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Item The Classroom Communication Resource (CCR) intervention to change peer’s attitudes towards children who stutter (CWS): study protocol for a randomised controlled trial(BioMed Central Ltd, 2018-01-17) Mallick R; Kathard H; Thabane L; Pillay MBackground Children who stutter (CWS) are at a high-risk of being teased and bullied in primary school because of negative peer attitudes and perceptions towards stuttering. There is little evidence to determine if classroom-based interventions are effective in changing peer attitudes towards stuttering. The primary objective is to determine the effect of the Classroom Communication Resource (CCR) intervention versus usual practice, measured using the Stuttering Resource Outcomes Measure (SROM) 6-months post-intervention among grade 7 students. The secondary objective is to investigate attitude changes towards stuttering among grade participants on the SROM subscales. Methods A cluster randomised controlled trial (RCT) will be conducted with schools as the unit of randomization. Schools will be stratified into quintile groups, and then randomized to receive the CCR intervention or usual practice. Quintile stratification will be conducted in accordance to the Western Cape Department of Education classification of schools according to geographical location, fee per school and allocation of resources and funding. Participants will include primary schools in the lower (second and third) and higher (fourth and fifth) quintiles and children aged 11 years or older in grade 7 will be included. The study will consist of the CCR intervention program or usual practice as a no-CCR control. The CCR is a classroom-based, teacher led intervention tool including a story, role-play and discussion. The grade 7 teachers allocated to the CCR intervention, will be trained and will administer the intervention. The analysis will follow intention-to-treat (ITT) principle and generalized estimating equations (GEE) to compare groups on the global SROM and its subscales to account for possible clustering within schools. The subgroup hypothesis will be tested by adding an interaction term of quintile group x intervention. Discussion This study is designed to assess whether the CCR intervention versus usual practice in schools will lead to positive shift in attitudes about stuttering at 6-months post-intervention among grade 7 participants. Trial registration The trial number is NCT03111524. It was registered with clinical trials.gov Protocol registration and results system (PRS) retrospectively on 9 March 2017.Item A cluster randomised trial of a classroom communication resource program to change peer attitudes towards children who stutter among grade 7 students(BioMed Central Ltd, 2018-11-29) Mallick R; Kathard H; Borhan ASM; Pillay M; Thabane LBackground Classroom-based stuttering intervention addressing negative peer attitudes, perceptions, teasing and bullying of children who stutter (CWS) is required as part of holistic stuttering management because of its occurrence in primary school. This study was conducted in 2017, in 10 primary schools in the Western Cape, South Africa within lower (second and third) and higher (fourth and fifth) quintiles. Objectives The primary objective of this study was to determine treatment effect at six months after intervention of grade 7 participants (Classroom Communication Resource [CCR] intervention versus no CCR) using global Stuttering Resource Outcomes Measure (SROM) scores in school clusters. The secondary objective was to determine grade 7 participant treatment effect on the SROM subscales including Positive Social Distance (PSD), Social Pressure (SP) and Verbal Interaction (VI). The subgroup objective was to determine any difference in the primary outcome between schools between and across quintile clusters (lower and higher). Methods Once schools were stratified into lower and higher quintile (which are defined according to geographical location, fee per school and resources) subgroup clusters, schools were assigned randomly to control and intervention groups consisting of grade 7 participants who were typically aged ≥ 11 years. Teachers received 1 h of training before administering the single-dose CCR intervention over a 60–90-min session. The CCR intervention included a social story, role-play and discussion. All participants viewed a video of a CWS and stuttering was defined at baseline. The SROM measured peer attitudes at six months after intervention. Randomisation was stratified by quintile group using a 1:1 allocation ratio. Full blinding was not possible; however, the outcome assessor was partially blinded and the analyst was also blinded. Generalised estimating equations (GEE) was used assuming an exchangeable correlation structure to analyse the data adopting an intention-to-treat principle. Multiple imputation was used to handle missing data. Criterion for statistical significance was set at alpha = 0.05. Results Ten schools were randomly allocated to control (k = 5) and intervention groups (k = 5), with n = 223 participants allocated to intervention and n = 231 to control groups. A total of 454 participants completed the SROMs in control (n = 231) and intervention (n = 223) groups and were analysed at baseline and six months after intervention. There was no statistically significant difference on the global SROM score (mean difference − 0.11; 95% confidence interval [CI] − 1.56–1.34; p = 0.88). There were also no significant differences on SROM subscales: PSD (mean difference 1.04; 95% CI − 1.02–311; p = 0.32), SP (mean difference − 0.45; 95% CI − 1.22–0.26; p = 0.21) and VI (mean difference 0.05; 95% CI − 1.01–1.11; p = 0.93). Additionally, there was no significant subgroup effect on the global SROM score (lower versus higher quintile subgroups) (interaction p value = 0.52). No harms were noted or reported. Conclusion No statistically significant differences were noted. It is possible that the time frame was too short to note changes in peer attitudes and that