139 and 140: hypothesis and I conclude that ther
Page 141 and 142: Figure 9. Chi-Square (Ҳ 2 ) Test f
Page 145 and 146: Justice/Fair Justification Choice r
Page 147 and 148: Figure 10. Chi-Square (Ҳ 2 ) Test
Page 149 and 150: Figure 11. Chi-Square (Ҳ 2 ) Test
Page 151 and 152: Action Choices in this study varied
Page 153 and 154: CHAPTER V: DISCUSSION How people ju
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Page 157 and 158: get what they deserve.” It is lik
Page 159 and 160: engaging in high rates of aggressiv
Page 161 and 162: ability. The lack of variance in te
Page 163 and 164: lie in the lack of variability in C
Page 165 and 166: whether the story character was a b
Page 167 and 168: Schwartz et al., 1998). These child
Page 169: of the independent variable such as
Page 173 and 174: too long, given other curriculum-ba
Page 175 and 176: REFERENCES Ableson, R. P. (1981). T
Page 177 and 178: Brewster, A. B., & Bowen, G. L. (20
Page 179 and 180: Craig, W. M., Henderson, K., & Murp
Page 181 and 182: Dodge, K. A. (1980a). Social cognit
Page 183 and 184: Frisch, M. B. (2000). Improving men
Page 185 and 186: Haynie, D. L., Nansel, T. R., Eitel
Page 187 and 188: Ladd, G. W., & Burgess, K. B. (2001
Page 189 and 190: Munoz, M. A., & Vanderhaar, J. E. (
Page 191 and 192: Paquette, J. A., & Underwood, M. K.
Page 193 and 194: Rogers, M. J., & Tisak, M. S. (1996
Page 195 and 196: Smokowski, P. R., Reynolds, A. J.,
Page 197 and 198: Turiel, E. (2006). Thought, emotion
Page 199 and 200: APPENDICES 185
Page 201 and 202: Date, ______________, 2009 Malvin (
Page 203 and 204: Appendix C School Approvals 189
Page 205 and 206: 191
Page 207 and 208: Appendix D Informed Consent Forms 1
Page 209 and 210: 195
Page 211 and 212: 197
Page 213 and 214: ⁮ Asian American ⁮ European Ame
Page 215 and 216: Rate each reason for how good you t
Page 217 and 218: III. Of all the actions that you ju
Page 219 and 220: 5. Talk to Mike about his feelings
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4. Make up something about the mean
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Appendix F Teacher Online Questionn
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fights with peers. 1 = Never True 2
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• Make new friends / change peer
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• Get bullies to think about thei
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