Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...
Copyright Malvin Porter, Jr. 2010 - acumen - The University of ... Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...
schools. In particular, surveys of children enrolled in the 3 rd through 8 th grades in 14 Massachusetts schools found that nearly half who had been frequently bullied reported that the bullying had lasted six months or longer (Mullin-Rindler, 2003). Other studies found that some groups of children are at greater risk for being bullied than other groups (Garrett, 2003; Harris, 2003). Specifically, 33 percent of mainstreamed children with special needs were targets of bullying. A nationwide study conducted in the United States found that approximately 24 percent of middle school children surveyed reported bullying others at least once during a school term (T. Nansel et al., 2001a). Similar studies by the U.S. Department of Health and Human Services (Administration, 2004b) found that between 15 and 25 percent of U.S. students are bullied with some frequency and that 15-20 percent report that they bully others with some frequency (Melton et al., 1998; T. Nansel et al., 2001b). While the overall incident of school violence has declined during the past several years, the NEA (2003) data found an overall 5 percent increase in incidents of bullying between 1999 and 2001 among U.S. children. Bullying appears to be frequent and pervasive among young school-age children (Snyder et al., 2003). One study found that aggressive bullying (e.g., physical aggression or verbal harassment) was frequent (e.g., once every 3 to 6 minutes) among 4-year-old children who were observed on the playground (Culp et al., 2003). Another study reported that between 80 and 90 percent of children on the playground were the victims of some form of peer aggression (Snyder et al., 2003). Bully Classifications Research literature has defined four common classifications of children based on their involvement in bullying: bullies, victims, bully-victims (e.g., children who both bully others and 16
who are victimized themselves), and nonbully/nonvictims or bystanders (e.g., children who are not directly involved) (Conners-Burrow et al., 2009; Olweus, 2001a). Children who are identified as members of these four classifications exhibit general but distinct differences. Bully (Also known as Proactive Aggressors) Children identified as bullies demonstrate aggressive behavior that is dominant and deliberate (also termed proactive) (K. A. Dodge, Lochman, Harnish, Bates, & Petitit, 1997; Schwartz et al., 2002; Unnever, 2005). The aggression displayed by bullies reflects a controlled behavior that is oriented toward achieving instrumental outcomes (Crick & Dodge, 1996). Bullies are rarely targeted by peers (Olweus, 1978). Bullies who are proactive are not characterized by impulsive and emotionally-charged behavior of aggressive victims, but rather, use aggression as an efficacious strategy for achieving social goals and instrumental objectives (Perry, Perry, & Kennedy, 1992). Unlike children who are victimized, bullies are typically accepted by peers (Demaray & Malecki, 2003; T. Nansel et al., 2001a). Cross-national data show that bullies report having positive relationships with classmates similar to children who are not involved in bullying (T. Nansel, W., Overpeck, Saluja, & Ruan, 2004). Victim In this study, the term “victim” refers to children who are the targets of bully behaviors. Children who are victimized by peers exhibit more internalizing behaviors, such as being quiet or withdrawn, depressed, and anxious (Craig, 1998; Schwartz et al., 1998). Victims are less socially accepted by their peers than children in the other bully groups and are more isolated than other children (Veenstra et al., 2005). In particular, victims tend to be rejected by peers (Salmivalli et al., 1996), have few friends, and are lonely and unhappy at school (T. Nansel et al., 2001a). 17
- 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 and 24: information will be helpful to prac
- Page 25 and 26: Justice/Fair Justifications. An exp
- Page 27 and 28: CHAPTER II: LITERATURE REVIEW Chapt
- Page 29: actively involved, or as defenders
- 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
- Page 79 and 80: Standard Deviations, ranges, and Cr
schools. In particular, surveys <strong>of</strong> children enrolled in the 3 rd through 8 th grades in 14<br />
Massachusetts schools found that nearly half who had been frequently bullied reported that the<br />
bullying had lasted six months or longer (Mullin-Rindler, 2003). Other studies found that some<br />
groups <strong>of</strong> children are at greater risk for being bullied than other groups (Garrett, 2003; Harris,<br />
2003). Specifically, 33 percent <strong>of</strong> mainstreamed children with special needs were targets <strong>of</strong><br />
bullying.<br />
A nationwide study conducted in the United States found that approximately 24 percent<br />
<strong>of</strong> middle school children surveyed reported bullying others at least once during a school term<br />
(T. Nansel et al., 2001a). Similar studies by the U.S. Department <strong>of</strong> Health and Human Services<br />
(Administration, 2004b) found that between 15 and 25 percent <strong>of</strong> U.S. students are bullied with<br />
some frequency and that 15-20 percent report that they bully others with some frequency<br />
(Melton et al., 1998; T. Nansel et al., 2001b). While the overall incident <strong>of</strong> school violence has<br />
declined during the past several years, the NEA (2003) data found an overall 5 percent increase<br />
in incidents <strong>of</strong> bullying between 1999 and 2001 among U.S. children.<br />
Bullying appears to be frequent and pervasive among young school-age children (Snyder<br />
et al., 2003). One study found that aggressive bullying (e.g., physical aggression or verbal<br />
harassment) was frequent (e.g., once every 3 to 6 minutes) among 4-year-old children who were<br />
observed on the playground (Culp et al., 2003). Another study reported that between 80 and 90<br />
percent <strong>of</strong> children on the playground were the victims <strong>of</strong> some form <strong>of</strong> peer aggression (Snyder<br />
et al., 2003).<br />
Bully Classifications<br />
Research literature has defined four common classifications <strong>of</strong> children based on their<br />
involvement in bullying: bullies, victims, bully-victims (e.g., children who both bully others and<br />
16