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Bullying prevalence and numeracy performance among primary school children in Johannesburg : implications for school-based interventions

- Pillay, Jace

  • Authors: Pillay, Jace
  • Date: 2021
  • Subjects: Bio-ecological systems , Bullying , Numeracy achievement
  • Language: English
  • Type: Journal article
  • Identifier: http://hdl.handle.net/10210/494307 , uj:44805 , Citation: Pillay, J., 2021, ‘Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions’, South African Journal of Childhood Education 11(1), a956. https://doi.org/10.4102/ sajce.v11i1.956
  • Description: Abstract: Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant. Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions. Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa. Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers. Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school. Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.
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Exploring supply chain business bullying of small and medium-sized business suppliers by dominant buyers in the apparel retail sector in Gauteng

- Goolam-Nabee, Sumayah, Swanepoel, Elana

The life experiences of children in middle childhood who continue to be bullied

- Macdonald, Helen Margaret

  • Authors: Macdonald, Helen Margaret
  • Date: 2015
  • Subjects: Bullying , Bullying in schools
  • Language: English
  • Type: Doctoral (Thesis)
  • Identifier: http://ujcontent.uj.ac.za8080/10210/365792 , http://hdl.handle.net/10210/233846 , uj:23884
  • Description: D.Ed. , Abstract: Bullying continues to be a complex international problem that has the potential to debilitate some individuals more than others, leaving those who are bullied with unpleasant memories, feelings of frustration and anger, and diminished self- esteem. There are several meta analyses of bullying interventions that indicate minimal or no change (Merrell, Gueldner, Ross, & Isava, 2008). The question thus arises, “What are the life experiences of children in middle childhood, who continue to be bullied?” This research study was conducted to more thoroughly investigate bullying in middle childhood and to determine more effective prevention efforts. A phenomenological design with a bioecological and social constructionist perspective was used to guide this research study. This qualitative approach was employed to investigate the significant life experiences of three middle childhood children who have been bullied consistently since early childhood. The data were collected through creative expressive arts, in-depth interviews with the participants and their parents, observations and conversations with the relevant teachers and peers. This study was conducted over four phases. In the first phase, planning and preparation took place, including the development and acceptance of the research proposal and a critical review of the literature. Phase 2 and 3 occurred simultaneously because as the data were collected the analysis of the data commenced. Interpretive phenomenological analysis was employed to interpret the data. Four themes emerged from the data analysis: the experiences of maternal stress; the experiences of trauma; the experiences of innocent versus wicked1; and the experiences of supportive relationships. The findings indicated that the experiences of maternal stress commenced in utero, also when the participants all first experienced trauma. All the participants found bullying to be traumatic, and insight into their various experiences of being bullied emerged. Lastly, the experiences of supportive relationships, including positive and negative experiences are discussed. In order to extend this study's findings to practical application, the fourth phase of this study highlight two important missing theoretical links, namely, the element of trauma is one of the criteria for the definition of bullying, and the importance of the mother’s womb for human development is lacking in Bronfenbrenner’s bioecological model. The fourth phase...
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A whole-school approach to managing bullying in primary schools

- Sehunoe, Ratlala Abel

  • Authors: Sehunoe, Ratlala Abel
  • Date: 2012-09-04
  • Subjects: Bullying , Bullying in schools -- South Africa -- Rustenburg -- Prevention
  • Type: Mini-Dissertation
  • Identifier: uj:3519 , http://hdl.handle.net/10210/6907
  • Description: M.Ed. , Managing bullying from a whole-school approach as the responsibility of educators, school management team, parents, learners, school governors, and other stakeholders is the focal point of this research. Most learners enter the school with high expectations from the school environment. Feelings of being bullied result in numbers of learners starting to use avoidance strategies to miss school and this behaviour leads to a minimisation of learning potential. Educators, parents, school governors, and learners can have a significant input in the intervention and management of bullying amongst learners in schools. They should develop anti-bullying strategies and policies to prevent the occurrence of bullying and its devastating results on learners. The literature has shown that bullying has painful effects on learners and is sometimes also a forerunner of anti-social behaviour and drug problems as the bully grows up. In chapter one, an exposition of the purpose of this study was given. The problem statement was presented and the aims to the aforesaid problem were explained. Concepts used in this study were clarified. Chapter two concentrated on the literature review to establish what other theorists say about managing bullying from a whole-school approach, the nature and extent of bullying, and the consequences of bullying on learners. It emerged that bullying has devastating results and should be addressed by educators, parents, school governors, learners, and other stakeholders. In chapter three, the research method and design of the research instrument were discussed. The structured questionnaire consisting of 11 closed-ended items based on biographical data of respondents; 70 closed-ended items based on the nature and consequences of bullying, and management of bullying from a whole-school approach; and two open-ended items based on the management of bullying were formulated and discussed. Chapter four provided the empirical analysis and interpretation of data while chapter five provided the findings and recommendations on this research. This research investigates a whole-school approach to managing bullying in primary schools, in order to reduce learners' frustration and humiliation implied in bullying and also to create a safe and sound environment for all learners in the school.
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A critical evaluation of the relationship between bullying and trauma symptomatology

- Ziman, Pamela J.

