THE CAUSES CONSEQUENCES AND EFFECTS OF BULLYING IN SCHOOLS

My study proposes to use qualitative research methods 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. I truly believe that the findings of the study will enable students; teachers and parents understand how to deal with and respond to the salient problem of bullying. The research results will assist all educational stakeholders to comprehend the necessity of teaching students’ social skills and practices that can assist them to resolve difference amongst themselves without aggression, anger or violence. Table of Contents Acknowledgment iii Abstract iv CHAPTER 1: 1 INTRODUCTION TO SCHOOL BULLYING 1 Introduction 1 School Bullying Background 3 Problem statement 7 Research Questions 11 Objective of the study 12 Purpose of the study 13 Theoretical Framework 14 Operational Definitions 15 Scope of the study 16 Limitation of the study 17 Significance of the Study 17 Conclusion 19 Chapter one summary 19 CHAPTER 2: 21 LITERATURE REVIEW 21 Introduction 21 Theories explaining the existence of school bullying 23 1.

Low Self-Control theory and bullying 23 2. While victimization is a situation where students ill-treat or oppress other to show supremacy or avenge (Greener, 2015). Although it’s the right of every child to live, be safe and have access to good education, bullying has violated these fundamental children’s rights. Bullying has distracted and interrupted their stay and learning process in all aspect (Canady, 2017). It has become a salient problem in most American schools. Aggression among teenagers is familiar phenomena, but bullying is different since it involves a repeated pattern of abuses between two or group of youths with one being more powerful compared to other (Greener, 2015). The study will scrutinize some prevention and intervention approaches to mitigate victimization incidents and suggest best method schools can employ to reduce the striking problem of bullying.

The findings of the research will enable students, teachers and parents understand how to deal with and respond to the salient problem of bullying. It will assist educators to comprehend the necessity of teaching students’ social skills and practices that can assist them to resolve difference amongst themselves without aggression, anger or violence. The students or the victims will be sensitized to the new strategies they can avoid being bullied or how to handle bullying cases in their lives. And lastly, the study results will provide essential information on the most operational strategies that can be used to manage and eliminate bullying behaviors and incidences in learning institutions. Persecutors are more predisposed to use vehemence, are impetuous and have a strong need to rule over others.

Perpetrators are normally physical stouter than other students. School bullying is a form of vehemence and victimization that troubles others which happens within the school environment (Payne and Denise, 2014). When youths are constantly and repeatedly bullied over time by more powerful students, it results in escalated somatic complaints, school refusal, anxiety, depression, and low self-esteem among bullied students. Repeated threats, verbal accusation, physical attacks, and teasing occurs anywhere anytime with the learning environment (Greener, 2015). For instance, though the legislature across the United States of America has recognized bullying to be a salient problem that needed merit interventions but has failed to enact effective laws and policies which abolishes bullying practices (Goldblum, Espelage, Gerlinger & Wo, 2014). The study indicates most states have enacted laws prohibiting school bullying however these laws and policies are still ineffective.

The Georgia state was the first state to enact school bullying law in the USA, in 1999; other States followed suit, Montana being last to pass its school victimization laws in 2015 (Canady, 2017). Though the provision of these laws varied by states, they primarily outlined forbidden acts that frequently targeted for bullying. They provided the framework for training staff, collecting and monitoring data, and episodic review. Learning institutions should implement policies which address the current salient issue of bullying and establish a conducive atmosphere that supports learning (Sokol, Bussey & Rapee, 2016). This 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 adopt to reduce the striking problem of school bullying.

Problem statement Bullying is a salient problem in the American school as the number of school bullying and victimization has been on the rise. According to (Shetgiri, 2017), the number of bullying cases in the year 2016 has doubled compared to the year 2015. Bullying disturbs the learner’s option of learning institutions as a safe place and distracts their learning in every aspect. School bullying has become rampant in most schools as students encounter numerous forms of bullying and victimization in learning institutions such as repeated threatening, physical attacks, verbal cursing, exclusion or teasing occurs anywhere anytime within the school environments. Payne and Denise (2014), noted that bullying takes different forms of verbal, physical, and relational harassment. Verbal bullying involved perpetrator making rude remarks or calling victims demining names.

Physical intimidation included violent behavior where the culprit struck, punched or forcefully stole money from the victim. The cyber-bullying involved psychological harm and manipulation of the social system. School bullying has endangered the safety, health and the education of most students in learning institutions (Canady, 2017). High predominance of bullying has resulted in escalated somatic complaints, school refusal, anxiety, depression, and low self-esteem among bullied students. In their research (Sokol, Bussey & Rapee, 2016), stated that 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. School bullying has led to high rate of students drop out of school, the most victim living the miserable life, students have developed low self-esteem and escalating number of suicide cases among teenagers (Canady, 2017).

