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Parent-child communication and adolescents’ problem-solving strategies in hypothetical bullying situations Open Access


Other title
Type of item
Degree grantor
University of Alberta
Author or creator
Gould, Laura Doreen
Supervisor and department
Dr. Christina Rinaldi, Educational Psychology
Examining committee member and department
Dr. Patricia Boechler, Educational Psychology
Dr. Janice Causgrove Dunn, Physical Education and Recreation
Department of Educational Psychology

Date accepted
Graduation date
Master of Education
Degree level
The current study investigated: (a) the types of solutions that students and parents generate in response to hypothetical bullying situations; (b) the effectiveness of the solutions generated; and (c) the effectiveness of strategies when taking into consideration parent-child communication. Two-hundred and twenty-five junior high school students and their parents were required to read four short scripts involving hypothetical bullying dilemmas related to physical, verbal, relational, and cyber bullying, and generate as many solutions as possible to solve each bullying situation. Additionally, participants filled out a parent-child communication questionnaire assessing communication between students and parents. Results revealed that the most common type of solutions provided by both students and parents were help-seeking strategies. The overall effectiveness rating of solutions for students and parents did not significantly differ, but fell slightly below effective. These results suggest that parents and students may not be equipped to effectively cope with bullying situations. Although communication in the family appeared to play a role in the effectiveness of solutions generated, more parental education on bullying and solving bullying dilemmas is needed. Educational recommendations and future research steps will be discussed.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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