Browsing by Subject "Bullying"
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Item Addressing bullying of children who stutter(2017-05) Silvert-Noftle, Erin Patricia; Byrd, Courtney T.; Hampton, ElizabethResearch indicates that individuals who stutter are at higher risk of being targets of bullying which is associated with a variety of poor mental health and social outcomes. This report serves as a guide to assist SLPs in understanding and addressing this issue in a clinical setting. Specifically, it provided evidence-based intervention strategies that can be tailored to meet clients’ individual needs. The guide also provides suggestions for ways SLPs can collaborate with families and schools to provide the most effective treatment, as well as a combination of informal and standardized assessments that can be used to monitor intervention outcomes for both clients and their primary stakeholders. By effectively addressing bullying, SLPs can promote better retention of speech therapy goals as well as increase quality of life outcomes for clients and their families.Item Ahmad Kaki Interview(2022-12-21) Institute for Diversity & Civic Life; Department of Religious StudiesThis interview is with Ahmad Kaki, a legal assistant and law student in Arlington, VA. Ahmad describes growing up Palestinian and Muslim in Texas and how his life changed after 9/11. He talks about his college experiences of involvement in the Muslim Students Association and pro-Palestine organizing. Ahmad shares the trajectory of his career, which brought him to law school and his current work as a legal assistant with the Council on American-Islamic Relations.Item Bullying among college students : do moral courage and empathy affect the likelihood that a bystander will intervene?(2020-08-03) Stewart, Dana Faye; Suizzo, Marie-Anne; Awad, Germine H; Falbo, Toni L; Franklin, Cynthia GThe current study sought to better understand the phenomenon of bullying at the college level and to seek potential strategies to combat this bullying. Some K-12 schools have successfully incorporated bystander intervention as a means of stopping or reducing bullying (Coker, et al., 2017). Bystander intervention is the act of aiding an individual in distress in a high risk – low reward situation (Latané & Darley, 1970). This exploratory study examined a theoretically-guided model of how moral courage, empathy, and other factors relate to bystander intervention intentions for college-level bullying. Data were collected from 733 undergraduate students who completed an online questionnaire. Multiple regressions were used to analyze the data. Findings demonstrate that moral courage strongly and positively relates to the intention of engaging in bystander intervention. Empathy also positively relates to the intention of engaging in bystander intervention, but to a lesser degree. These findings align with current conceptual frameworks of moral courage, a relatively new construct in psychology (Press, 2018; White, 2015), and with the theory that empathy is altruistic (Batson, 1989). Further, these results specifically demonstrate that moral courage and empathy are key factors to reducing bullying via bystander intervention. Importantly, these study findings also demonstrate that bullying is still present at the college level, most frequently in the forms of verbal and social bullying. These results suggest boosting college students’ moral courage and empathy could lead to more frequent bystander interventions and thereby reduce bullying.Item Bystander intervention in cyberbullying(2013-08) Brody, Nicholas Paul; Vangelisti, Anita L.Cyberbullying incidents often occur in the presence of other bystanders. The inaction of bystanders can augment the deleterious effects of bullying on a victim. However, bystanders can often take action to stop a cyberbullying incident or offer support to the victim. Two studies examined the association between several variables which were expected to influence the propensity for a bystander to take action in cyberbullying incidents -- the number of bystanders, the depersonalization/anonymity of the bystander, and the relational closeness between the bystander and the victim. Moreover, the first study addressed the need for more descriptive research into cyberbullying by examining the strategies and topics used by perpetrators. Results of both Study 1 and Study 2 provided support for the diffusion of responsibility effect. Specifically, a higher number of bystanders was negatively associated with a bystander's propensity to intervene and stop the incident. In Study 2, this effect was moderated by both depersonalization and closeness. That is, individuals were most likely to intervene when they did not feel depersonalized, the victim was a close friend, and there were a low number of bystanders. Moreover, in both Study 1 and Study 2 the perceived anonymity of bystanders negatively related to their propensity to