In his research (Greener, 2015), observed bullied students experience severe mental health problems exhibited with somatic symptoms such as sleep difficulties, bed-wetting, fatigues, stomach aches among other many issues. Specific objectives of the study are 1. To obtain information about prevalence the school bullying against the group, for instance, LGBT, Asylum Seekers, and Ethnic Minorities students. To investigate the primary causes of school bullying and its consequences 3. To discover the best strategies for preventing school bullying Purpose of the study The primary objective of the paper will be to; inclusively and exclusively examine the current state of school bullying, it’s mental impact and best strategies school can uphold to eradicate bullying in American learning institutions. As already noted, school bullying has been a prominent issue in most learning institutions affecting most students.

The study will investigate some prevention and intervention approaches to mitigate victimization incidents and suggest best method schools can employ to reduce the striking problem of bullying. Theoretical Framework My study aims to investigate the current forms of bullying, their causes, mental impacts and some preventive strategies in place. Bullying. Victimization and violence in American school have been a salient problem for decades. The escalated case of school bullying has endangered learners’ safety, academic performance, and mental health. Data collected will then be coded and shared to all involved stakeholder so that their can have a better understanding of current bullying and victimization situation and adopt specific measures to mitigate the salient problem of harassment in their institutions. Operational Definitions Asylum seekers: individuals who cross international borders to seek protection, whose refugee status hasn’t been approved Bullying: Is a specific form of destructive and vehement behaviors among youths that is characterized by three conditions: repeatability, intentionality, and an imbalance of power Ethnic Minorities: Is a group of individuals of certain nationality or race living within a community which has different national or cultural traditions.

Gender Identity: is a strong inner feeling of being male or female, both, or neither. LGBT: An acronym used to refer to lesbian, gay, bisexual and transgender. Sexual Orientation: is a sexual desire for our sense of attraction to, people of the similar sex, different sex, both, or none. Limitation of the study Timeframe, required to conduct a full investigation is short, this will prevent more detailed results. Besides, people don’t like to be interviewed this will significantly impact the study findings since it will be difficult to get participants in the study. The significance of the Study In the past, bullying was considered as part of growing up; today psychologists warn teachers and parents that bullying is a problem that can cause severe mental effects on victims and bullies alike.

The first object of the study is to find out the mental health problem of school bullying and victimization. From the past research, it is evidence that school bullying has contributed to the high rate of students drop out of school, the most victim living the miserable life, low self-esteem, depression, demoralized, a feeling of social rejection, isolation, anxiety, suicidal ideation, and escalating number of suicide cases among teenagers (Canady, 2017). The insight from this study will provide vital information and most operational strategies learning institutions can use to enforce and eliminate bullying behaviors and incidences in schools. The study findings will enable school administrators, students, teachers, and parents understand how to handle and respond to the salient issue of school bullying.

The result will assist educators to comprehend the necessity of teaching student social skills and suggest practices that can assist them to solve difference amongst themselves without aggression, anger or violence. It will also highlight some new strategies students can adapt to avoid being bullied or how to handle bullying cases in their lives. Since school bullying has become rampant in learning institutions which have led to high rate of students drop out of school, low self-esteem, depression, demoralized, a feeling of social rejection, isolation, anxiety, and escalated a number of suicide cases among teenagers (Canady, 2017). It was stated that students have continued to encounter numerous forms of victimization; repeated threatening, physical attacks, verbal cursing, exclusion or teasing occurs anywhere anytime within the school environments; which has led to escalated somatic complaints, school refusal, anxiety, depression, and low self-esteem among bullied students (Canady, 2017).

The research objectives and aims were then highlighted. The main aim of the paper is 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. Later in the chapter four research question were then formulated: 1. RQ1- Qualitative: How are different groups, for instance, LGBT, Asylum Seekers, and Ethnic Minorities, affected by victimization? 2. The incident of bullying in school has escalated rapidly over the past few decades, has become a global concern (Goldblum, Espelage, Gerlinger & Wo, 2014). Bullying is a form of violence most students experience during their school years. Bullying has been defined differently by scholars. Bullying is a specific form of destructive and vehement conduct among youths that is characterized by three conditions: repeatability, intentionality, and an imbalance of power (Greener, 2015).

