Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571244
Title: Bullying and cyberbullying in a secondary school : a mixed methods approach to investigation
Author: Paul, Simone
Awarding Body: Goldsmiths College (University of London)
Current Institution: Goldsmiths College (University of London)
Date of Award: 2012
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Abstract:
A longitudinal case study of a Central London coeducational secondary school is presented, as an investigation into traditional bullying and cyberbullying problems across three age groups of the student population (Year 7 aged 11 to 12; Year 8 aged 12 to 13; Year 9 aged 13 to 14), collectively entitled Key Stage Three of the National Curriculum. Using repeated measures over a period of four years a total of 983 students aged 11 to 14 (537 male and 434 female) participated in a series of activities taking place during the academic years of 2008/2009 to 2011/2012. Four approaches to mixed methods were applied: a school bullying survey, student worksheets, Quality Circles, and focus groups. Each assessed the nature and extent of the problem in part; the school survey identified the number of bullies, victims, and bully victims, as well as the type of bullying behaviour occurring most often; as part of the school survey, themed worksheets further examined student opinion on legal aspects of cyberbullying, coping skills and school interventions. Quality Circles were introduced as a method of investigating the bullying problems specific to each year group and class. Focus group discussions held as part of Quality Circles work assessed the problems occurring in school. The knowledge gained from this work with students was collated to provide a meaningful interpretation of the survey data (which established the extent of the problem) and the informative materials produced as part of student worksheets, Quality Circles and group discussion (which explained the nature of the problem). This information was used to construct a model of bullying behaviour in the school and establish the most suitable approach to anti-bullying intervention, relevant to the unique needs of this setting and other schools with similar bullying problems.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.571244  DOI: Not available
Keywords: Educational Psychology
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