東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Can bullies become buddies? Evaluati...

Oregon State University.

Linked to FindBook

Google Book

Amazon

博客來

Can bullies become buddies? Evaluation of and theoretical support for an experiential education bully prevention curriculum with seventh grade students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Can bullies become buddies? Evaluation of and theoretical support for an experiential education bully prevention curriculum with seventh grade students./
Author:	Battey, Glenda Jane Lundstedt.
Description:	96 p.
Notes:	Adviser: Vicki Ebbeck.
Contained By:	Dissertation Abstracts International70-02B.
Subject:	Education, Guidance and Counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3348633
ISBN:	9781109042795

Can bullies become buddies? Evaluation of and theoretical support for an experiential education bully prevention curriculum with seventh grade students.
Battey, Glenda Jane Lundstedt.

Can bullies become buddies? Evaluation of and theoretical support for an experiential education bully prevention curriculum with seventh grade students. - 96 p.

Adviser: Vicki Ebbeck.

Thesis (Ph.D.)--Oregon State University, 2009.

Bullying behavior has problematic psychosocial ramifications for the bully, victim, and bully/victims; these included issues with self-conceptions, perceived social support, and affect. Research has found that, if one can influence these psychosocial components, one may be able to reduce the potential for being victimized. The Bully Prevention Challenge Course Curriculum [BPCCC] was created to address bully behaviors in a 7th grade middle school class. In this study, two Oregon middle schools, one that received the BPCCC and one that did not, were examined in regards to self-conceptions, perceived social support, affect, victimization, and knowledge about bullying behaviors. The four main purposes of the study were to determine the following: prevalence of victimization at the two schools; application of Harter's mediation model of self-worth to victimization; effectiveness of the BPCCC in changing self-conceptions, perceived social support, affect, victimization, and knowledge about bully behaviors; and, finally, effectiveness of the BPCCC in the words of the students and staff directly involved in the intervention. Results showed victimization was present at both schools, although at a low to moderate level; the data did not provide a good fit with Harter's model of self-worth; the BPCCC was effective in changing only the knowledge base of bully behavior; and the students and staff involved found many benefits of the program including increased perceived social support, improved feelings of self-worth, and the creation of a common language and references to use between students and adults when talking about expected behaviors. Future studies should utilize larger sample sizes, test for bully behaviors in addition to victimization, differentiate between victims, bullies, and bully/victims, and perhaps use a broader measure of affect. Also, as recommended by the students and staff involved, the BPCCC should be continued and revisited throughout the school year by training teachers to be knowledgeable about facilitation techniques and activities.

ISBN: 9781109042795Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Can bullies become buddies? Evaluation of and theoretical support for an experiential education bully prevention curriculum with seventh grade students.
LDR:03073nmm 2200301 a 45 001 875306
005 20100826
008 100826s2009 ||||||||||||||||| ||eng d
020 $a 9781109042795
035 $a (UMI)AAI3348633
035 $a AAI3348633
040 $a UMI $c UMI
100 1 $a Battey, Glenda Jane Lundstedt. $3 1044562
245 1 0 $a Can bullies become buddies? Evaluation of and theoretical support for an experiential education bully prevention curriculum with seventh grade students.
300 $a 96 p.
500 $a Adviser: Vicki Ebbeck.
500 $a Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1380.
502 $a Thesis (Ph.D.)--Oregon State University, 2009.
520 $a Bullying behavior has problematic psychosocial ramifications for the bully, victim, and bully/victims; these included issues with self-conceptions, perceived social support, and affect. Research has found that, if one can influence these psychosocial components, one may be able to reduce the potential for being victimized. The Bully Prevention Challenge Course Curriculum [BPCCC] was created to address bully behaviors in a 7th grade middle school class. In this study, two Oregon middle schools, one that received the BPCCC and one that did not, were examined in regards to self-conceptions, perceived social support, affect, victimization, and knowledge about bullying behaviors. The four main purposes of the study were to determine the following: prevalence of victimization at the two schools; application of Harter's mediation model of self-worth to victimization; effectiveness of the BPCCC in changing self-conceptions, perceived social support, affect, victimization, and knowledge about bully behaviors; and, finally, effectiveness of the BPCCC in the words of the students and staff directly involved in the intervention. Results showed victimization was present at both schools, although at a low to moderate level; the data did not provide a good fit with Harter's model of self-worth; the BPCCC was effective in changing only the knowledge base of bully behavior; and the students and staff involved found many benefits of the program including increased perceived social support, improved feelings of self-worth, and the creation of a common language and references to use between students and adults when talking about expected behaviors. Future studies should utilize larger sample sizes, test for bully behaviors in addition to victimization, differentiate between victims, bullies, and bully/victims, and perhaps use a broader measure of affect. Also, as recommended by the students and staff involved, the BPCCC should be continued and revisited throughout the school year by training teachers to be knowledgeable about facilitation techniques and activities.
590 $a School code: 0172.
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Education, Physical. $3 1018000
650 4 $a Psychology, Social. $3 529430
650 4 $a Recreation. $3 535376
690 $a 0451
690 $a 0519
690 $a 0523
690 $a 0814
710 2 $a Oregon State University. $3 625720
773 0 $t Dissertation Abstracts International $g 70-02B.
790 $a 0172
790 1 0 $a Ebbeck, Vicki, $e advisor
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3348633