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

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Physical Aggression. Aggression that includes hitting, pushing, or threatening physical harm toward others. Physical Victimization. Being the recipient of physical aggression such as hitting, pushing, and verbal threats of physical harm (Berkowitz, 1993a; Block, 1983; Cullerton-Sen & Crick, 2005a; Parke & Slaby, 1983). Relational Aggression. Harming others by causing damage to peer relationships or damage to social status within the peer group, such as social humiliation or social exclusion (Crick, Bigbee, & Howes, 1996; Crick & Grotpeter, 1995). Relational Victimization. Being directly or indirectly excluded from a group or group activity, or being the target of another person’s behavior whose intent is to damage one’s peer relationships or social status within the peer group (e.g., being ignored or excluded from play groups; being told “I don’t like you” (because the victim does not comply with the bully’s commands); being told, “You won’t be my friend anymore if you don’t (comply with the bully’s commands) (Crick et al., 2001b; Cullerton-Sen & Crick, 2005a). Choices. Justification Choices. Reasons or explanations that children use to justify Action Prosocial/Care Justifications. An explanation for Action Choices based on empathy or caring for the welfare of others. Aggressive/Retribution Justifications. An explanation that satisfies the desire to impose commensurate suffering and punishment on offenders and individual perpetrators to restore a moral balance (just desert) (David & Choi, 2009; Gromet & Darley, 2009; Percival & Haviland, 1978; Wenzel & Thielmann, 2006). 10
Justice/Fair Justifications. An explanation for Action Choices based on fairness or concern for rules and social norms. Bully. A child who engages in dominant, deliberate and either goal-oriented aggression or reactive aggression, or both (Schwartz et al., 2002; Unnever, 2005). Victim. A child who is repeatedly targeted for bully victimization. This child is the recipient of a bully’s dominant, deliberate goal-oriented aggression and/or a bully/victim’s reactive aggression. Bully/Victim. Children who are both a bully and a victim. Bully/Victims tend to be impulsive and reactive in their aggression rather than goal-oriented (Schwartz et al., 2002; Unnever, 2005). Nonbully/Nonvictim. Children who are neither a bully nor a victim. Nonbully/Nonvictims are often, but not always, bystanders who witness acts of bully victimization, but are not involved as active participants (Conners-Burrow et al., 2009). Organization of the Study This manuscript is organized as a dissertation document with five chapters. Chapter I introduces the research problem, poses the research questions and hypotheses, and lists the assumptions, limitations, and definitions of terms for the study. Chapter II reviews and synthesizes the relevant literature, first with an overview of the research findings on bully victimization as a social problem. Next, social cognitive theory, social information processing theory, and social and moral domain theory are reviewed as a broad foundation for understanding children’s social reasoning about behavior as it relates to their acquisition of social knowledge, development of social skills, interpretation of social information, and the application of social knowledge to contextualized social situations such as bully victimization. 11
Page 1 and 2: CHILDREN’S SOCIAL REASONING IN TH
Page 3 and 4: ABSTRACT The purpose of this study
Page 5 and 6: ACKNOWLEDGMENTS This dissertation w
Page 7 and 8: Victim ............................
Page 9 and 10: Story Character Role ..............
Page 11 and 12: LIST OF TABLES 1. CBVS Sample Demog
Page 13 and 14: 30. Chi-Square (Ҳ 2 ) Test for Ind
Page 15 and 16: CHAPTER I: INTRODUCTION TO THE PROB
Page 17 and 18: anxiety, loneliness, and self-worth
Page 19 and 20: Research Questions and Hypotheses T
Page 21 and 22: . Null Hypotheses: There is no rela
Page 23: information will be helpful to prac
Page 27 and 28: CHAPTER II: LITERATURE REVIEW Chapt
Page 29 and 30: actively involved, or as defenders
Page 31 and 32: who are victimized themselves), and
Page 33 and 34: Bullying often occurs within the co
Page 35 and 36: manipulate social relationships to
Page 37 and 38: Longitudinal studies of children en
Page 39 and 40: Bully Bullying also damages the bul
Page 41 and 42: for the nonbully/nonvictim. From co
Page 43 and 44: Being victimized has been correlate
Page 45 and 46: Linking Social Support and Bullying
Page 47 and 48: (Bandura, 1986, 1991). Bandura (198
Page 49 and 50: Social-cognitive learning theory ha
Page 51 and 52: influenced and guided by informatio
Page 53 and 54: ignore him or her, or that it is be
Page 55 and 56: (Dodge, 1980a; Dodge & Frame, 1982)
Page 57 and 58: during a child’s early years and
Page 59 and 60: The reader is reminded that the pur
Page 61 and 62: CBVS is scored by comparing the dif
Page 63 and 64: Other research suggests that childr
Page 65 and 66: their behaviors, which may explain
Page 67 and 68: Aggressive) and Justification Choic
Page 69 and 70: Cohen-Posey, 1995; Coloroso, 2003;
Page 71 and 72: children’s arrival, answered ques
Page 73 and 74: esponse to either being bullied or
Page 75 and 76:
Peers (7 items) and the Aggressive
Page 77 and 78:
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
Page 87 and 88:
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
Page 97 and 98:
Prosocial/Care justification or Jus
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Figure 1. Chi-Square (Ҳ2) Test for
Page 101 and 102:
Page 103 and 104:
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
Page 111 and 112:
Table 18 Predicting Action Choices
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participant child variable such as
Page 115 and 116:
Page 117 and 118:
A test for the Difference in Propor
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Page 121 and 122:
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:
Page 129 and 130:
Justice/Fair) on bystander and vict
Page 131 and 132:
Page 133 and 134:
of children’s Aggressive/Retribut
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Story Form of Victimization The nex
Page 137 and 138:
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:
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
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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
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Date, ______________, 2009 Malvin (
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Appendix C School Approvals 189
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191
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Appendix D Informed Consent Forms 1
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195
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197
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⁮ Asian American ⁮ European Ame
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Rate each reason for how good you t
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III. Of all the actions that you ju
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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
Page 229 and 230:
• Get bullies to think about thei
Page 231 and 232:
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