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dc.contributor.authorLacharite, Monique.en_US
dc.date.accessioned2009-06-01T19:30:14Z
dc.date.available2009-06-01T19:30:14Z
dc.date.issued2008-06-01T19:30:14Z
dc.identifier.urihttp://hdl.handle.net/10464/1472
dc.description.abstractThe present study examined the bullying experiences of a group of students, age 10-14 years, identified as having behaviour problems. A total often students participated in a series of mixed methodology activities, including self-report questionnaires, story telling exercises, and interview style joumaling. The main research questions were related to the prevalence of bully/victims and the type of bullying experiences in this population. Questionnaires gathered information about their involvement in bullying, as well as about psychological risk factors including normative beliefs about antisocial acts, impulsivity, problem solving, and coping strategies. Journal questions expanded on these themes and allowed students to explain their personal experiences as bullies and victims as well as provide suggestions for intervention. The overall results indicated that all of the ten students in this sample have participated in bullying as both a bully and a victim. This high prevalence of bully/victim involvement in students from behavioural classrooms is in sharp contrast with the general population where the prevalence is about 33%. In addition, a common thread was found that indicated that these students who participated in this study demonstrate characteristics of emotionally dysregulated reactive bullies. Theoretical implication and educational practices are discussed.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectChildren with social disabilitiesen_US
dc.subjectBullying in schoolsen_US
dc.subjectProblem youthen_US
dc.subjectProblem childrenen_US
dc.titleThe dual role of students with behavioural problems: an analysis of their experiences as bullies and victims /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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