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dc.contributor.authorCameron, Jennifer
dc.date.accessioned2016-09-09T17:40:15Z
dc.date.available2016-09-09T17:40:15Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/20.500.11803/449
dc.description.abstractThis is a qualitative study using a theoretical comparison to look at the research and literature around the problem of school bullying. It groups the information into different theoretical perspectives in order to understand the variety of approaches that are currently utilized in the field. The different theories include a developmental model, a socio‐ecological framework, a gender‐informed approach, and a school‐based program called Restitution that is informed by Reality Therapy and Choice theory. Current counselling strategies are reviewed and then a look at Response‐Based theory is also included to promote this distinct and promising approach to address victim’s resistance, even though this model has not yet been used in schools with victims of bullying. A comparison of all these approaches is done through a matrix, summarizing the differences and highlighting gaps in each approach. This study then discusses the strengths of each model, clinical implications of using a Response‐based and further research and recommendations.en_US
dc.language.isoenen_US
dc.subjectBullyingen_US
dc.titleA Theoretical Comparison of Bullying: Using a Response‐Based Approach to Working Within Schoolsen_US
dc.typeThesisen_US
thesis.degree.disciplineCounselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Artsen_US
cityu.schoolDivision of Arts and Sciencesen_US
cityu.siteVictoriaen_US
cityu.site.countryCanadaen_US


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