Date of Submission
Doctor of Psychology (PsyD)
Robert A. DiTomasso, Ph.D., ABPP
George McCloskey, Ph.D., Chairperson
Ray Christner, Psy.D.
Stephen Leff, Ph.D.
Bullying has emerged as a serious threat to the safety of children within school environments. Once attributed to normal childhood behavior, research shows that there is nothing normal about the physical and emotional consequences of bullying. The effects of this trauma may last long after the actual bullying is over. If undetected and untreated, bullying has the possibility of creating a climate of fear and anxiety that can affect children physically, emotionally and academically. The purpose of this study is to gain a better understanding of whether behaviors defined as bullying are identified as such by teachers, whether the impact of bullying is recognized, and whether correlations exist between retrospective reports of bullying and demographic variables. The ultimate goal of the study is to provide a better understanding of factors that could provide more specificity and relevance to bullying intervention and teacher training programs, thereby increasing the likelihood of minimizing bullying behaviors and their negative impact on children.
Fazelbhoy, Shaheen R., "The Complex Nature of Bullying: Perceptions of Bullying in Elementary Schools" (2007). PCOM Psychology Dissertations. 44.