The development of an anti-bullying intervention process at a primary school in Gauteng
- 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
- Full Text:
- 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
- Full Text:
Management strategies for the identification of downward bullying in the workplace
- Vermeulen, Johanna Petronella
- Authors: Vermeulen, Johanna Petronella
- Date: 2012-08-27
- Subjects: Bullying in the workplace , Bullying in schools , School manegement and organisation
- Type: Thesis
- Identifier: uj:3169 , http://hdl.handle.net/10210/6585
- Description: M.Ed. , The staffroom which was once a retreat for a cup of tea, coffee, a breather and a catch-up of educational talk has become an empty room of silent voices that echo; a place characterised by unresolved grievances, unmanageable workloads, ignored opinions, feelings of being excluded, vital information that was withheld, excessive monitoring, repeated reminders of errors, hostile reaction on approach, persistent criticism, humiliation or ridiculing and impossible deadlines for completion of tasks. The voices of educators have become silent and complacent; actions are defined by what is expected and prescribed by the government. Bullying in the workplace has largely been regarded as insignificant. This complex and universal phenomenon, however, is firmly rooted in South African schools. Changes in an organisation as well as political influences have severe consequences on educators, as educators are more exposed to diversity, cultural differences, increased workloads, harassment, and humiliation, unmanageable workloads in order to meet targets, intimidation, hostility and degradation. Exposure to bullying in the staffroom and personal experiences as being a victim of bullying motivated this researcher to improve her qualifications and to conduct research in downward bullying. The research, based upon educator perceptions, attempts to investigate whether downward bullying is taking place, when it is taking place, as well as how often it is perceived to occur within primary schools in Gauteng. To facilitate this investigation, the following objectives were set; to investigate the nature of downward bullying, to probe the perceptions of educators as to the frequency of downward bullying and to devise strategies to enable educators to recognise and cope with downward bullying. Completing this research, a set of management strategies for the identification and reduction of downward bullying were suggested. Indistinguishable from compliance, control, governmentality and managerialism, downward bullying, if not addressed, is a concern for the education system in South Africa. The dynamics presented within this research will shed light on the "dark side" of legitimate power, exposing the gravitational nature of bullying as an escalating workplace phenomenon.
- Full Text: false
- Authors: Vermeulen, Johanna Petronella
- Date: 2012-08-27
- Subjects: Bullying in the workplace , Bullying in schools , School manegement and organisation
- Type: Thesis
- Identifier: uj:3169 , http://hdl.handle.net/10210/6585
- Description: M.Ed. , The staffroom which was once a retreat for a cup of tea, coffee, a breather and a catch-up of educational talk has become an empty room of silent voices that echo; a place characterised by unresolved grievances, unmanageable workloads, ignored opinions, feelings of being excluded, vital information that was withheld, excessive monitoring, repeated reminders of errors, hostile reaction on approach, persistent criticism, humiliation or ridiculing and impossible deadlines for completion of tasks. The voices of educators have become silent and complacent; actions are defined by what is expected and prescribed by the government. Bullying in the workplace has largely been regarded as insignificant. This complex and universal phenomenon, however, is firmly rooted in South African schools. Changes in an organisation as well as political influences have severe consequences on educators, as educators are more exposed to diversity, cultural differences, increased workloads, harassment, and humiliation, unmanageable workloads in order to meet targets, intimidation, hostility and degradation. Exposure to bullying in the staffroom and personal experiences as being a victim of bullying motivated this researcher to improve her qualifications and to conduct research in downward bullying. The research, based upon educator perceptions, attempts to investigate whether downward bullying is taking place, when it is taking place, as well as how often it is perceived to occur within primary schools in Gauteng. To facilitate this investigation, the following objectives were set; to investigate the nature of downward bullying, to probe the perceptions of educators as to the frequency of downward bullying and to devise strategies to enable educators to recognise and cope with downward bullying. Completing this research, a set of management strategies for the identification and reduction of downward bullying were suggested. Indistinguishable from compliance, control, governmentality and managerialism, downward bullying, if not addressed, is a concern for the education system in South Africa. The dynamics presented within this research will shed light on the "dark side" of legitimate power, exposing the gravitational nature of bullying as an escalating workplace phenomenon.
