Peer Victimization and the Need to Belong within the Context of Recess


Autoria(s): Franklin, Nicole
Contribuinte(s)

Department of Child and Youth Studies

Data(s)

11/09/2015

11/09/2015

Resumo

Within the school setting, recess is often reported as a frequent context for bullying (Vaillancourt et al. 2010), but is currently understudied. The present study utilized a mixed-methods approach in order to examine the frequency of peer victimization at recess and explore how the current context of recess relates to children’s sense of belonging. Participants included 464 students between grades 4 to 8 from nine Southern Ontario elementary schools. Self-report measures on peer victimization and belongingness were completed, along with open-ended questions regarding the recess context. Results demonstrated the frequencies of peer victimization at recess, the relationship between victimization and belonging, contextual factors that promote and impede belongingness at recess, and solutions to support children who feel left out.These findings provide further insight for educators and administrators in order to better support children who experience victimization within the recess context.

Identificador

http://hdl.handle.net/10464/7181

Idioma(s)

eng

Publicador

Brock University

Palavras-Chave #peer-victimization #the need to belong #recess #mixed-methods
Tipo

Electronic Thesis or Dissertation