Female Relational Aggression: A Case Study Investigation of the Transitioning Out Process

The developmental trajectory of relational aggression (RA) can launch as early as preschool and escalate from early to middle childhood, yet it is a phenomenon that may or may not endure the adult years. There is adequate understanding of relational aggression in the active phase, yet research that edifies the transitioning out process is dearth. Through a qualitative case study research design, the narratives of six females who ceased using RA enlightened the process of desistance. All females described the transitioning out process as having an identifiable turning point accompanied by cognitive and emotional shifts associated with recognizing, valuing, and experiencing quality relationships. Many females identified their faith and spirituality or a residential relocation as a significant contributing factor. All females perceived themselves today as feeling more content and secure, and other-oriented in relationships. Findings of this research birth a preliminary understanding of RA desistance, yet record that a heterogeneous property exists with respect to the chronological trajectory of RA cessation

Narratives of cyberbullying in New Zealand secondary schools : reconceptualising cyberbullying as a social practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Albany, New Zealand

Currently, dominant conceptualisations of cyberbullying in academic literature and the New Zealand mass media locate the issue within ‘problem’ and ‘deviant’ individuals. This often leads to intervention efforts being directed at the individual level. To date, there is a paucity of research which investigates how cyberbullying occurs in practice and little insight into how numerous individuals engage collectively in such practices. This research explores the structural relations which produce and reproduce cyberbullying behaviours. Sixteen students who had either engaged in cyberbullying and/or experienced cyber-victimisation participated in narrative interviews. Data was analysed through a combination of narrative and discursive methods, examining the dominant constructions of cyberbullying and the various subject positions made available through them, along with the associated material effects. Student stories were integrated to form one overarching narrative consisting of four sub-narratives: ‘It’s Kill or be Killed’, ‘Leaders of the Pack’, ‘Constructing the Other’, and ‘Hunting the Other’. The overarching narrative was then concluded with an epilogue titled, ‘Beyond Brutality’. Overall, these narratives produce and reproduce cyberbullying practices by partitioning social relations into ‘us’ (the ‘cyberbullies’) versus ‘them’ (the ‘cybervictims’). By locating the issue of cyberbullying within a wider culture, this research challenges dominant conceptualisations of cyberbullying as an individualistic phenomenon. The implications of these findings for clinicians, teachers, parents and the broader community, are discussed

Rural Teachers’ and School Leaders’ Perceptions of School Climate and Student Achievement in Math and Reading: A Multiple Case Study

The purpose of this multiple case study was to investigate teachers’ and school leaders’ perceptions of how school climate affects student achievement in math and reading at rural schools. The conceptual framework guiding this study was Bronfenbrenner’s (1979) ecological systems theory intertwined with the U.S. Department of Education’s School Climate Surveys (EDSCLS) (2019) school climate model to influence student academic achievement. Purposeful criterion sampling was used to select 13 teachers and school leaders from two rural schools in Western New York. Data was collected through a survey, teacher interviews, and school leader interviews. The data was triangulated and analyzed using open coding, categorical aggregation, and a cross-case synthesis to identify five themes relating to the research questions across multiple sources. The five themes included building strong relationships, social-emotional learning, empowering leadership, differentiation, and positive reinforcement. The results of the study revealed teachers and school leaders perceived school climate domains (engagement, safety, environment) affect student achievement in math and reading at rural schools

Understanding the Lived Experiences of University Students who Self-Identify as Cyberbullies: A Phenomenological Study

The purpose of this transcendental phenomenological study was to understand the experiences of university students, aged 18 to 50, in a suburban Atlanta university who have self-identified as perpetrators of cyberbullying. The three research questions that guided this study sought to determine how students perceive their cyberbullying behavior impacts their peers, how students explain their motivation to cyberbully their peers, and how their experiences led to perpetrating acts of cyberbullying. Experiences were examined that may be contributing factors for cyberbullying. Bandura’s social cognitive theory and the concept of moral disengagement of cyberbullies was examined through the research questions as well. This study utilized 11 participants, identified through purposive sampling, and a qualitative, phenomenological design to understand the experiences of a cyberbully. Participant interviews, focus groups, and participant reflection journals were used to collect data from university students and high school guidance counselors. The data were analyzed utilizing Moustakas ’seven steps to organizing and analyzing the collected data. Trustworthiness was established through member checking, peer review, and persistent observation

Understanding Young People's Experiences and Perceptions of Relational Bullying: a Mixed Methods Study

