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

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“Takes matters into own hands” – no description Negative Coercion • Engages in verbal/psychological coercion over the victim • Verbally retaliate/reprimand the victim for having been bullied • Threaten future punishment if victim gets bullied again – “toughen him/her up.” • Engages in coercion over the victim • Refuses to be friends or to support the victim without discussing the reasons for being bullied • Pick on victim for having been bullied • Physically hitting, pushing, shoving, etc. or threaten to use physical aggression • Victim, in turn, bullies others who are smaller, weaker or have less power • Withhold support for or avoid the victim • Put victim in “harm’s way” by advising the victim to make friends with the bully Harm • Suicide “Kill yourself” • Homicide “Blow them away” Negative Teaching Moment • Don’t worry about it. • Don’t worry about it • Just blow it off • Deal with it • Just don’t care about it • It doesn’t matter Justice JUSTIFICATION CODES 1. Justice: Fairness, Equality, Personal Interests • Right thing to do • Wrong to do that • Factual / Proof • True / not true • Prove them wrong • Show them I can … • Fair / equitable • Not fair • Rule-oriented • Keep out of trouble • Getting into trouble • Social responsibility/duty • Proving the truth • Personal interests • Personal rights • Can’t keep her out • Safety • Stop the action • Prevent violence • Balance of Power • Greater numbers, groups • Respect for power • Being picked on • Adult attention/monitor • Protection 2. _Prosocial: Caring/Empathy Prosocial – Concrete Responses 214
• Get bullies to think about their actions • Making friends • Being inclusive • Friends with everybody • Have better friends • Imaginary friends • Friends take care of each other • Reciprocal treatment (Golden Rule) • Can make a better club • Being inclusive • Talk through the problem – find a solution • Advice about solving the problem • Better way to resolve problem • Social status/influence • Use Peer pressure (positive) • Make a better club • Being loyal • Friends stick together • Laughing at self • Being nice • Nice thing to do • Do better work • Knowing self • Self help /encouragement • Being persistence • Achieving / Performing • Being Honest • Admitting a mistake • Reciprocal treatment / Do unto others (Golden Rule) Empathy/Caring/Concern for Others/Identify Feelings & Emotions • Not alone • Feel better if gets help • Need help • Kind thing to do • Comfort/consoling • Caring for a friend • Hurt/pain – feeling, physical • Tired of mistreatment / Fed up • Victim is afraid • Affirm victim • Victim has courage • Nothing wrong with being smart • Don’t want to be left out • Not bring me down • Resilience • Not giving up • I’m a nice person • Getting over the hurt • Not afraid/scared • I get nervous when … • Peer pressure • Social stress • Mean • Not nice • Don’t like it • Really won’t want to be their friend • No big deal • Words can’t hurt • They don’t want me • They hurt me • Can’t hurt me. I don’t care. • They won’t let me sit with them • Doesn’t bother me • Everybody is different – not the same • Leaving friend out Aggressive / Negative Criticism 3. Aggressive/Antisocial • Getting even • They do it to me • Want them to feel like I do • Angry, mad emotions • “Kids was kids.” • Teach the bullies a lesson • They will think twice next time • “I said so!” • “They are just jerks!” • “They deserve it” • “He’s a punk!” 215
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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
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Justice/Fair) on bystander and vict
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of children’s Aggressive/Retribut
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Story Form of Victimization The nex
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hypothesis and I conclude that ther
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Figure 9. Chi-Square (Ҳ 2 ) Test f
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Justice/Fair Justification Choice r
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Figure 10. Chi-Square (Ҳ 2 ) Test
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Figure 11. Chi-Square (Ҳ 2 ) Test
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Action Choices in this study varied
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CHAPTER V: DISCUSSION How people ju
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y administering the measure in a in
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get what they deserve.” It is lik
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engaging in high rates of aggressiv
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ability. The lack of variance in te
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lie in the lack of variability in C
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whether the story character was a b
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Schwartz et al., 1998). These child
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of the independent variable such as
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strong component, which is directed
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too long, given other curriculum-ba
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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
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Page 207 and 208: Appendix D Informed Consent Forms 1
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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: • Make new friends / change peer
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