Browsing by Subject "bullying"
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Item Gifted Children's Communication about Bullying: Understanding the Experience(2011-02-22) Jumper, Rachel LeahThe purpose of this study was to examine gifted middle school children's communication about bullying. Using both quantitative and qualitative methods, differences between gifted and non-gifted children regarding amount and type of bullying experienced were examined, as well as specifically exploring gifted children's communication about bullying. A total of 344 students, 145 boys and 199 girls, participated in the quantitative survey. These children completed The Olweus Revised Bully/Victim Scale. Children completing the survey were asked questions regarding the types, amounts, locations, and disclosure of bullying. These responses were analyzed through chi-square tests and analysis of variance. A total of 26 gifted children, 13 boys and 13 girls, participated in the focus group/interview. These children were asked to answer questions regarding what bullying consists of when it occurs, who it happens to, and who they talk to about bullying. The data from the focus groups was transcribed and a grounded approach was used to discover themes. Quantitative analysis revealed that gifted children reported higher rates of weekly bullying than other children. Gifted children reported experiencing higher amounts of name calling than other children, but there are no other differences regarding different forms of bullying. Gifted children were not more likely to tell adults about bullying, but were more likely to disclose bullying to peers than other children. Finally, it was found that children having at least one good friend were less likely to be bullied. Qualitative results led to the emergence of several themes discussed by gifted children. Gifted children reported on the complexities of bullying, the importance of adults in preventing the occurrence of bullying, the likelihood of people who are "different" being bullied, and the internal sadness of bullies. Additionally, trust emerged as an important theme for telling others about bullying. Parents, teachers, and friends were all seen as possible avenues for disclosure, but each had advantages and disadvantages. Results highlight the importance of recognizing gifted children as particularly vulnerable to bullying. Additionally, the present study reveals the importance of adults in preventing bullying, as well as the critical role peers can play in buffering the effects of bullying.Item Peer aggression among adolescents: characteristics of the victims(Texas A&M University, 2006-10-30) D'Esposito, Susan ElainePeer aggression is a significant problem among adolescents; it is relatively common and frequently experienced among adolescents. Recently, there has been growing attention to the occurrence and impact of bullying on adolescent's well being at school. There is still a lot to learn about why certain adolescents are targets for bullying. This study explores how certain personality traits, behaviors, and social status may be predictors for those who are targeted as victims of peer aggression. Students in three middle schools and one junior high school from three different school districts in Texas were asked to participate in this study. The sample consisted of 233 students. Students were both males and females who were attending 6th, 7th, and 8th grade and were between the ages of 12 and 15. Data was aggregated for each participating student from demographic information collected from the Cover Sheet, with participant demographics, Bullying/Victimization Scale (BVS), Behavior Assessment System for Children - Self-Report (BASC-SRP), and Social Support Scale for Children and Adolescents (Social Support - CFS). The data obtained supported the expectation that adolescents who presented with symptoms of depression, anxiety, low self-esteem, high external locus of control, low self-reliance, and high sense of inadequacy are more likely to become victims of peer aggression than adolescents who are more socially competent, more psychologically well-adjusted, and who have a higher internal locus of control. Additionally, adolescents who show signs of social stress may also be more likely to become victims of peer aggression. This is an important step in the needed research because the victim is often overlooked when peer aggression is occurring. Identification of potential victims and assistance with development of their social skills may aid them in avoiding acts of peer aggression.Item Shared Experiences and Collective Production: Note Card Confessions on YouTube(2014-12-03) Fowlds, KelliNew media are continuously changing the way in which youth communicate. Social media and online production, especially, are rapidly evolving. This research analyzes note card confession videos found on the popular video site, YouTube. It looks at the many aspects of digital storytelling, networked publics, and social support that make this genre of videos so unique. These videos have many visual and narrative components that tie them together as a unique form of communication. Writing style, narrative cues, and physical gestures were all used as part of the digital storytelling process. It was found that there is a common discussion of intimate topics such as depression, abuse, bullying, self-harm, and suicide. Furthermore, the comments section of each of the videos seems to serve as a potential space for online social support. In response to these videos, a series of parody videos have also been created as an apparent critical response to these note card confessions. These findings potentially open up new paths of research regarding new media communication, prevention studies, and youth health.