Bullying in the Same-Sex Friendships of Young Adolescent Girls: A Qualitative Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This qualitative, narrative study explored the bullying experiences of young \nadolescent girls within their same-sex dyadic and group friendships. The participants \nwere 5 female students, ages 11 and 12 years old, from 1 private, religious school in \nsouthern Ontario. Each girl participated in an audiotaped, 30-minute, personal interview \nbased on an unstructured interview protocol. Interview transcripts were analyzed for \nbullying behaviors using Marini and Dane's (2008) subtypes of bullying, including the \nform, function, and involvement in bullying. Interview transcripts were also analyzed for \ncommon and emerging themes using aspects of L. M., Brown and Gilligan's (1992) \n"Listener's Guide." The findings of this study suggested that within their same-sex \nfriendships girls assume the roles of all participants in bullying, including bullies, \nvictims, bystanders, and bully-victims. The findings also suggested that bullying \nbehaviors within young adolescent girls' same-sex friendships are mainly indirect in their \nmode of attack and that they are both proactive and reactive. The bully behaviors \nidentified in this study were used to inform the major themes or salient features within \nthe dynamics of girls' same-sex friendships also identified. These themes included \nacceptance, intimacy, negotiation, inclusion/exclusion, moral character judgements, and \npower. The findings of this study will be used to inform current theory, personal and \nprofessional practice, as well as future research.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it