- Full Text: false
A whole-school approach to managing bullying behaviour among learners in secondary schools in the Vhembe District in the Limpopo Province
- Authors: Lidzhegu, Muvhoni Edward
- Date: 2013-05-06
- Subjects: Bullying in schools , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7511 , http://hdl.handle.net/10210/8369
- Description: M.Ed. (Educational Leadership and Management) , Bullying behaviour is an increasing problem in secondary schools. As such, it should not be overlooked and ignored by the school authorities and communities. The secondary school principals, educators, SMT members, as well as parents have a responsibility toward the effort to eradicate bullying behaviour in schools. Failure to eliminate bullying in secondary schools would result in high dropout rates and poor concentration on school-work among learners. A qualitative method was used in this study because it allows an in-depth, explorative, descriptive, and contextual approach to the topic. In the particular context of this study, the qualitative method involved extensive data collection on many variables, over a period of time, as the research explored bullying behaviour in its environmental setting, from a holistic perspective. Thus, semi-structured interviews were conducted with school principals, educators, school management teams and learners. The analysis of the collected data revealed the need to adopt a whole-school approach to managing bullying behaviour in secondary schools, if this problem is to be effectively addressed. Indeed, a whole-school approach aims at using positive strategies to lessen bullying and help both the bullied and the bullies. Thus, special policies for dealing with bullying behaviour in secondary schools should be instituted and, learners should be made aware of the consequences of the non-observance of the anti-bullying policies. Findings from the research were discussed with the participants and, the researcher indicated the contribution of this study to the effort to address the problem of bullying in secondary schools.
- Full Text:
- Authors: Lidzhegu, Muvhoni Edward
- Date: 2013-05-06
- Subjects: Bullying in schools , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7511 , http://hdl.handle.net/10210/8369
- Description: M.Ed. (Educational Leadership and Management) , Bullying behaviour is an increasing problem in secondary schools. As such, it should not be overlooked and ignored by the school authorities and communities. The secondary school principals, educators, SMT members, as well as parents have a responsibility toward the effort to eradicate bullying behaviour in schools. Failure to eliminate bullying in secondary schools would result in high dropout rates and poor concentration on school-work among learners. A qualitative method was used in this study because it allows an in-depth, explorative, descriptive, and contextual approach to the topic. In the particular context of this study, the qualitative method involved extensive data collection on many variables, over a period of time, as the research explored bullying behaviour in its environmental setting, from a holistic perspective. Thus, semi-structured interviews were conducted with school principals, educators, school management teams and learners. The analysis of the collected data revealed the need to adopt a whole-school approach to managing bullying behaviour in secondary schools, if this problem is to be effectively addressed. Indeed, a whole-school approach aims at using positive strategies to lessen bullying and help both the bullied and the bullies. Thus, special policies for dealing with bullying behaviour in secondary schools should be instituted and, learners should be made aware of the consequences of the non-observance of the anti-bullying policies. Findings from the research were discussed with the participants and, the researcher indicated the contribution of this study to the effort to address the problem of bullying in secondary schools.
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School managers’ perceptions of the occurrence of upward bullying in public and independent Gauteng secondary schools – implications for school management
- Olivier, Cidalia Maria dos Santos
- Authors: Olivier, Cidalia Maria dos Santos
- Date: 2013-05-14
- Subjects: Bullying in schools , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7534 , http://hdl.handle.net/10210/8391
- Description: M.Ed. (Educational Leadership and Management) , The purpose of the research is to obtain school managers’ perceptions of the occurrence of upward bullying in Public and Independent Gauteng Secondary Schools and what implications upward bullying will have on the management of the school. Historically bullying has always been associated with children and was mainly practised by them in the classroom and on playgrounds. Today bullying extends beyond these arenas and has habituated the staffroom as well as the school administrative offices. The educational system has undergone total transformation and restructuring in the last fourteen years. For example, our educational system moved from a multiple system to a single non-racial system that has brought about many important and challenging changes to education (Rossouw, 2008:7). In 1993, the Education Labour Relations Act 146 of 1993 was passed. This had a significant impact on educators as far as their labour rights were concerned. For the first time, educators were given certain labour rights that previously did not exist.