further study is required to confirm the findings of this study. Trial registration Clinicaltrials.gov, NCT03111524. Registered on 9 March 2017.Item An age and gender comparison of adolescent hostility and its relationship to depression and bullying : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology, at Massey University(Massey University, 2006) Wilson, Brian DavidThis study set out to establish the relationship of adolescent hostility to depression and bullying in respect to age and gender. The two groups measured comprised 355 children aged 13 and 14, and 17 and 18 from both urban and rural co-educational high schools. Students were required in class to complete a questionnaire comprising three clinical assessment tools - the Beck Depression Inventory-II, Cynical Distrust Scale (revised) and Peer Relations Questionnaire, measuring depression, hostility and bullying respectively. Results using Pearson's r, confirmed correlations of 0.01 significance between hostility and depression for both genders and age groups. The hostility-bullying relationship was found to be only significant for males. Boys-especially the younger group, reported more frequent and physical bullying, whereas girls experienced greater verbal and psychological bullying. Age was found to be a moderating factor, suggesting that boys as they get older use more covert ways of dealing with hostility. These findings contribute to current knowledge on adolescent hostility, and provide valuable information useful to schools and those developing strategies for the prevention and treatment of hostility, depression and bullying.Item An attributional analysis of peer victimisation and bullying behaviour in school children : a replication and extension : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Palmerston North, New Zealand(Massey University, 2000) Stuart, Tricia LeeBullying and victimisation of children by their peers' is a perennial problem. Previous studies have shown that both the bully and the victimised child are at risk of psychological problems at the time an in later life. In this study the relationship between characterological versus behavioural self-blaming attributions for victimisation and maladjustment, and peer reactions (rejection/acceptance) was examined in a replication of a study by Graham and Juvonen (1998a). Graham and Juvonen's (1998a) study was also extended here by looking at an extended age range, teachers' views and issues related to bullying. One hundred and sixty-one participants (51 males, 110 females) ranging in age from 10 to 17 years old completed questionnaires that assessed self-perceptions of bullying behaviour and victim status, attributions for hypothetical victimisation situations, and feelings of loneliness, social anxiety, and self-worth. Participants also completed peer-rating measures looking at perceptions of others' bullying behaviour and victim status, and their acceptance and rejection of others in their class. Classroom teachers' completed a measure rating participants in their class on bullying behaviour and victim status. In terms of victimisation, results suggest that as in Graham and Juvonen (1998a) characterological self-blame (CSB) partially mediated the relationship between self-perceived victimisation and adjustment problems. Also consistent with the findings of Graham and Juvonen (1998a), self views of victim status were more predictive of intrapersonal factors (loneliness, social anxiety, and self-worth) and others' (peers' and teachers') views were more predictive of interpersonal factors (peer acceptance/rejection). In terms of bullying behaviour, participants' who reported high levels of self-perceived bullying behaviour also reported lower levels of self-worth. This relationship was moderated by peer perceptions of bullying. Additionally, peers' perceptions of bullying behaviour were related to higher levels of rejection by peers. Further, this rejection was more pronounced when teachers viewed the children as bullies. Further, some supplementary results are discussed, and limitations and suggestions for further research are proposed.Item The social acceptance of visible ethnic minority adolescents of Asian origin in Auckland secondary schools : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy, Massey University, Albany, New Zealand(Massey University, 2002) Sobrun-Maharaj, AmrithaThis research explores the social acceptance of visible ethnic minorities of Asian origin within three selected secondary schools in Aotearoa/New Zealand, and presents the visible ethnic minority perspective on social acceptance within a diverse ethnic environment. This is done through an investigation of interethnic attitudes and perceptions of social acceptance amongst adolescents from the European, Maori, Pacific Island, West Asian (Indian) and East Asian (Chinese) groups in these schools, and an examination of the nature and extent of bullying and ethnic intimidation as key indicators of social non-acceptance. The thesis distinguishes between bullying and ethnic intimidation as separate issues within the domain of 'intimidatory practices', and argues that ethnic intimidation occurs independently of intra-ethnic bullying behaviour and has negative social, psychological and physical effects on visible ethnic minorities. 'Bullying' is used to signify intimidatory behaviour that occurs intra-ethnically, and is not ethnically motivated. 