According to Greener, bullying happens when a student willfully and repetitively exercises control over others with the aggressive or spiteful intentions (2015). In this section, we try to look at previous studies documented by various scholars regarding theories, causes, types, and consequences of bullying among teenagers. Specifically, the paper examines the documentation regarding bullying among American schools over the past few decades. Theories explaining the existence of school bullying The enormity and the effect of mistreatment appear to merit a more extensive research agenda. Several theories have been developed to explain the existence of bullying in most school. Below is a review of three criminological theories that have tried to explain the existence of bullying in schools. By interacting with peers who exhibited unfriendly practices, the students learn acts of committing antisocial or unlawful actions, as well as developing attitude and motives that promotes antisocial and criminal acts.

Sutherland (1947) noted the impact of association on people differs accordingly and depends on duration, regularity, intensity, and priority. There are substantial proofs to support the criminogenic effects of interacting with negligent friends on wrongdoing and delinquency (Greener, 2015). Studies have proven that youths who associate with wrong peer-groups were likely to involve in school bullying acts. Using a remote audio-visual observation method (Greener,2015), noted that students who interacted with bullies or reported to have a positive attitude toward the use of viciousness, often engaged in school victimization behaviors. Payne and Denise (2004) noted that for a stakeholder to solve the salient problem of bullying in American schools, it’s essential for them to understand what causes harassment among teenager. Shetgiri (2017), stated that its only with this basic knowledge that the stakeholders can ultimately solve this issue of aggressive behaviors among youths.

Payne and Denise (2004) highlight several factors have contributed to the rapid hike in bullying rates in the American schools. In some occasions, students are occasional bullies without knowing. Both male and female students engage in school bullying, though the level of their engagement differs. • Someone else is bullying them In their study (Goldblum, Espelage, Gerlinger & Wo, 2014), observed that bullying begets bullying. They stated that those students who were bullied by their parents or older peers assumed the position of authority and tempted the same power for themselves through intimidation. For instance, students who were perceived as weak used social media or mask themselves behind internet application into someone more powerful or intimidating. They join open chats or forums and threatens others party • Bullies are often jealous of or frustrated with their peers Student picked on their peers for or getting the best grades on tests or for being the first to raise the hand in the classroom become the prime target for bullies (Payne and Denise, 2004).

Other things that make youths unique are neural characteristic such as being creative, determined or smart, often represent qualities that the bully admires to share with their peers. The culprits have inadvertently rewarded anytime; the bullied more often gave up their lunch money or belonging. The bullies got rewarded by gaining popularity, the power of being feared by their peers or attention. Payne and Denise stressed that this unintentional reward reinforced bullying behavior and encouraged the bullies to continue pushing their peers around (2004). • Bullies come from dysfunctional families or environments Though, it is not always that kids who come from dysfunctional family become bullies. However, in their study (Goldblum, Espelage, Gerlinger & Wo, 2014) observed that most student who was bullied came from families where there were little affection and openness.

For instance, (Goldblum, Espelage, Gerlinger & Wo, 2014) noted that when a student innocently walked down the hall and accidentally bumped into a bully, the bully lost their temper and smashed the victim against the wall despite the student apologizing. Forms of bullying In their systematic research on school bullying (Goldblum, Espelage, Gerlinger & Wo, 2014), observed that a significant number of youths were affected by bullying during their study period in American schools. Approximately 15% of American students in their study sample had involved in school victimization and intimidation. About 18% to 22% of youths in different grades stated that they had been bullied. Consequently, several pieces of research on school bullying were carried out in several parts of the world (i. He observed that 15% of those primary students and 11% of those secondary youth involved in school bullyings such as hitting, assaulting fellow students, fist-fighting or slapping juniors (2017).

Payne and Denise (2014) with a sample of 2000 high school youth in Japan. He observed that 32% of sample youths reported had been bullied and 24% of students said bullying others during the last three months of his study. The cause of variation in the percentage of bullying in different countries was not precisely known. Nevertheless, the ubiquity of bullying instances seemed indubitable. Most papers have affirmed that occurrences of vocal or other nonphysical bullying and harassment in most learning institutions, yet students still suffer in silence. In 2014, the Youth Risk Behavior Survey noted that 34. 2% of the students had been bullied in the school environment. In their study (Goldblum, Espelage, Gerlinger & Wo, 2014), reported most youth had been called names, teased or experienced other verbal harassment in the learning institutions environment.

The LGBT and color students were the most affected group. Facebook, chatroom, twitter, WhatsApp, and YouTube are the primary contributors to the increased cases of cyber-bullying. In their study (Li, Peter, Fu-Li, & Ying-lin, 2017), acknowledged that cyber-bullying is a problem for most students. Bullies use the anonymous apps to target and intimidate their peers. For instance, students create fake accounts and post diminishing pictures of things over and over about their peers (Besag, 2017). In some situation, students recorded and dispersed unappealing videos or photos to bully, mock and humiliate their fellow students. As early as middle school, LGBT students were targeted for unwanted touching and sexual assault. LGBT students lamented that the school administration, teachers, and other staffs never took the sexual harassment too.