- Full Text:
- Authors: Olivier, Cidalia Maria dos Santos
- Date: 2013-05-14
- Subjects: Bullying in schools , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7534 , http://hdl.handle.net/10210/8391
- Description: M.Ed. (Educational Leadership and Management) , The purpose of the research is to obtain school managers’ perceptions of the occurrence of upward bullying in Public and Independent Gauteng Secondary Schools and what implications upward bullying will have on the management of the school. Historically bullying has always been associated with children and was mainly practised by them in the classroom and on playgrounds. Today bullying extends beyond these arenas and has habituated the staffroom as well as the school administrative offices. The educational system has undergone total transformation and restructuring in the last fourteen years. For example, our educational system moved from a multiple system to a single non-racial system that has brought about many important and challenging changes to education (Rossouw, 2008:7). In 1993, the Education Labour Relations Act 146 of 1993 was passed. This had a significant impact on educators as far as their labour rights were concerned. For the first time, educators were given certain labour rights that previously did not exist.
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A conversation analysis of grade 7 learners who have experienced bullying
- Authors: Mkhize, Phumelele
- Date: 2015
- Subjects: Bullying in schools , School violence , Behavioral assessment of children , Classroom management , Conversation analysis
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286532 , uj:31006
- Description: M.Ed. (Educational Psychology) , Abstract: While I was observing the school and its social issues, I identified this particular group because most complaints regarding bullying came from this one particular class. I was interested in finding out the causes, the complaints and the thought process of these learners. I was curious to find out their difficulties and challenges. The purpose of this study was to analyze and understand bullying experiences and its effects on grade 7 learners using Conversational Analysis. This study used an Ethnomethodological Design where it used both Content and Conversation Analysis as a modality to analyze the data. I was able to analyze the content qualitatively. This led to the identification of themes that came up in the analysis. The learners were affected by both being victims of bullying as well as witnessing their peers being bullied. It evoked feelings such as anger and sadness, often expressed as tears. The data was collected in the form of video recording and thereafter the recording was transcribed. The transcription of the four levels of Conversation Analysis was used as a guide. The participants then came up with solutions such as more psychosocial support when dealing with bullying and the overarching principle of respect to be implemented to curb bullying in the school. As expected, many learners experience bullying and the participants expressed their distress when recalling their own experience of bullying and it has had a negative impact on the learners. Although the learners had to recall painful experiences, they were able to come up with solutions. The learners were able to learn from each other during this conversation. It is recommended that the adults that are in contact with grade 7 learners, converse with them about their lives at school and support them psychosocially to enable them to cope at school and ultimately overcome bullying.
- Full Text:
- Authors: Mkhize, Phumelele
- Date: 2015
- Subjects: Bullying in schools , School violence , Behavioral assessment of children , Classroom management , Conversation analysis
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286532 , uj:31006
- Description: M.Ed. (Educational Psychology) , Abstract: While I was observing the school and its social issues, I identified this particular group because most complaints regarding bullying came from this one particular class. I was interested in finding out the causes, the complaints and the thought process of these learners. I was curious to find out their difficulties and challenges. The purpose of this study was to analyze and understand bullying experiences and its effects on grade 7 learners using Conversational Analysis. This study used an Ethnomethodological Design where it used both Content and Conversation Analysis as a modality to analyze the data. I was able to analyze the content qualitatively. This led to the identification of themes that came up in the analysis. The learners were affected by both being victims of bullying as well as witnessing their peers being bullied. It evoked feelings such as anger and sadness, often expressed as tears. The data was collected in the form of video recording and thereafter the recording was transcribed. The transcription of the four levels of Conversation Analysis was used as a guide. The participants then came up with solutions such as more psychosocial support when dealing with bullying and the overarching principle of respect to be implemented to curb bullying in the school. As expected, many learners experience bullying and the participants expressed their distress when recalling their own experience of bullying and it has had a negative impact on the learners. Although the learners had to recall painful experiences, they were able to come up with solutions. The learners were able to learn from each other during this conversation. It is recommended that the adults that are in contact with grade 7 learners, converse with them about their lives at school and support them psychosocially to enable them to cope at school and ultimately overcome bullying.
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The life experiences of children in middle childhood who continue to be bullied
- 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...
