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    Bullying in secondary schools : a discursive approach : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University
    (Massey University, 2008) Ryan, Anne Beryl
    This study attempts to transcend the narrow boundaries imposed on mainstream research into bullying by its adherence to a modernist discourse of individualism. The theoretical framework for this research argues that a modernist focus has both limited our understanding of the phenomenon and contributed to its continued occurrence. An approach that is underpinned by the ontological and epistemological assumptions of a social constructionist paradigm offers the potential for a broader and more encompassing analysis of this formidable social issue. Language is taken as a critical focus of attention because of its pervasiveness in social interaction. Discourse is understood as actively constructing the experience and meaning of bullying. Furthermore, a consideration of the power relationships embedded within discourse is an essential feature of this approach. The study involved interviewing 24 senior students from a small provincial New Zealand secondary school to discuss a range of issues surrounding bullying. These interviews were taped and transcribed and a discourse analysis was carried out to gain an understanding of how students talk constructed bullying. Discourses were identified that constructed bullying as disparity, as irrelevant, as a consequence of difference, as a form of discipline, and as inevitable. The construction of bullying as disparity was seen to struggle against the other prevailing educational discourses that together functioned to maintain the status quo of power relationships in the educational institution. It is suggested that the acceptance of such 'common sense' constructions of bullying are effectively sustaining the pervasiveness of bullying in schools today.
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    Bullying : an overview and exploration of student and parent attitudes and the perceived effectiveness of the Kia Kaha programme : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts in Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2002) Lockwood, Susan Anne
    This study provides an overview of student and parent attitudes towards bullying, and explores the perceived effectiveness of the Kia Kaha programme, 2000. It includes both qualitative and quantitative data derived from questionnaires developed from the broad objectives of the programme. The sample was taken from three schools in the Greater Wellington area. One hundred and twenty student participants and their parents were tested prior to, and following, the implementation of the school- based programme. The study provides some insight into the feelings of students who have experienced bullying both from the victim and bystander's perspective. Telling, and the safety issues implicated in telling, still present as the major obstacle in the management of bullying behaviour. Parent participants offer valuable feedback regarding their perceptions of the programme's effectiveness. Parental involvement in prevention programmes represents a previously untapped resource with the potential to enhance a whole-school anti-bullying process. Parents indicated an enthusiasm and willingness to become involved if given the opportunity.
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    Should I tell on my peers? : student experiences and perceptions of cyberbullying : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2013) Harrison, Gillian M
    Over the last decade, researchers have found that some adolescents are being bullied not only by traditional methods but also via electronic communication devices. This study provides an overview of student responses to a survey regarding cyberbullying, and explores the reasons students are often reluctant to report victimisation to adults. It includes both quantitative and qualitative data obtained from self-report surveys developed to measure the prevalence of cyberbullying, the media most frequently used for cyberbullying, the nature and content of offensive communications, the extent of reporting victimisation, and student views on preventing and reducing cyberbullying. A total of 154 students aged 13 to 18 years old from three schools in the Bay of Plenty participated in the study. The results provide some insights into the reasons that adolescents often do not tell an adult about being cyberbullied. The main reasons for not telling appear to be beliefs that peers can help more than an adult as well as a culture in which telling an adult may be considered "ratting". Student views on how schools can best deal with cyberbullying involved issues of confidentiality and safety, appropriate discipline, and ensuring school-wide awareness of anti-bullying procedures. These views offer valuable feedback with the potential to inform current anti-bullying programmes.