Dissertation/Thesis Abstract

Mentors' perceptions of bullying in middle and high school settings
by Liza, Jessica Stephanie, M.S.W., California State University, Long Beach, 2009, 61; 1472325
Abstract (Summary)

The perceptions of 30 mentors of middle and high school students was examined to determine their identification, definition, and advocacy against school bullying. Three scales were developed to measure each of these three constructs. It was hypothesized that gender, mentor experience (yes/no), and bully specific training (yes/no) would effect identification, definition, and advocacy. Results of independent samples t-test were not significant for any of the comparisons. Mentors, however, were knowledgeable about defining bullying (M = 4.55; SD = 0.44) on a 5-point scale, and in providing advocacy (M = 4.61; SD = 0.72) for bullying. Mentors were not adept at identifying bullying behaviors (M = 3.61; SD = 0.27). Mentor training in bullying behavior was recommended.

Indexing (document details)
Advisor: Lam, Brian Trung
Commitee:
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 48/02M, Masters Abstracts International
Source Type: DISSERTATION
Subjects: Middle School education, Social work, School counseling, Secondary education
Keywords:
Publication Number: 1472325
ISBN: 978-1-109-47303-2
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