- Full Text:
- 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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The nature of bullying among intermediate phase learners with specific learning disorders in a remedial school
- Authors: Nissen, Yolandi
- Date: 2016
- Subjects: Bullying in schools , Learning disabilities
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/232426 , uj:23707
- Description: M.Ed. (Educational Psychology) , Abstract: Bullying among learners with specific learning disorder (SLD) is an increasing problem. Internationally, researchers have focused extensively on special education and learners with learning disabilities as victims of bullying, but minimal research on the nature of bullying among learners with SLD has been done in South African remedial schools. The primary aim of this enquiry was to explore and describe teachers’ and learners’ perceived experience of bullying among intermediate-phase learners with SLD. A secondary aim was to identify possible contributing factors to bullying and to determine what elements to consider when addressing and responding to bullying among these learners. The research was conducted within an interpretative theoretical framework in order to understand the lived experiences of bullying from the learners’ and teachers’ perspective, as well as to explore the phenomenon of bullying among learners with SLD. A phenomenological approach was used, and the research sample comprised three learners with SLD and two teachers at a remedial school. Once informed consent was obtained, data were generated by means of questionnaires, a researcher’s journal, and semi-structured interviews that were captured on an audiorecorder. The interviews were transcribed verbatim. The researcher analysed all the data through the inductive process of content analysis to uncover the primary themes as described by the participants. It was found that the participants’ experiences could be categorised into themes that highlighted the perceived experience of bullying, associated SLD characteristics, and possible causal elements of bullying among learners with SLD in a remedial school. It was evident from the themes that the perceptions of the teachers and the learners with SLD about bullying influenced their bullying experience, views of bullying situations, and prevalence of bullying. It was also evident that associated characteristics of learners with SLD contributed to their experiences of bullying. The personal factors of these learners, the influences of family and friends, and teacher and classroom factors as causal elements should be considered when investigating or responding to bullying among them...
- Full Text:
- Authors: Nissen, Yolandi
- Date: 2016
- Subjects: Bullying in schools , Learning disabilities
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/232426 , uj:23707
- Description: M.Ed. (Educational Psychology) , Abstract: Bullying among learners with specific learning disorder (SLD) is an increasing problem. Internationally, researchers have focused extensively on special education and learners with learning disabilities as victims of bullying, but minimal research on the nature of bullying among learners with SLD has been done in South African remedial schools. The primary aim of this enquiry was to explore and describe teachers’ and learners’ perceived experience of bullying among intermediate-phase learners with SLD. A secondary aim was to identify possible contributing factors to bullying and to determine what elements to consider when addressing and responding to bullying among these learners. The research was conducted within an interpretative theoretical framework in order to understand the lived experiences of bullying from the learners’ and teachers’ perspective, as well as to explore the phenomenon of bullying among learners with SLD. A phenomenological approach was used, and the research sample comprised three learners with SLD and two teachers at a remedial school. Once informed consent was obtained, data were generated by means of questionnaires, a researcher’s journal, and semi-structured interviews that were captured on an audiorecorder. The interviews were transcribed verbatim. The researcher analysed all the data through the inductive process of content analysis to uncover the primary themes as described by the participants. It was found that the participants’ experiences could be categorised into themes that highlighted the perceived experience of bullying, associated SLD characteristics, and possible causal elements of bullying among learners with SLD in a remedial school. It was evident from the themes that the perceptions of the teachers and the learners with SLD about bullying influenced their bullying experience, views of bullying situations, and prevalence of bullying. It was also evident that associated characteristics of learners with SLD contributed to their experiences of bullying. The personal factors of these learners, the influences of family and friends, and teacher and classroom factors as causal elements should be considered when investigating or responding to bullying among them...
