Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Louis Traina
Committee Member
Silvia Orta
Committee Member
Ronald P. Kern
Keywords
adult assistance, baseline data, best practices, bullying, bullying prevention, bystander behavior, character education, elementary school students, evaluations, fifth-grade students, gender differences, intervention, interpersonal skills, knowledge, perceptions, pro-social behaviors, public elementary school, stakeholders, surveys, training, urban schools
Abstract
The purpose of this study was to increase fifth-grade students’ perceptions and knowledge of bullying, adult assistance, and bystander behaviors. The researcher developed a survey to assess students’ perceptions and knowledge of bullying prior to 3 months of interventions, which included lessons and activities on pro-social behaviors and bullying prevention. The goals of the intervention were to increase knowledge of bullying, enhance students’ interpersonal skills through character education, and increase the seeking of adult assistance and bystander responses. The research site was an urban, public elementary school in southeast Florida. The study focused on the following research questions:
1. What is the impact of lessons and activities on pro-social behaviors and bullying prevention on the perceptions of bullying and its prevalence among fifth-grade students? 2. What is the impact of lessons and activities on pro-social behaviors and bullying prevention on the perceptions of adult assistance with regard to bullying among fifth-grade students? 3. What is the impact of lessons and activities on pro-social behaviors and bullying prevention on the perceptions of the role of bystanders with regard to bullying incidents among fifth-grade students? 4. Do male students differ from female students in their perceptions of bullying, the role of the bystander, and adult assistance?
At the end of the intervention period, the survey was administered again to measure changes in students’ responses. Results of the study revealed that fifth-grade students increased their knowledge of bullying as measured by the pre and post survey. The baseline data was very high with regard to students’ perceptions of adult assistance and bystander responses. Most items on the survey did not show statistical significance when pre and post results were compared. Outcomes on the post survey by gender did not indicate statistically significant differences.
The researcher made several recommendations for best practices and future research based on the results of the study. The recommendations included: (a) more effective training on bullying prevention and intervention, (b) implementation of an empirically validated bullying program, (c) use of appropriate instruments to measure students’ knowledge and perceptions, and (d) evaluations of current programs that involve all stakeholders.