Confronting the legacy of peer persecution: a narrative study

- Thayser, Eileen Mary

  • Authors: Thayser, Eileen Mary
  • Date: 2008-11-13T05:59:41Z
  • Subjects: Bullying , Abused children , Psychologically abused children , Narrative discourse analysis
  • Type: Thesis
  • Identifier: uj:14677 , http://hdl.handle.net/10210/1670
  • Description: M.A. , This study explores the narratives of six women who were subjected to peer abuse, or bullying, during their school years and attempts to discover the legacy of such persecution. The literature on bullying is discussed together with gender differences in the expression of bullying, various hypotheses about these differences, and the importance of peer relationships during childhood and adolescence. The process of enquiry is embedded in a social constructionist perspective, in particular within a narrative frame, and uses narrative analysis of the content of participants’ stories to elicit common themes. Themes that emerged relate mainly to participants’ social interaction. Use of a variety of defensive techniques in social settings, vigilance extending to hypervigilance, inability to trust, inability to accept from others, social anxiety, wariness around females and self-esteem issues surfaced. Other manifestations of distress, for example depression and loneliness, are not experienced by all participants. Some of the discourses around bullying that may inform participants’ stories and the researcher’s interpretations are explored. Similarities to other forms of abuse and psychological trauma are considered, for example loss of memory, hypervigilance and emotional numbing. The implications for therapy are considered, together with the importance of peer relationships in childhood and adolescence. The need for unequivocal adult intervention in preventing peer abuse is emphasised.
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The development of an anti-bullying intervention process at a primary school in Gauteng

- Adam, Fatima

  • Authors: Adam, Fatima
  • Date: 2008-08-18T07:39:14Z
  • Subjects: Bullying , Bullying in schools , Gauteng (South Africa)
  • Type: Thesis
  • Identifier: uj:7939 , http://hdl.handle.net/10210/883
  • Description: Whole-school development was introduced in South Africa by the Department of Education (DoE) after 1994 as a method of effectively addressing barriers to learning. Whole-school development is an effort that requires the combined contribution of all stakeholders to manage and facilitate effective change at schools. In this respect the school is recognised as an organisation with various interdependent systems, of which all contribute to the functioning of the school. In South Africa it is evident that schools are faced with many and various barriers to learning. One such barrier, and the topic of this study, is bullying. In primary and high schools alike, bullying is rife, occurring not only on the playground but also in the classroom. Bullying is an external barrier that contributes to internal trauma, such as fear and anxiety amongst victims. These consequences then filter through to the various systems at the school, like the parents, teachers, and the school system which are negatively influenced by bullying. The result of bullying then impacts on every system at the school thus enhancing the negative consequences associated with bullying. The trauma associated to bullying has been recognised. South African researchers recommend that bullying should be addressed in order to facilitate an inclusive learning environment. In this respect whole-school development has been suggested to effectively address bullying from a systemic perspective. Although the trauma of bullying has been recognised, these researchers have all concluded that limited information is available with regard to addressing bullying in South Africa. Vorster (2002) has researched the development of anti-bullying guidelines using a whole-school approach; however these guidelines have not been applied to discuss the effectiveness of it. In this study, Vorster’s guidelines are implemented with the aim of understanding the educators’ experiences of using whole-school development during the process of drawing up the anti-bullying guidelines at the school. A subsidiary aim of this research is to make recommendations for future development of anti-bullying guidelines. Action research has been selected as the research design with the motivation that participatory research is aimed at providing those who experience the problem to engage in the research process with the purpose of seeking suitable solutions to the problems. It allows such people to take ownership of the process of finding appropriate solutions and thus empowering them. Whole-school development originated from the need to allow stakeholders to participate in decisions that influence their schools. It further emanated from the need to facilitate effective change in schools in an attempt to build an inclusive learning environment. Vorster’s (2002) guidelines include the process of creating an awareness of bullying at the school, suggesting feedback sessions with both learners and teachers on the findings and the development of an anti-bullying committee who would be responsible for the development of the anti-bullying guidelines. In conclusion, these guidelines allowed the teachers to explore various strategies that can be implemented at the school. The research process in turn allowed the teachers to take charge of the process thus empowering them. It is apparent that each school needs to experience this approach in an attempt to contextualise and understand the school and thereafter explore feasible and realistic guidelines that are appropriate to their context. In this manner South African schools will be actively taking charge of addressing barriers to learning. , Mrs. H. Krige
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