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Teachers' Perceived Barriers To Effective Bullying Intervention, Megan L. Marshall
Teachers' Perceived Barriers To Effective Bullying Intervention, Megan L. Marshall
Counseling and Psychological Services Dissertations
Despite the critical role teachers play in the management and reduction of bullying in schools (Craig, Henderson, & Murphy, 2000; Frey, Jones, Hirschstein, & Edstrom, 2011; Nicolaides, Toda, & Smith, 2002), minimal research has been conducted examining teachers’ responses to these negative behaviors (Bauman & Hurley, 2005; Marshall, Varjas, Meyers, Graybill, & Skoczylas, 2009; Sairanen & Pfeffer, 2011; Yoon & Kerber, 2003). Moreover, a critical topic lacking in the literature is the identification of potential barriers (e.g., difficulty identifying bullying, lack of time to address these behaviors) inhibiting teachers from successful intervention. The purpose of this exploratory study was to …
Developing A Substantive Theory Of African Americans' Justice Perceptions, Felicia L. Berry
Developing A Substantive Theory Of African Americans' Justice Perceptions, Felicia L. Berry
Counseling and Psychological Services Dissertations
ABSTRACT DEVELOPING A SUBSTANTIVE THEORY OF AFRICAN AMERICANS’ JUSTICE PERCEPTIONS by Felicia L. Berry, M.S. The purpose of this qualitative study was to understand how African Americans define justice and injustice. This study examined the justice perceptions of 12 (8 females, 4 males) African American undergraduate students and consisted of two phases: (1) Completion of the cognitive appraisal instrument (Roseman, Spindel, & Jose, 1990) which predicts the relationship between specific types of events and perceptional/emotional reactions to that event, and a semi-structured interview; and (2) Completion of focus groups one (FG1) and focus group two (FG2). Grounded theory (GT) (Glaser …