'Ethnic intimidation' is used to signify intimidatory behaviour that occurs inter-ethnically, is ethnically motivated and directed at peoples who are ethnically different. The behaviour does not have to be motivated by the usual personal and behavioural characteristics that motivate intra-ethnic bullying. Ethnic minority status is the primary motivation. Preliminary data from a small pilot study indicated that ethnic minority pupils feel unaccepted by their peers and consequently suffer varying degrees of health problems. These indications were examined in a main survey of 208 pupils from years 9, 11 and 13, and triangulated with interviews with pupils, parents, and teachers, plus observations of interactions in schools. Through an analysis of participants' perceptions of others (direct perspectives) and their perceptions of the perspectives held by others (meta-perspectives), the survey examined attitudes toward others of different ethnicity ('interethnic attitudes'), the extent of interethnic interaction, perceptions of intimidatory practices, orientations toward the acculturation of immigrants, the degree of peer victimisation and bullying experienced, and the effects of these on pupils' mental and physical well-being and self-esteem. Quantitative data from the survey suggests average levels of interethnic social acceptance, but significant social distance (separation) between ethnic groups, as well as some misconceptions on the part of the ethnic groups regarding acceptance and understanding of one another's ethnic differences. It confirms the existence of ethnic intimidation (as distinct from bullying), but suggests no significant difference in victimisation to bullying and the physical and mental well-being of pupils from the different ethnic groups. However, qualitative data from interviews suggests visible ethnic minority pupils are victims of ethnic intimidation to a significant extent, and experience poorer physical and mental well-being to varying degrees. This inconsistency may be due to the nature of the instrumentation used to measure non-acceptance. The Peer Victimisation Index, which was borrowed from an Australian study (Rigby, 1993), may have been devised to measure intra-ethnic bullying within a mono-ethnic environment, and may be insensitive to the subtleties of ethnic intimidation and feelings of non-acceptance. The relative invisibility of ethnic intimidation can be understood in terms of the impact that colonialist and liberalist discourses have had on the construction of social inquiry into school-ground intimidatory practices. A liberal understanding of social life that is embedded within colonialist practice, has contributed to the interpretation of school ground intimidatory behaviour in individualised terms, and the difficulty of recognising the ethnic vector that comes into play when such practices are interethnic in form.Item Children's perceptions of violence : the nature, extent, and impact of their experiences : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Hokowhitu Campus, Palmerston North, New Zealand(Massey University, 2006) Carroll-Lind, JanisPerceptions of increased rates of violence worldwide have heightened the need to understand what children think about their experiences as victims or witnesses of violence. Few studies have examined violence from the viewpoint of children. The purpose of this study was to examine children's perceptions of the prevalence, incidence, and impact of violence experienced or witnessed by them and to explore the factors that might mitigate and reduce its impact. A national survey of New Zealand children, aged 9 to 13 years, with a representative sample of 2,077 children from 28 randomly selected schools of various sizes, geographic areas and socioeconomic neighbourhoods was undertaken. A questionnaire was developed for children to report the nature and extent of physical, sexual and emotional violence (including bullying) experienced within their main contexts (home and school). To assess the impact of this violence, as well as children's perceptions of school, their coping experiences, and the extent to which they used violence in their own interpersonal relationships, analyses of data comprised frequencies, bivariate correlations, t-tests, and multiple regressions. Results showed high prevalence rates of physical, emotional, and sexual violence. Comparison of the three types of violence revealed emotional violence to be the most prevalent form of violence and as having more impact on children than physical violence. Sexual violence had the most overall impact. Witnessing violence was more prevalent and, except for sexual victimisation, also had greater impact than direct violence. All types of violence involving adults were rated higher than violence involving children. The study also examined the ethical considerations and philosophy underpinning research that involves children. Guided by Article 12 of the United Nations Convention on the Rights of the Child, the results support the controversial ethical decision to adopt a passive consent procedure. The study demonstrated children's competence to express the ways in which violence has affected them. Conclusions are that effective development of policy and provision should be based on data that reflects children's perceptions of the violence in the context of their own livesItem Ethnicity, workplace bullying, social support and psychological strain in Aotearoa/New Zealand(New Zealand Psychological Society, 2013) Gardner D; Bentley TA; Catley BE; Cooper-Thomas H; O'Driscoll MP; Trenberth LThis research explored whether respondents who self-identified as New Zealand Europeans experienced less bullying and less severe outcomes than those who self-identified as Māori, Pacific Island or other ethnic groups. Social support was also examined as a potential buffer against the negative effects of bullying. One thousand, seven hundred and thirty-three respondents from four sectors (health, education, hospitality and travel) responded to a selfreport questionnaire. Despite reporting higher levels of bullying than New Zealand Europeans, Pacific Island and Asian/Indian respondents reported lower levels of psychological strain. A possible explanation for this may lie in the somewhat higher levels of supervisor support reported by Pacific Island, Asian/Indian and Māori respondents, compared to those who self-identified as New Zealand European. Respondents with more supportive supervisors and colleagues reported experiencing less bullying and less strain. Bullying was related to negative outcomes for all groups. The implications of these findings for management of workplace bullying are discussed.