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Dissertation/Thesis Abstract

Long-term bullying: Teacher perceptions of high school student victims
by Kleefisch, Nathan H., Ed.D., University of Phoenix, 2007, 256; 3302637
Abstract (Summary)

The relatively high occurrence of bullying in our schools continues to draw attention from parents, teachers, school administrators, and politicians as they discover the harmful and devastating effects that long-term bullying has on its victims. The present qualitative phenomenological study explored the lived experiences and teacher perceptions of high school student victims of long-term bullying. The study results revealed that teachers perceived that they played a supportive role in their relationships with bullying victims and did not perceive that their behaviors contributed to ongoing bullying environments at their school. These results suggest that there is a need for greater teacher awareness regarding the characteristics of school bullying and appropriate bullying prevention training that prepares teachers, school employees, and administrators to address bullying issues.

Indexing (document details)
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-B 69/02, Dissertation Abstracts International
Subjects: Behaviorial sciences, Educational psychology
Keywords: Bullying, Bullying victims, High school, School bullying, Student bully victims, Teacher perceptions bullying, Victims
Publication Number: 3302637
ISBN: 978-0-549-48118-8
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