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

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Clarke, R. V., & Cornish, D. B. (1983). Crime control in Britain: A review of policy research. Albany, NY: State University of New York Press. Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300–314. Cohen-Posey, K. (1995). How to handle bullies, teasers and other meanies: A book that takes the nuisance out of name-calling and other nonsense. Highland City, FL: Rainbow Books. Cohen, D., & Strayer, J. (1996). Empathy in conduct-disordered and comparison youth. Developmental Psychology, 32(6), 988-998. Cohen, S., Gottlieb, B. H., & Underwood, L. G. (2000). Social relationships and health. In S. Cohen, L. G. Underwood & B. H. Gottlieb (Eds.), Social support measurement and intervention: A guide for health and social scientists. New York, NY: Oxford University Press. Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behaviour. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 779-862). Toronto: Wiley. Colarossi, L. G., & Eccles, J. S. (2003). Differential effects of support providers on adolescents’ mental health. Social Work Research, 27(1), 19–30. Collins, W. A. (1982). Cognitive processing aspects of television viewing. In D. Pearl, L. Bouthilet & J. Lazar (Eds.), Television and behavior: Ten years of scientific progress and implications for the eighties (pp. 9-23). Washington, DC: U.S. Government Printing Office. Coloroso, B. (2003). The bully, the bullied, and the bystander. New York, NY: Harper Resource. Conners-Burrow, N., Johnson, D. L., Whiteside-Mansell, L., McKelvey, L., & Gargus, R. A. (2009). Adults matter: Protecting children from the negative impacts of bullying. Psychology in the Schools, 46(7), 593-604. Coyne, S., Archer, J., & Elsea, M. (2006). The frequency and harmfulness of indirect, relational, and social aggression. Aggressive Behavior, 32, 294 – 307. Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality & Individual Differences, 24, 123– 130. 164
Craig, W. M., Henderson, K., & Murphy, J. G. (2000). Prospective teachers' attitudes toward bullying and victimization. School Psychology International, 21, 5-21. Cramer, R. E., McMaster, M. r., Bartell, P. A., & Dragna, M. (1988). Subject competence and minimization of the bystander effect. Journal of Applied Social Psychology, 18, 1133- 1148. Crane-Ross, D. A., Tisak, M. S., & Tisak, J. (1998). Aggression and conventional rule violation among adolescents: Social-reasoning predictors of social behavior. Aggressive Behavior, 24, 347-365. Crick, N. R. (1995). Relational aggression: The role of intent attributions, feelings of distress, and provocation type. Development and Psychopathology, 7, 313-322. Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67, 2317 – 2327. Crick, N. R. (1997). Engagement in gender normative versus nonnormative forms of aggression: Links to social-psychological adjustment. Developmental Psychology, 33, 610-617. Crick, N. R., Bigbee, M. A., & Howes, C. (1996). Gender differences in children's normative beliefs about aggression: How do I hurt thee? Let me count the ways. Child Development, 67, 1003-1014. Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74- 101. Crick, N. R., & Dodge, K. A. (1996). Social information-processing mechanisms on reactive and proactive aggression. Child Development, 67, 993–1002. Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710-722. Crick, N. R., & Grotpeter, J. K. (1996). Children's treatment by peers: Victims of relational and overt aggression. Development and Psychopathology, 8, 367-380. Crick, N. R., Grotpeter, J. K., & Bigbee, M. A. (2002). Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations. Child Development, 73, 1134-1142. Crick, N. R., Nelson, D. A., Morales, J. A., Cullerton-Sen, C., Casas, J. F., & Hickman, S. E. (2001a). Relational victimization in childhood and adolescence: I hurt you through the grapevine. In J. Juvonen & S. Graham (Eds.), The plight of the vulnerable and victimized (pp. 196-214). New York, NY: Guilford Press. 165
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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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Table 24 CBVS Test and Confidence I
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Therefore, I reject the null hypoth
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Figure 6. Chi-Square (Ҳ 2 ) Test f
Page 127 and 128: Table 28 CBVS Test and Confidence I
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 143 and 144: Table 38 CBVS Test and Confidence I
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
Page 155 and 156: y administering the measure in a in
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 and 170: of the independent variable such as
Page 171 and 172: strong component, which is directed
Page 173 and 174: too long, given other curriculum-ba
Page 175 and 176: REFERENCES Ableson, R. P. (1981). T
Page 177: Brewster, A. B., & Bowen, G. L. (20
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
Page 221 and 222: 4. Make up something about the mean
Page 223 and 224: Appendix F Teacher Online Questionn
Page 225 and 226: fights with peers. 1 = Never True 2
Page 227 and 228: • Make new friends / change peer
Page 229 and 230:
• Get bullies to think about thei
Page 231 and 232:
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