Aim This research sought to understand the experience and perception of relational bullying among young people in England. Background Bullying among young people has been widely acknowledged as a public health concern. Bullying behaviours can be categorised as physical, verbal, relational and cyber. Relational bullying causes harm through the systematic manipulation and damage of peer relationships and may include behaviours such as rumour spreading and social exclusion. Evidence indicates relational bullying can be detrimental for young people’s wellbeing, but it is often considered to be less harmful than other forms of bullying. Wider perceptions among adults and young people suggest these behaviours are commonly not defined as bullying, particularly in a UK context. Further, relational bullying has traditionally been perceived as a female form of aggression. The way in which relational bullying is perceived is likely to influence detection and intervention efforts; considering the potential negative outcomes for young people, relational bullying warranted further exploration from the perspective of young people themselves. The social-ecological theory has been applied within the study of bullying as it acknowledges the social context in which these behaviours happen; the social-ecological theory may be particularly pertinent to the study of relational bullying which often occurs among friendship groups. Methods The social-ecological theory was adopted as a guiding theoretical framework, positioning young people central in the research. A sequential mixed methods approach was employed, with the quantitative methodology playing a dominant role. Secondary analysis of data from 5335 young people (aged 11, 13 and 15 years old) who participated in the 2014 Health Behaviour in School-aged Children (HBSC) study in England was undertaken. Descriptive statistics established the prevalence and demographic picture of relational bullying. A series of three multilevel regression models examined the association between relational bullying and three health and wellbeing outcomes: general self-rated health, health related quality of life (HRQL) and life satisfaction. A fourth multilevel regression model identified factors from the ecologies of young people which helped them to successfully navigate relational bullying. The quantitative findings informed 11 face-to-face interviews with young people (aged 12-18 years), providing a unique opportunity to gain in-depth insight into young people’s perspective of relational bullying and the factors which they perceived as influencing the navigation of relational bullying. Results The quantitative analysis identified 16.6% of the young people (13.7% of boys and 19.7% of girls) had experienced relational bullying in the ‘past couple of months’ prior to the survey. Multilevel regression models identified a significant association between experiencing relational bullying and reporting poorer health and wellbeing outcomes, whilst controlling for other forms of bullying and demographic variables. Possessing positive attributes in relation to body image, general self-efficacy, family activities and family support significantly increased the odds of reporting improved wellbeing amongst those who experienced weekly relational bullying. Thematic analysis of qualitative data resonated with the quantitative findings, also illustrating the harmful effects of relational bullying and identifying internal (e.g. personal wellbeing) and external (e.g. the family) resources which young people perceived as supporting them through relational bullying. Further, the qualitative findings provided insight into the perspectives and experiences of young people, including the role of social media and friends in relational bullying. Both the quantitative and qualitative findings were united in order to inform the development of the Young People’s Relational Bullying model, which provides a visual illustration of how young people experience and perceive this form of bullying. Conclusions Relational bullying is significantly associated with the health and wellbeing of young people. Bullying interventions, and those which help enable young people to manage friendships and peer relationships successfully, are likely to have considerable reach in terms of improving the health of young people. The results challenge the assumption of relational bullying as a female problem, with both boys and girls reporting equal levels of distress from relational bullying. The research identifies factors from the young person’s perspective which may help and hinder the navigation of relational bullying - the family plays a crucial role in mitigating the negative effects, supported by both the quantitative and qualitative results. The Young People’s Relational Bullying model provides a framework for understanding relational bullying, with a focus on the young person’s perspective. Considering wider inconsistent understandings of relational bullying it was important to recognise how young people themselves experience these behaviours. While this study specifically focused on relational bullying, the results are likely to have relevance to other forms of bullying

Young Adults’ Previous Experience of Self-Harm in the Context of School Bullying: An Interpretative Phenomenological Analysis

This qualitative study explores the lived experience of previous self-harm in the context of school bullying. Based on semi-structured interviews conducted with a purposive sample of seven young adults, the study uses Interpretative Phenomenological Analysis to investigate the specific meaning attributed by participants to their own experiences. Four superordinate themes emerge from the data: dealing with rejection; expressing self-hatred; screaming alone and in silence; and taking back the pain. Participants in this study give meaning to their self-harm in the context of bullying as a way of physically expressing both negative interpersonal and intrapersonal dynamics. Lack of belongingness; perceptions of unsupportiveness and invalidation from others; strong tendencies to withdraw and keep struggles hidden; intense self-hatred and desire to punish the self; and a need to escape and seek distraction, characterise participants’ understandings of their experience. This study adds support to the affect regulation theory of the relationship between bullying and self-harm; raises awareness that loneliness is a central mediator in this relationship; and strengthens the understanding that unsettling school environments are critical in adolescents’ bullying and self-harming. As the first qualitative study the author has come across on the subject, it reveals participants’ accounts that self-harm, whilst in many ways hurtful, is a way of escaping from the bullying-related pain, and that no theory can, by itself, explain the complex functions of self-harm within this context. The findings of this study can be useful for future research and can hopefully have beneficial implications for the practice of Counselling Psychology

Forgiveness in Education: A Qualitative Analysis of the Forgiveness Experience for Educators

