{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/7181"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/7181","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Peer Victimization and the Need to Belong within the Context of Recess","abstract":"Within the school setting, recess is often reported as a frequent context for bullying (Vaillancourt et al. 2010), but is currently understudied. The present study utilized a mixed-methods approach in order to examine the frequency of peer victimization at recess and explore how the current context of recess relates to children’s sense of belonging. Participants included 464 students between grades 4 to 8 from nine Southern Ontario elementary schools. Self-report measures on peer victimization and belongingness were completed, along with open-ended questions regarding the recess context. Results demonstrated the frequencies of peer victimization at recess, the relationship between victimization and belonging, contextual factors that promote and impede belongingness at recess, and solutions to support children who feel left out.These findings provide further insight for educators and administrators in order to better support children who experience victimization within the recess context.","abstract_html":"Within the school setting, recess is often reported as a frequent context for bullying (Vaillancourt et al. 2010), but is currently understudied. The present study utilized a mixed-methods approach in order to examine the frequency of peer victimization at recess and explore how the current context of recess relates to children’s sense of belonging. Participants included 464 students between grades 4 to 8 from nine Southern Ontario elementary schools. Self-report measures on peer victimization and belongingness were completed, along with open-ended questions regarding the recess context. Results demonstrated the frequencies of peer victimization at recess, the relationship between victimization and belonging, contextual factors that promote and impede belongingness at recess, and solutions to support children who feel left out.These findings provide further insight for educators and administrators in order to better support children who experience victimization within the recess context.","abstract_has_math":false,"creators":["Franklin, Nicole"],"institution":"Brock University","degree_name":"M.A. Child and Youth Studies","degree_level":"Masters","degree_discipline":"Faculty of Social Sciences","degree_department":"Department of Child and Youth Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-11T14:11:37Z","date_published":"2015-09-11T14:11:37Z","updated_at":"2026-07-24T01:22:54Z","subjects":["peer-victimization","the need to belong","recess","mixed-methods"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/7181","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Child and Youth Studies"]},{"key":"dc:creator","label":"Author","values":["Franklin, Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-09-11T14:11:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-09-11T14:11:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-09-11T14:11:37Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Social Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Child and Youth Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["peer-victimization","the need to belong","recess","mixed-methods"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/7181"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Within the school setting, recess is often reported as a frequent context for bullying (Vaillancourt et al. 2010), but is currently understudied. The present study utilized a mixed-methods approach in order to examine the frequency of peer victimization at recess and explore how the current context of recess relates to children’s sense of belonging. Participants included 464 students between grades 4 to 8 from nine Southern Ontario elementary schools. Self-report measures on peer victimization and belongingness were completed, along with open-ended questions regarding the recess context. Results demonstrated the frequencies of peer victimization at recess, the relationship between victimization and belonging, contextual factors that promote and impede belongingness at recess, and solutions to support children who feel left out.These findings provide further insight for educators and administrators in order to better support children who experience victimization within the recess context."]},{"key":"dc:title","label":"Title","values":["Peer Victimization and the Need to Belong within the Context of Recess"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Child and Youth Studies"],"dc:creator":["Franklin, Nicole"],"dc:date.accessioned":["2015-09-11T14:11:37Z"],"dc:date.available":["2015-09-11T14:11:37Z"],"dc:date.issued":["2015-09-11T14:11:37Z"],"dc:description.abstract":["Within the school setting, recess is often reported as a frequent context for bullying (Vaillancourt et al. 2010), but is currently understudied. The present study utilized a mixed-methods approach in order to examine the frequency of peer victimization at recess and explore how the current context of recess relates to children’s sense of belonging. Participants included 464 students between grades 4 to 8 from nine Southern Ontario elementary schools. Self-report measures on peer victimization and belongingness were completed, along with open-ended questions regarding the recess context. Results demonstrated the frequencies of peer victimization at recess, the relationship between victimization and belonging, contextual factors that promote and impede belongingness at recess, and solutions to support children who feel left out.These findings provide further insight for educators and administrators in order to better support children who experience victimization within the recess context."],"dc:identifier.uri":["http://hdl.handle.net/10464/7181"],"dc:language.iso":["eng"],"dc:subject":["peer-victimization","the need to belong","recess","mixed-methods"],"dc:title":["Peer Victimization and the Need to Belong within the Context of Recess"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Social Sciences"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. Child and Youth Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:22:54Z"}