intervene, and closeness with the victim was associated with a higher likelihood to intervene and support the victim. Finally, descriptive data illustrated the types and strategies of cyberbullying episodes which occur in a college-aged sample. Altogether, the results shed light on the interplay of context, relationships, and technology in the behavior of bystanders to a cyberbullying episode.Item Connecting theatre for young audiences and community engagement: allowing the issue of bullying in Louis Sachar's There's a boy in the girls' bathroom to ignite dialogue and inform production(2010-05) Fahey, Brian Carr; Jennings, Coleman A., 1933-; Alrutz, Megan; Bonin-Rodriguez, PaulThis thesis presents a reflection on directing There’s a Boy in the Girls’ Bathroom by examining the relationship between the production and community engagement developed for it. It details the process of connecting theatre for young audiences (TYA) and community engagement and discusses how the project that resulted inspired a dialogue concerning bullying. This document addresses these questions: What is the relationship between TYA and community engagement and how can they be closely connected? How can community engagement inform the production of a play for young audiences? This document explores how collaborative partnerships with student audiences and teachers inspired dialogue and influenced production choices. It discusses how participation in multiple community engagement activities resulted in a rich experience for both actors and audience. It includes a discussion about how the work might be translated outside of the university and concludes with reflective practices for connecting TYA and community engagement.Item Depression in children and adolescents with Asperger’s syndrome : the role of peer victimization and self-perceived social competence(2010-12) Harris, Kate Elizabeth; Keith, Timothy, 1952-; Allen, Greg D.Depression is among the most prevalent comorbid conditions in children with Asperger’s Syndrome. Little research has examined the variables that may contribute to depression among such children. Children with Asperger’s show social skill deficits and are often subjected to peer victimization, including isolation and teasing by their peers. It is hypothesized that peer victimization experienced by children with Asperger’s will, in part, explain their self-perceived social competence. It is also hypothesized that self-perceived social competence and peer victimization will help explain depression among such children. Multiple regression will be used to examine these presumed effects.Item Enumerating Equality: A Comprehensive Analysis of Anti-Bullying Policies Protecting LGBTQIA+ Student Wellbeing(2021-12) James, Isaac W.Bullying and harassment of queer and trans students in the K-12 public education system is still a prevalent problem that leads to negative consequences for LGBTQIA+ student wellbeing. One strategy to reduce the amount of bullying and harassment directed towards queer and trans students is to enumerate sexual orientation and gender identity in anti-bullying law at the state level. To better understand the factors that contribute to a state legislature passing this kind of enumerated anti-bullying and harassment law, this thesis seeks to study eight different variables that encompass a wide range of considerations such as demographic information, legal precedent, and partisan control. Our findings indicate the presence of four statistically significant variables: Democratic presidential vote, Democratic unified government, the presence of a non-discrimination law, and the presence of a “no promo homo” law. By better understanding the factors that correlate with a state’s passage of this law, policymakers can be equipped with a more comprehensive understanding of their state’s positionality on this issue among other states. Similarly, advocacy groups and grassroots organizations can use this data to understand the most effective areas around which to conduct organizing and advocacy to progress LGBTQIA-inclusive anti-bullying and harassment legislation more effectively. A case study in the Texas Legislature is discussed to confirm the application of the theoretical findings to a pragmatic experience.Item Glossed lips and glossed over : relational aggression in adolescent girls(2011-05) Salas-Tull, Tamara Jean; Bentley, Keisha L.; Sherry, AlissaRelational aggression is an indirect type of aggression used to damage relationships with others. Adolescent girls frequently encounter this issue, and the ubiquity of technology has expanded the ways in which girls can attack one another, i.e. cyber-bullying. The causes of relational aggression are unknown and could involve a combination of factors, including victim and/or bully psycho-social adjustment, social expectations, or the implicit structure of female friendships in adolescence. The effects range from social anxiety to