Kathleen P Allen
Biographic Data
| ID | 4883081 |
|---|---|
| NAME | Kathleen P Allen |
| GIVEN NAMES | Kathleen P |
| FAMILY NAME | Allen |
| SIGNATURE | ALLEN K P |
| AFFILIATIONS | University of Rochester |
| ORCID | 0000-0002-1584-1609 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Housing for Women in Midlife and Older Who Have Experienced Domestic Violence
Few services exist that are specifically targeted at older women who have experienced intimate partner violence (IPV). In this research, 23 women residing in permanent not-for-profit housing designed for women who have experienced IPV participated in an interview. The overarching themes identified were: (1) It's not perfect, but it is safe, affordable, and permanent; (2) Supporting empowerment and meaningful contributions; (3) Experiences living …
We Don’t Have Bullying, But We Have Drama
The purpose of this study was to explore students' and staff members' understandings of bullying and related social constructs within a U.S. high school. Students (N = 84) participated in interviews and focus groups; students (N = 797) and staff members (N = 77) completed surveys. The qualitative data were analyzed using a grounded theory approach, and the findings were used to inform the development of survey items, which were analyzed using a o…
Understanding Bullying in an Affluent, Academically Rigorous U.S. High School
Students and staff members from a U.S. high school were asked to discuss their understanding of bullying within the context of their school social environment. Findings from the grounded theory analysis suggest that understandings of bullying are socially constructed and that how bullying is understood is influenced by context and by the negotiation of identity within that context. Furthermore, subjects focused on drama, a form of social interact…
Off the radar and ubiquitous
This mixed methods study explores text messaging in a suburban US high school. Survey questions were answered by students (mean age 16.0; SD = 1.23) regarding the prevalence of bullying and victimization via text messaging. Students and staff members responded to a survey item regarding perceptions of hostile text messaging. Both students and staff members participated in interviews or focus groups where they discussed bullying, student peer inte…
A bullying intervention system in high school
Off the radar and ubiquitous
This mixed methods study explores text messaging in a suburban US high school. Survey questions were answered by students (mean age 16.0; SD = 1.23) regarding the prevalence of bullying and victimization via text messaging. Students and staff members responded to a survey item regarding perceptions of hostile text messaging. Both students and staff members participated in interviews or focus groups where they discussed bullying, student peer inte…
We Don’t Have Bullying, But We Have Drama
The purpose of this study was to explore students' and staff members' understandings of bullying and related social constructs within a U.S. high school. Students (N = 84) participated in interviews and focus groups; students (N = 797) and staff members (N = 77) completed surveys. The qualitative data were analyzed using a grounded theory approach, and the findings were used to inform the development of survey items, which were analyzed using a o…
A bullying intervention system in high school
Off the radar and ubiquitous
This mixed methods study explores text messaging in a suburban US high school. Survey questions were answered by students (mean age 16.0; SD = 1.23) regarding the prevalence of bullying and victimization via text messaging. Students and staff members responded to a survey item regarding perceptions of hostile text messaging. Both students and staff members participated in interviews or focus groups where they discussed bullying, student peer inte…
Understanding Bullying in an Affluent, Academically Rigorous U.S. High School
Students and staff members from a U.S. high school were asked to discuss their understanding of bullying within the context of their school social environment. Findings from the grounded theory analysis suggest that understandings of bullying are socially constructed and that how bullying is understood is influenced by context and by the negotiation of identity within that context. Furthermore, subjects focused on drama, a form of social interact…
We Don’t Have Bullying, But We Have Drama
The purpose of this study was to explore students' and staff members' understandings of bullying and related social constructs within a U.S. high school. Students (N = 84) participated in interviews and focus groups; students (N = 797) and staff members (N = 77) completed surveys. The qualitative data were analyzed using a grounded theory approach, and the findings were used to inform the development of survey items, which were analyzed using a o…
Housing for Women in Midlife and Older Who Have Experienced Domestic Violence
Few services exist that are specifically targeted at older women who have experienced intimate partner violence (IPV). In this research, 23 women residing in permanent not-for-profit housing designed for women who have experienced IPV participated in an interview. The overarching themes identified were: (1) It's not perfect, but it is safe, affordable, and permanent; (2) Supporting empowerment and meaningful contributions; (3) Experiences living …
Psychology (5 works) · Bullying, Victimization, and Aggression (4 works) · Drama (3 works) · Social Psychology (3 works) · Sociology (3 works) · Aggression (2 works) · Behavioral and Psychological Studies (2 works) · Developmental psychology (2 works) · Focus group (2 works) · Grounded theory (2 works)