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ERIC Number: ED566295
Record Type: Non-Journal
Publication Date: 2014
Pages: 332
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-5115-8
ISSN: N/A
Examining Victimization, Bullying, Coping, and Students' Perceptions of Safety in an Urban Elementary School
Andreuzzi-Kovalsky, Cathy
ProQuest LLC, Ed.D. Dissertation, Walden University
Because of the negative psychological and emotional effects of bullying and its pervasive presence in schools, many states have passed antiharrassment, intimidation, and bullying (HIB) legislation. These laws mandate that all schools implement local antiHIB initiatives to prevent and educate stakeholders about bullying. The purpose of this study was to describe and analyze the local bullying situation in one school in order to create an antiHIB program relevant to local needs as well as state HIB mandates. This study was based on Bandura's social norm and dominance theories, as well as Hunt's research regarding young students' antisocial behavior and peer victimization on school grounds. Archived data gathered with the Student Survey of Bullying Behaviors-Revised 2 (SSBB-R2) were analyzed to identify the characteristics and extent of bullying among the 100 4th grade students at an urban elementary school. Descriptive analyses were conducted to identify incidences, locations, and specific bullying behaviors. Most frequently reported behaviors were saying mean things and making threats, which were experienced by both genders. More students used negative than positive coping skills in personal and bystander bullying; students reported low perceived safety in supervised (lunchroom) as well as unsupervised (restrooms) areas of school property. These descriptive findings informed the development of a replicable antiHIB program that systemically addressed each bullying concern. This research may encourage social change by creating legislative compliance and empowering students with new anti-HIB strategies and skills, thereby improving school safety; improving student success; and creating a more informed and effective learning community of students, faculty, and stakeholders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A