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dc.contributor.authorPapp, Barbara
dc.date.accessioned2013-03-05T20:25:35Z
dc.date.available2013-03-05T20:25:35Z
dc.date.issued2013-03-05
dc.identifier.urihttp://hdl.handle.net/10464/4219
dc.description.abstractThis study explored children's bullying experiences (as bully, victim, and bystander) and their self-worth perceptions in a private school in Ontario, Canada. Forty students from 12 different countries participated in a mixed methodology (both quantitative and qualitative) research design using a self-report questionnaire. Students reported involvement in bullying as a bully, victim, and bystander. The overall results reveal a pattern across the three roles where the degree of bullying observed as a bystander is the highest (57%) followed by the experiences as a victim (29%) and that performed as bully (21%). The bystanders reported direct bullying being witnessed, bullies reported indirect bullying interventions as being used, and victims of bullying reported indirect bullying being the most common type of bullying they experienced. Decreased feeling of self-worth is reported in the qualitative research data in regards to bullying. Boarding students reported issues regarding personal safety, need for social relationships, self-worth, and unacceptability of bullying. Implications for practice for the private school are discussed, focusing on the outcome of this study.en_US
dc.subjectBullying in schools - Ontario.en_US
dc.subjectSelf-esteem in children.en_US
dc.subjectSelf-esteem in adolescence.en_US
dc.subjectPrivate schools - Ontario.en_US
dc.titleChildren's Bullying Experiences and Self-Worth Perceptions in a Private Schoolen_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
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-08T01:47:18Z


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