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KINDERGARTEN CHILDREN INVOLVED IN BULLYING: SOCIAL BEHAVIOR, PEER ...
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Short Description: 9.2 Assessment of Social Behavior.............................................. ............. ...... Female bullies were averagely accepted and not rejected. ...
Content Inside: KINDERGARTEN CHILDREN INVOLVED IN BULLYING: SOCIAL BEHAVIOR, PEER RELATIONSHIPS, AND SOCIAL STATUS Inauguraldissertation der Philosophisch-historischen Fakultät der Universität Bern zur Erlangung der Doktorwürde vorgelegt von Sonja Perren von Lax (VS) Selbstverlag, Basel, 2000 Document OutlineContentsAbstractIntroductionBullying - Concepts and FactsBullying - Defining Elements and FormsBullying and Related ConstructsOccurrence of Bullying and its AssessmentBullying in Kindergarten AgeThe Issue of Gender - Similarities and DifferencesWho is Victimized by Whom? - A Question of PowerThe Interactional Context of BullyingBullying, a Social Phenomenon - Levels of ComplexityOn Bullies and Victims - Distinctive Social Behavior PatternsDistinct Subgroups of Bullying and Victimized ChildrenBullies and Bully-victims Aggressive BehaviorSubmissiveness - A Hallmark of VictimizationWithdrawal - Precursor or Consequence of Victimization?Victims and Bully victims - Two Different Pathways to Victimization?Bullies and Victims Social Skills DeficitPeer Relationships of Bullies and VictimsPeer Relations - Social Relationships or Social Status?Friendships and Other Peer Relationships - Definitions and FunctionsAffiliative Patterns of BulliesVictims Lack of FriendsVictimization Within FriendshipsSocial Status of Bullies and VictimsSocial Status - Concepts and AssessmentBehavioral Correlates of Social StatusVictimized Childrens Low Social StatusBullies - The Success of the Powerful?Individual and Social Risk - Integration of Levels of ComplexityResearch QuestionsThe Nature of Bullying in KindergartenSocial Behavior of Children Involved in BullyingPeer Relationships of Children Involved in BullyingSocial Status of Children Involved in BullyingIndividual and Social Risk of VictimizationOverview of the Empirical StudyParticipantsGeneral Procedure and Multi-method and Multi-informant ApproachTeacher Questionnaire and InterviewChild InterviewNaturalistic ObservationsAssessment MethodsAssessment of Bullying and VictimizationChild InterviewTeacher QuestionnaireTeacher InterviewBullying Status CategorizationTeachers ViewPeers ViewFinal CategorizationIdentification of Dyads with Negative Interaction PatternsAssessment of Social BehaviorAggressive Behavior: Overt Aggression and Verbal/indirect aggressionSocial Skills: Cooperativeness, Sociability, Prosocial BehaviorAssertiveness: Leadership and Setting LimitsWithdrawal: Introversion and IsolationAssessment of Peer RelationshipsReciprocal Peer Relationships: Best Friends and FriendsSocial Cluster Mapping: Cluster MembershipGender and Age group Segregation of Peer RelationshipsPeer Relations from Teachers PerspectiveAssessment of Social StatusSocial Preference - Peer NominationsCentrality - Social Cluster MappingAcceptance … Teacher RatingA Closer View: Naturalistic ObservationsSelection of Observational MethodObserved ChildrenObservational ProcedureNarrative RecordsObserver TrainingInterobserver-AgreementCoding procedureCoding ManualInterrater-AgreementDescriptive Results of ObservationsThe Nature of Bullying in KindergartenFrequency and Occurrence of BullyingInvolvement in Bullying: Gender and Age DifferencesForms of Bullying and Victimization: Gender and Age DifferencesTeacher Rating Bullying ScoresTeacher Rating Victimization ScoresPeer Nomination Bullying ScoresPeer Nomination Victimization ScoresForms of Bullying and Victimization: Bullying Status DifferencesWho is Victimized by Whom?Number of Targets and PerpetratorsBullying Status of Targets and PerpetratorsGender of Targets and PerpetratorsAge Group of Targets and PerpetratorsSummary and InterpretationSocial Behavior Patterns of Children Involved in BullyingAggressive BehaviorOvert AggressionVerbal/indirect aggressionSocial SkillsCooperativenessSociabilityProsocial BehaviorAssertivenessLeadershipSetting LimitsWithdrawalIntroversionIsolationSummary and InterpretationPeer Relationships of Children Involved in BullyingFriendshipsOccurrence of (Best) FriendshipsNumber of FriendsSocial Cluster MembershipPlaymates and Friendships … Teacher RatingPlaymates - Teacher RatingBest friend - Teacher RatingChildrens Affiliation with Respect to Bullying StatusFriendshipsCluster membershipVictimization within Friendships and Social ClustersFriendships between Perpetrators and TargetsCluster Membership of Perpetrators and TargetsSummary and InterpretationSocial Status of Children Involved in BullyingSocial Preference … Peer NominationsAcceptance - Teacher RatingCentrality - Social Cluster MappingSummary and InterpretationIndividual and Social Risk of VictimizationPredictors of Being a VictimLack of Friendships as Social RiskLow Social Status as Social RiskAge and Gender DifferencesPredictors of Being a Bully victimLack of Friendships as Social RiskLow Social Status as Social RiskAge and Gender DifferencesSummary and InterpretationGeneral DiscussionBullying and Victimization in the Peer Group ContextAge and Gender: Generalization LimitsPractical ImplicationsMethodological Limitations and Research ImplicationsBeing a Victim or a Bully in Kindergarten.... AND THEN?ReferencesIndexTablesTable 2.1: A classification of forms of bullying (Rigby, 1996, p. 20) 8Figure 2.1: Model of factors influencing childrens peer relations (Rigby, 1996, p. 70) 26Appendix A: InstrumentsAppendix B: Observation