impacted school performance to depression and suicidality. Groups of friends act much like a family for adolescents in terms of support and intimacy. Using Murray Bowen’s family systems theory as a template, an intervention is proposed where girls are taught techniques that will strengthen relationships with others and themselves.Item Kids In the shadow : bullying of Asian-American students more prevalent than in other racial groups(2015-05) Wu, Manzhi; Chyi, Hsiang Iris, 1971-; Minutaglio, William DStatistics from the Centers for Disease Control and Prevention show that in 2013 almost one out of every five high school students in the United States reported being bullied on school property. And of that number, 21.7 percent are Asian American. 17.8 percent are Hispanic and 12.7 percent are African American. Bullying of Asian-American students is more prevalent than in other racial groups and national survey finds the rate is increasing rapidly. Last year, The White House Initiative on Asian American and Pacific Islanders launched the AAPI Bullying Prevention Task Force to proactively address bullying in the AAPI community. This story depicts the phenomenon and reasons of the rampant bullying among Asian-American students and how the federal government, local organizations, schools and individuals work together to address this issue.Item Maesha Meto Interview(2022-02-22) Institute for Diversity & Civic Life; Department of Religious StudiesThis interview is with Maesha Meto, a public affairs grad student and activist in Austin, TX. Maesha talks about her childhood experiences as a young immigrant, such as learning English and feeling alienated from her peers. She shares stories of the Islamophobia she and her family experienced while she was growing up. She also talks about her political awakening and her activist involvement, including police reform work in New York City.Item Omar El-Halwagi Interview(2022-01-18) Institute for Diversity & Civic Life; Department of Religious StudiesThis interview is with Omar El-Halwagi, an employment discrimination lawyer in Houston, TX. Omar talks about growing up as a Muslim in the American south and discrimination he faced at a young age. He tells his story of being represented by the American Civil Liberties Union in order to secure the time and place to pray during high school. Omar also describes co-founding the organization Grassroot Islam, a virtual space for a diverse and inclusive Muslim community created to combat pandemic isolation. He discusses coming into his relationship with God on his own terms and learning from the spiritual journeys of others.Item “Peace to kids and listen to them!” a case study in a summer art program for teens(2015-12) Kay, Ariel Emily; Bain, Christina; Bolin, PaulThis case study investigates how teens in a low-income community center summer art program expressed their perspectives on their identities and their communities. Constructivist and advocacy paradigms guided the research methodology. The summer art program utilized an emergent asset-based curriculum grounded in social justice art education. Through the mediums of spray-paint stenciling and zine making, students addressed how to improve their communities. Through their stencil designs, the teens tackled complex topics such as immigration and bullying. They then synthesized their ideas of how to create positive community change. Within the summer art program, students expressed their perspectives across fifteen main themes including: immigration, bullying, voice, youth identity, soccer, geographic place, ethnicity, family, friends, the apartments, extracurricular activities, school, respect, perception of self, and economic status. The findings of this study demonstrate and support the integration of youth voice and choice in art education.Item Sex-typing, contingent self-esteem, and peer relations among adolescents [sic] males(2009-05) Lamb, Lindsay Marie, 1981-; Bigler, Rebecca S.; Neff, KristinCurrent theoretical accounts of gender role development argue that children are active participants in their own and their peers' gender role development (Liben & Bigler, 2002; Ruble, Martin, & Szkrybalo, 2002). Specifically, children have been reported to bully peers whose behaviors do not conform to gender norms (Ruble & Martin, 2002). Gender-related bullying is especially problematic among adolescent boys who use gay-baiting (calling a boy gay when he does something atypical of his gender) to publicly harm male peers whose behaviors are incongruent with society's definition of masculinity (Pollack, 1998; Kimmel, 2003a; Kimmel, 2003b). Relationships among endorsing traditional masculine gender roles for the self-and others, contingent self-esteem, gender-based bullying, and academic performance have been hinted at in the literature, although there has not been a study connecting these themes. The purpose of this dissertation, therefore, is to determine the