RUcore Resource Object
RUcore Resource Object
PDF-1(424.53 KB)
TitleResponding to bullies
NameMarszalowicz, Elena Marie (author), Gantwerk, Lewis (chair), Lerman, Bradford (internal member), Rutgers University, Graduate School of Applied and Professional Psychology,
Degree Date2012-05
Date Created2012
SubjectSchool Psychology,
Bullying in schools--New Jersey,
School discipline--New Jersey,
School management and organization--New Jersey
DescriptionSchool administrators are responsible for identifying and enforcing consequences for students involved in bullying situations. Many principals and other school administrators provide input in policies delineating consequences in schools’ codes of conduct. Given these roles, it is important to understand how these decisions are made. This paper delineates the factors that have the greatest influence on administrator’s preferred methods of responding to bullying incidents. Subjects were recruited through New Jersey professional associations comprised of principals, vice principals, supervisors, directors, assistant superintendents, superintendents, and chief school administrators. An electronic survey link was distributed to approximately 9,000 administrators. A total of 165 completed surveys were submitted. To analyze the quantitative survey data, a priori frequency counts, t-tests, and logistic regressions were performed. A posteriori tests were also performed including a one-way ANOVA, independent samples t-tests, and review of the qualitative data. Findings indicated that counseling was the most popular consequence selected in response to bullying incidents (41%). Next most popular was detention (30%), followed closely by suspension (27%). Logistic regression results reveal that participants who were presented with a physical bullying vignette were significantly more likely to respond punitively than those presented with a verbal or social bullying vignette. Findings also indicate that participants who were socially ostracized as children were significantly less likely to respond punitively. Frequency of these types of events was also a significant predictor. Based upon these findings, the investigator made training and practice recommendations for New Jersey school administrators. Training recommendations included training in response to relational aggression and effective use of non-punitive consequences. Practice implications included administrators making their decisions based on best practice and in consideration of prevention of future events rather than avoiding conflict or minimally following the code of conduct. Implications for future research in this area included looking at the decision making process of those who are in responsible for developing district-wide codes of conduct and investigating how personality characteristics influence disciplinary decision making.
NotePsy. D.
NoteIncludes bibliographical references
Noteby Elena Marie Marszalowicz
Genretheses
Persistent URLhttp://hdl.rutgers.edu/1782.1/rucore10001800001.ETD.000065352
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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