Date of Award
1-1-2012
Language
English
Document Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
College/School/Department
Department of Educational and Counseling Psychology
Program
School Psychology
Content Description
1 online resource (xiv, 135 pages)
Dissertation/Thesis Chair
Amanda B Nickerson
Committee Members
Dave Miller, Stacy Williams
Keywords
Bully, Empathy, Norm, SChool, Social, Victim, Bullying in schools, Bullying, School children, Dissertations, Academic
Subject Categories
Educational Psychology | Psychology
Abstract
School bullying is a common social phenomenon associated with a number of deleterious short and long term effects (Andreou, 2000; Brown & Taylor, 2008; Olweus, 1993). Despite awareness that bullying is deeply rooted in the social context in which it occurs, little is known about how social norms and friendships influence bullying behavior (Espelage & Swearer, 2003; Salmivalli & Voeten, 2004). This study examined the relationships among gender, empathy, perceived group norms, prosocial affiliations, and bullying behaviors. Two hundred and sixty-two students from six different schools along the east coast participated in this study.
Recommended Citation
Taylor, Danielle M., "The influence of gender, empathy, group norms, and prosocial affiliations on bullying roles" (2012). Legacy Theses & Dissertations (2009 - 2024). 781.
https://scholarsarchive.library.albany.edu/legacy-etd/781