The dual role of students with behavioural problems: an analysis of their experiences as bullies and victims /

The 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.

Violent Video Game Playing, Moral Reasoning, and Attitudes Towards Violence in Adolescents: Is There a Connection?

In this study of 109 adolescents from the eighth grade of seven public elementary schools in Ontario, the relationship among adolescents’ violent video game playing patterns, habits and attitudes, their levels of moral reasoning, and their attitudes towards violence in real life was investigated. In addition, gender differences were addressed. The mixed-methodology was employed combining qualitative and quantitative data. The research results confirmed that playing video games in general is a very popular activity among those adolescents. Significant negative relationship was found between adolescents’ amount of time playing violent video games during the day and their scores on The Sociomoral Reflection Measure. Significant difference was also found between adolescents who play violent video games and those who do not play violent video games on their scores on The Attitudes Towards Violence Scale. Boys and girls significantly differed in the amount of playing video games during the day, the reasons for playing video games, their favourite video game choices, and their favourite video game character choices. Boys and girls also significantly differed on their choices of personality traits of selected video game characters, the identification with video game characters, and their mood experiences while playing video games. The findings are put into the educational context and the context of normal development, and suggestions are given for parents, for educators, and for future violent video game research.

A district school board's induction program for new administrators: a study of the effectiveness of the mentoring component

Please consult the paper edition of this thesis to read. It is available on the 5th Floor of the Library at Call Number: Z 9999 E38 K535 2008

Deconstructing Evidence-Based Practice and Its Application in Children to with Mental Health Disorders

This is a mixed methodology study that uses an autoethnographic approach to combine both an autobiography and a survey of practitioners who work in children’s mental health. It is largely about the implementation of Evidence-Based Practice (EBP), and the questions, concerns, experiences that I have had, and compared them with those of my fellow practitioners. In addition, it is about my journey as a mental health professional, and how I have come to recognize that in order to achieve the goals I wanted to achieve, I needed to return to university to pursue a Master’s degree. Within the research, I identify and discuss different definitions of EBP and identify several themes. I deconstruct the implementation of EBPs through the lens of Foucault and his notions of governmentality. I offer policy and practice recommendations to improve the implementation of EBP and the services received by children facing mental health issues.

Children's Bullying Experiences and Self-Worth Perceptions in a Private School

This 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.

Bullying, cyberbullying & sexuality: “Everyone needs a good friend”

Bullying is a pervasive social issue that occurs in numerous contexts and is particularly recognized in populations that are easily targeted. Individuals who identify as Lesbian, Gay, Bisexual, and Questioning (LGBQ) are at an increased risk of victimization. Using mixed methodology involving 40 participants (N= 20) LGBQ and (N = 20) non-LGBQ and 10 subsequent in-depth interviews, this study examined prevalence rates of (cyber)bullying on the basis of sexual orientation. Results indicate a high frequency of direct and indirect bullying of LGBQ as compared to non-LGBQ youth. Ten interviews revealed themes that precipitate victimization such as the lack of understanding of LGBQ issues, educational shortfalls, societal and stereotypical beliefs. Results highlight the importance and need of formal and informal support (i.e. peer and online support).