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Bullying among township high school learners : conversations of resiliency
- Authors: Lesoana, Kate
- Date: 2018
- Subjects: Bullying in schools , Resilience (Personality trait) in children , Conversation analysis
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402051 , uj:33628
- Description: Abstract : Please refer to full text to view abstract. , M.Ed. (Education)
- Full Text:
- Authors: Lesoana, Kate
- Date: 2018
- Subjects: Bullying in schools , Resilience (Personality trait) in children , Conversation analysis
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402051 , uj:33628
- Description: Abstract : Please refer to full text to view abstract. , M.Ed. (Education)
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Emotional intelligence levels of adolescents who experience cyberbullying in an urban school
- Authors: Pretorius, Natalie Chantal
- Date: 2018
- Subjects: Emotional intelligence , Cyberbullying , Bullying in schools , Urban schools
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402243 , uj:33653
- Description: Abstract : The purpose of this study was to describe the emotional intelligence levels of adolescents within an urban school in Gauteng. The theories used to underpin this study included the Theory of Planned Behaviour, The Barlett and Gentile Cyberbullying model and the Theory of Symbolic Violence. Findings in literature have suggested that Cyberbullying may have dire consequences for victims of this phenomenon. These include various forms of depression and in some cases, it has been linked to self-harm and suicide. The researcher was interested to see if emotional intelligence may potentially play a role in cyberbullying behaviour, considering that emotional intelligence guides individuals’ actions and behaviours. In light of this the researcher hypothesised that there will be a difference in emotional intelligence levels of cyberbullying perpetrators, bystanders and victims. A Kruskal-Wallis statistical test was employed and it was found that there was no significant difference. A number of other interesting observations did however come to light. Participants were asked a number of questions relating to cyberbullying behaviour. Participants were further asked to indicate whether they self-identify as a victim, bystander or perpetrator of cyberbullying. Participants were allowed to choose more than one... , M.Ed. (Education Psychology)
- Full Text:
- Authors: Pretorius, Natalie Chantal
- Date: 2018
- Subjects: Emotional intelligence , Cyberbullying , Bullying in schools , Urban schools
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402243 , uj:33653
- Description: Abstract : The purpose of this study was to describe the emotional intelligence levels of adolescents within an urban school in Gauteng. The theories used to underpin this study included the Theory of Planned Behaviour, The Barlett and Gentile Cyberbullying model and the Theory of Symbolic Violence. Findings in literature have suggested that Cyberbullying may have dire consequences for victims of this phenomenon. These include various forms of depression and in some cases, it has been linked to self-harm and suicide. The researcher was interested to see if emotional intelligence may potentially play a role in cyberbullying behaviour, considering that emotional intelligence guides individuals’ actions and behaviours. In light of this the researcher hypothesised that there will be a difference in emotional intelligence levels of cyberbullying perpetrators, bystanders and victims. A Kruskal-Wallis statistical test was employed and it was found that there was no significant difference. A number of other interesting observations did however come to light. Participants were asked a number of questions relating to cyberbullying behaviour. Participants were further asked to indicate whether they self-identify as a victim, bystander or perpetrator of cyberbullying. Participants were allowed to choose more than one... , M.Ed. (Education Psychology)
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School principals’ role in addressing bullying in schools
- Authors: Mahlangu, Nancy
- Date: 2019
- Subjects: Bullying in schools , Children's rights , School principals
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/450383 , uj:39587
- Description: Abstract: The research study investigated the role of schools’ principals in addressing bullying in schools, and the strategies which these principals are implementing. The aim of this study was to explore more on the topic of bullying, looking at the causes and how to address them. The research study was done in Mpumalanga Province. The research method used was the qualitative approach. Interviews, observations, and document analysis were used to collect data from different schools. Data was analysed and the findings revealed that some principals are not really addressing bullying in schools. Policies to address bullying are not implemented in some schools, which causes an escalation of this problem of bullying in schools. The researcher concluded that it needs the whole nation to stand together and fight against bullying... , M.Ed. (Leadership and Management)
- Full Text:
- Authors: Mahlangu, Nancy
- Date: 2019
- Subjects: Bullying in schools , Children's rights , School principals
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/450383 , uj:39587
- Description: Abstract: The research study investigated the role of schools’ principals in addressing bullying in schools, and the strategies which these principals are implementing. The aim of this study was to explore more on the topic of bullying, looking at the causes and how to address them. The research study was done in Mpumalanga Province. The research method used was the qualitative approach. Interviews, observations, and document analysis were used to collect data from different schools. Data was analysed and the findings revealed that some principals are not really addressing bullying in schools. Policies to address bullying are not implemented in some schools, which causes an escalation of this problem of bullying in schools. The researcher concluded that it needs the whole nation to stand together and fight against bullying... , M.Ed. (Leadership and Management)
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