Consequences and Effects of Bullying
In his article (Besag, 2016), noted school bullying has become a common thread linking a school’s most troubling issues such as academic failure, suicide, increased absenteeism and substance abuse. Payne and Denise (2014), defines school bullying as a form of vehemence and victimization that troubles others which happens within the school environment. In 2017, 35. 6% of children aged 9-16 reported having been bullied at school at least once in the past couple of months (Li, Yiqiong et al. Many factors have contributed to school bullying. Purpose School bullying significantly impacts students’ mental health and academic achievement (Fossati, Borroni & Maffei, 2012). It is, therefore the responsibility of all school stakeholders to make learning institutions a welcoming environment for learning (Coyne & Campbell, 2017). The school administration and legislatures must formulate laws and policies that eradicate bullying in the learning institution (Gerlinger & Wo, 2014).
Teachers have to enforce these laws, while the students have to adhere to them. My study aims to critically examine various types of bullying, causes and the underlying mental impacts of bullying and suggest the most appropriate preventive measure American schools can adapt to minimize mushrooming cases of harassment among teenagers. There is a need to develop methods to address and respond to this salient problem. The educational stakeholders have to enact laws and strategies that address and minimize bullying violence in learning institutions. In his study (Canady, 2017), stated that if students allowed to attend institutions where bullying is not accepted then there will be fewer cases of abuses at a given time. Also, the students have to be taught social skills how to cope with their feeling, respect other and have empathy, effectively learn how to solve their problem without violence and have respect for others (Ismaili, 2014).
Background Previously, learning institutions were considered to be the safest and secure place were young kids could acquire basic intellectual, political, economic and social skills essential to partake in the social life of their society and to alter the nature of social order as required or desired (Greener, 2015). Payne and Denise (2014) noted both male and female students engage in school bullying, as male students often involved in physical harassment and intimidation while female students engaged in the indirect or verbal harassment; seek for attention, jealous of their peer’s achievement, lack of empathy, failure to control emotions and exercising the power of superiority over others. There are various forms of bullying such as repeated threatening, physical attacks, verbal cursing, exclusion or teasing occurs anywhere anytime within the school environments (Goldblum et al.
Greener (2015) states a high predominance of bullying results in escalated somatic complaints, school refusal, anxiety, depression and low self-esteem among bullied students. In his research (Canady, 2017), notes the bullied students’ experiences depression, demoralized, a feeling of social rejection, isolation, anxiety and suicidal ideation, which is linked to low academic performance and increased non-attendance. Framework The study will take a conceptual framework format. Besides, the study aims to help the victims learn new strategies on how to avoid being bullied or how to handle bullying cases in their lives. The research will provide vital information on the most operational strategies to enforce and eliminate victimization behaviors and incidences in schools. The result of the study will provide vital information on the most operational strategies to control and eliminate victimization behaviors and incidences in schools.
The study will be of value to society as a whole since it will bring mindfulness to bullying problem and inform other the effect of victimization and offer suggestion the best strategies that can be adopted to address and minimize bullying incidents. Research Questions 1. The study will be a qualitative inquiry in which data will be gathered through an in-depth interview, qualitative Case Study, and secondary data collection methods; publications, books, and websites. Each qualitative method will be used to collect a specific type of data. For instance, the in-depth interview will be used to collect data about participants’ histories, experiences, and perspectives, while the case study will be used to elicit data on the cultural norms of schools. Possible Types and Sources of Data I intend to conduct the survey by myself.
Since I can’t interview all teachers, students and another school stakeholder, will only sample out a fraction of the populace and solicit information through an in-depth interview. 1007/978-94-6300-148-9_8 Brank, E. M. , Hoetger, L. A. , & Hazen, K. A. Study finds the harmful effects of bullying decrease over time. Mental Health Weekly, 27(40), 1-7. doi:10. 1002/mhw. Personality and Mental Health, 6(4), 325-339. doi:10. 1002/pmh. 1201 Fox, C. L. C. Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach Over Security Measures? Journal of School Violence, 15(2), 133-157. doi:10. 956321 Goldblum, P. , Espelage, D. Bullying: An Ecological Approach to Intervention in Schools. Preventing School Failure: Alternative Education for Children and Youth, 60(3), 222-230. doi:10. 1080/1045988x. 1086969 Ismaili, E. doi:10. 2224/sbp. 145 Li, Y. , Chen, P. Y.
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