Examining the Role of Technology in Bullying Prevention in Areas That Are Unsupervised in Middle Schools: a Multiple Case Study

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dc.contributorBenson, Angela
dc.contributorGivens, Mary B
dc.contributorRice, Margaret
dc.contributorMitchell, Roxanne
dc.contributorWright, Vivian
dc.contributor.advisorDenham, André R.
dc.contributor.authorChappell, Beverly Annette
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2022-02-04T20:16:36Z
dc.date.available2022-02-04T20:16:36Z
dc.date.issued2021
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractABSTRACTThe purpose of this multiple case study was to explore and describe the role of technology-based prevention and intervention services used to reduce bullying behaviors in areas that are unsupervised in middle schools. The framework that supported this study was the social-ecological model because it is a model of prevention which helps to explain violence on four levels: individual, relationship, community, and societal. This study was based upon these three objectives: (1) what technology-based prevention and intervention services are being used to help reduce bullying behaviors in areas that are unsupervised in middle schools; (2) how do school personnel assess the effectiveness of these services; and (3) how do school personnel describe their experiences with the technology-based prevention and intervention services used to help reduce bullying behaviors in areas that are unsupervised in middle schools? Twelve participants who work closely with students and who play a vital role in dealing with student discipline daily were selected from four middle schools. The qualitative data were analyzed using NVivo12 Plus. By exploring the environment of the school personnel through lived experiences and their perceptions, this qualitative case study provided a framework for future studies to gain valuable information. The data show bullying does exist in unsupervised areas in middle schools, awareness and use of technology-based prevention or intervention services were inconsistent, and technology was not the direct source of bullying or cyberbullying. Keywords: bullying, bully, culture, cyberbullying, technology, unsupervised areas, victimen_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otherhttp://purl.lib.ua.edu/181719
dc.identifier.otheru0015_0000001_0004009
dc.identifier.otherChappell_alatus_0004D_14712
dc.identifier.urihttp://ir.ua.edu/handle/123456789/8284
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectBullying
dc.subjectbully
dc.subjectCulture
dc.subjectCyberbullying
dc.subjectTechnology
dc.subjectUnsupervised areas
dc.subjectVictim
dc.titleExamining the Role of Technology in Bullying Prevention in Areas That Are Unsupervised in Middle Schools: a Multiple Case Studyen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Electrical and Computer Engineering
etdms.degree.disciplineEducational technology
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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