Forgiveness is as powerful as it is complex. Evaluating how teachers understand and practice forgiveness has potential applications within broader forgiveness theory as well as more practically in discussions of both teacher health related to practicing forgiveness and student learning of forgiveness. The present study sought to gather qualitative insights related to teacher understanding of forgiveness, teacher practice of forgiveness within their jobs, and teacher opinions on forgiveness education. A total of six semi-structured focus group interviews were conducted with groups of two to four public school teachers. Results indicated that there is variety in understanding amongst teachers of what forgiveness is or what it looks like in practice. Also, that teachers recognize that they practice forgiveness regularly in their jobs, with students, administrators, parents of students, and coworkers in a variety of situations. Finally, that teachers feel forgiveness education would be beneficial for students, but that another organized curriculum could be overload for most teachers. Recommendations for how forgiveness education could be more effectively enacted were offered and are summarized in the results and discussion. Implications for these results include applications to future forgiveness education pursuits, further contributions to forgiveness theory, and encouragement for teacher training in forgiveness, both for their own health and for consequential student learning

Perceptions and experiences of cyberbullying amongst high school students: an interpretive phenomenological analysis.

Masters Degree. University of KwaZulu-Natal, Durban.Cyberbullying is an emerging phenomenon among children and adolescents worldwide. Although the existing literature on cyberbullying is expanding rapidly, there is a lack of qualitative research, particularly in South Africa, which explores adolescents’ perceptions of cyberbullying. Qualitative research allows researchers to uncover the important discourses, which undergird cyberbullying, and explore the nuances of the phenomenon, both of which are often less visible in large-scale quantitative research. The purpose of this study was to explore experiences and perceptions of cyberbullying amongst high school students from an Interpretative Phenomenological Analysis (IPA) perspective. These experiences and perceptions were obtained through one-on-one, semi-structured interviews with six high school students from a school on the South Coast of KwaZulu-Natal. Interview transcripts were analysed using IPA and this approach allowed the researcher to obtain a rich description of the participants’ lived experiences and the processes by which they made sense of their experiences. Six super-ordinate themes were obtained from the data: (1) Perceptions and Characteristics of Cyberbullying, (2) Parent Monitoring, (3) Cyberbullying vs. Traditional Bullying, (4) Perceived Cyber Bystander Motivations, (5) Perceived Cyber Bully Motivation, and finally (6) Individual, Contextual and Societal Factors. Each super-ordinate theme consisted of several sub-themes, which captured and described the participants’ lived experiences. The research findings suggested that although there are similarities between traditional bullying and cyberbullying, the latter appears to have a greater psychological impact on victims. Several factors associated with online activity appear to be appealing to cyberbullies and they are subsequently motivated to participate in bullying online. Furthermore, the cyber bystanders seem to play a passive role in the phenomenon, failing to intervene. This study contributes to the limited literature on this topic available in South Africa, and produces a detailed and comprehensive understanding of the emotions, experiences and perceptions of high school students involved in cyberbullying.Student on university database as Sarah Jane O'Connell

Unsafe interactions in dating apps

Abstract. Online dating is a way for people to meet and connect with potential romantic partners over the internet. It is usually done through a dating website or a dating app, which allows users to create a profile, browse and view other users’ profiles, and communicate with potential matches. Online dating can be a convenient and effective way to find a partner, especially for people who are busy or have difficulty meeting potential partners through traditional means. However, as every technology comes with its pros and cons, the same is with online dating. Risks associated with online dating include, for example, scamming, catfishing, and other forms of online fraud. The thesis focuses on exploring unsafe interactions among dating app users. The research questions considered for this thesis are: 1) What kind of unsafe interactions users report facing in dating apps? 2) How have the reported unsafe interactions been solved? To see what kind of unsafe interactions users have had through dating apps, the data has been collected through a discourses survey. The study employs “Discourses survey" strategy to analyze complex social actions, which identifies public discourse on a specific subject without researcher bias. The data was collected using predefined keywords related to unsafe interactions in dating apps in the following news databases: CNN, BBC, CNBC, DailyMail, FoxNews, and TheGuardian. The searches in the above databases resulted in 391 relevant research articles. The articles were coded into the following categories of unsafe online interactions using a predefined codebook: Information Breaches, Online harassment, Sexual solicitations, Exposure to explicit content, and different Crimes. Each category further included several subcodes. Most of the unsafe interactions reported in the news databases and included in the dataset were related to different crimes (81%), such as different scams, sexual assaults, murder, or fraud. The least were related to exposure to explicit material (0%). Overall, 58% of the incidents in the dataset were resolved most often by the law enforcement agencies such as courts and police, while 42% remained unresolved. For crimes, the resolved rate was slightly higher than the average at 61%, while 39% remained unresolved. Although dating apps offer safety features and detailed guidelines to ensure users’ safety, from the data, it is clear dating apps could take more steps to eradicate unsafe user interactions and help support users in case such interactions happen. Regarding this, I offer some recommendations concerning how to promote a safe environment for online dating. Thus, the main contribution of my thesis is to identify what kind of unsafe interactions are reported on the English-speaking open internet concerning dating apps and identify if these interactions usually get solved. I will also offer a discussion on whether the currently implemented safety features answer these concerns