relations among (a) endorsing traditional masculine gender roles via sex-typing of the self and others, (b) contingent self-esteem, (c) gender-related bullying, and (d) academic success. In addition, I propose and test the notion that contingent self-esteem mediates the relationship between sex-typing of the self and others and gender-related bullying (perpetrators and victims). Participants included 103 7th grade boys (31 European Americans, 72 Latinos) who reported on (a) their personal sex-typed attitudes (OAT-PM) and sex-typed attitudes towards others (OAT-AM), (b) levels of contingent self-esteem, and (c) gender-related bullying (perpetrators and victims) in the spring of 2008. Students' final GPAs were also obtained. Results indicated that Latino boys were more likely than European American boys to be perpetrators of gender-related bullying. European American boys, in contrast, were more likely than Latino boys to become victims of gender-related bullying. In addition, boys were more likely to engage in gender-related bullying if they were highly sex-typed and if their self-esteem was contingent upon proving their masculinity. Such findings suggest the need for researchers to develop intervention programs designed to teach students to have more flexible conceptions of gender in order to minimize the amount of gender-related bullying in the schools.Item Sharon Mathew Interview(2022-03-14) Institute for Diversity & Civic Life; Department of Religious StudiesThis interview is with Sharon Mathew, a medical student and aspiring reproductive healthcare provider in Clearwater, FL. Sharon talks about growing up as a first-generation American in a Malayali home, and how that affected their experiences of gender dynamics and relationships to peers. She shares her journey of relating to her heritage, from shying away from Mohiniyattam dance due to childhood bullying to embracing wearing pottu and learning Malayalam as an adult. Sharon discusses their passion for reproductive healthcare as a powerful freedom and describes their activist work as well as their career aspirations and inspirations.Item Social competence, peer victimization, and depression in young adults with high-functioning autism spectrum disorders(2013-08) Stark, Kate Harris; Allen, Greg, doctor of clinical psychologyThe goal of this study was to examine the contributing factors to depression in young adult males with high-functioning autism spectrum disorders (HFASD) and controls. Specifically, this study examined the relationship between recalled relational peer victimization, self-perceived social competence, global self-worth, and symptoms of depression in individuals with HFASD compared to normal controls. Depression is one of the most prevalent comorbid conditions in the HFASD population. Individuals with autism are also subjected to high rates of peer victimization. Given that social abilities are impaired in individuals with autism, it was hypothesized that their experiences with victimization by peers, along with their self-perceived social competence and global self-worth, would help explain levels of depression. It was expected that higher levels of peer victimization, lower levels of self-perceived social competence, and lower levels of global self-worth would explain higher levels of depression. Additionally, it was expected that self-perceived social competence would mediate the effect of peer victimization on depression, global self-worth would mediate the effect of peer victimization on depression, and global self-worth would mediate the effect of self-perceived social competence on depression. Variables were measured with self-report questionnaires. Multiple regression and bootstrapping measures of indirect effects were used to examine the presumed effects. Participants included 40 males, ages 18-26; there were 21 control participants and 19 individuals with HFASDs. Individuals with HFASD had significantly higher levels of depressive symptoms, lower levels of self-perceived social competence, lower levels of global self-worth, and a trend towards higher reports of peer victimization. Multiple regression analyses determined that peer victimization, global self-worth, and self-perceived social competence significantly predicted depressive symptoms in the total sample. Also, peer victimization significantly predicted self-perceived social competence and global self-worth. Additionally, self-perceived social competence significantly predicted global self-worth. Tests of indirect effects indicated that global self-worth mediated the effect of peer victimization on depression, self-perceived competence mediated the effect of peer victimization on depression, and global self-worth mediated the effect of self-perceived competence on depression. As a follow-up, this study also examined select HFASD participants' responses about how they defined bullying, as well as their perceived experiences with victimization.