In their study (Fox, Jones, Stiff & Sayers, 2014), indicated that bullies were also more likely to involve in disruptive and illicit acts in their adolescence stage. For instance, (Shetgiri, 2017) observed that 54% of student who engaged in school bullying, was found to have a history of multiple convictions in their 20s. He also found out that there was a close correlation between bullying during youthful and the violence and lawless behaviors in the later life. Victimization and intimidation have a significant adverse effect on the students’ academic performance and their mental health. The studies’ findings indicated that the increased cases of school bullying in American learning institutions have led to high rate of students’ dropout, youths developed low self-esteem, most bullied kids living in a miserable life and escalated a number of the suicide cases (Greener, 2015).

Bullying involves the bully, bully-victim, and the bystanders. The victimization and intimidation have the severe effect on students’ mental health, and academic performance of the students involved irrespective of their level of involvement (Canady, 2017). In his research (Greener, 2015), observed that bullied youth experienced severe mental health problems exhibited with somatic symptoms such as sleep difficulties, bed-wetting, fatigues, stomach aches among other many issues. Bullying negatively impact learner performance in school. Also, Nadine (2014) examined the effect of bullying on the kid’s ability to perform well in schools. Nadine’s study results showed that the students who were victims feared attending schools since the learning institutions were unsafe for them. This made most students unable to concentrate on their studies thus negatively impacting their academic success.

Besides, Wolke, Copeland, Angold, & Costello (2013), researched the effect of bullying and victimization on students’ mental health and academic performance. Numerous studies have been carried out to investigate the prevalence of school bullying and its effect on students’ mental health in the United States of America (Brank, Hoetger & Hazen, 2015; Bursch, 2016; Gerlinger & James, 2014). The studies’ findings indicated a rapid increase in the prevalence of school bullying in the United States. The school bullying has a severe negative psychological impact on students’ mental health (Bursch, 2016). Despite its severe consequences, little has been done by the school administration and the teachers to curb the issues of bullying in schools (Brank, Hoetger & Hazen, 2015). There are no clear strategies installed in place to prevent school harassment and intimidation or provide any counseling services to those affected by the bullying activities (Bursch, 2016).

Most youths still feel insecure due to the escalating rate of harassment in learning institutions (Bias, 2015). Many institutions have either ignored or failed to establish and uphold laws that prevent bullying and protect students’ well-being and their safety (Brank, Hoetger & Hazen, 2015). Bias, suggested that learning institutions should implement policies which address the current salient issue of bullying (2015). He noted that when schools become involved in curbing bullying, students felt safer within the environment (Williams and Peguero, 2013). Sensitization is a prime step aiding in minimizing victimization and intimidation in schools. The state must establish non-discrimination laws that give all students explicit protections from discrimination and bullying (Muijs, 2017). Conclusion In summary, it is clear that school bullying is still a salient problem in most American schools.

The youth encounters several forms of victimization and intimidation; physical, sexual, verbal, isolation, exclusion, and discrimination during their learning period (Shetgiri, 2016). Scholars have joined hand together and suggested some possible strategies that can be adopted by the school, administrators, teacher, students, and parents to help address the issues of bullying (Hornby, 2015). Despite numerous series of researchers about school bullying, it is astonishing that only a few papers have attempted to systematically document best strategies schools can employ to curb this salient problem of bullying in schools (Hornby, 2015). This chapter shall summaries the qualitative technique used to help in understanding the prevalence of bullying and its mental impact on students, and strategies that can be adapted to learning institutions. Research Methodology The qualitative methodology is proposed to be used in my study.

Qualitative research examines a life experience or a phenomenon to give them meaning (Burns & Grove, 2003). The qualitative research provides an extensive textual description of how people experience a given social problem. It is operational in providing social data about the behaviors, values, option and social settings of specific peoples. The study will be a qualitative inquiry in which data will be gathered through 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.

Advantages of Qualitative study 1. The research question can be examined in greater detail. For instance, what one investigator might feel is essential and crucial to be collected can be seen as irrelevant by another examiner. Personal views and intuitive decisions can result in incredibly detailed, generalized and inaccurate data due to its dependence on investigator subjectivisms. Difficult to assess and demonstrate data rigidity. Since the personal views are often the basis of the info being gathered in the qualitative method, often is hard to ascertain the rigidity of the data gathered. Data collection is time-consuming with the qualitative method. The method primarily focuses on the students’ life history and not his/her school bullying experiences. The ethnographical study is used to give a detailed interpretation of cultural group or system.

Thus, in our case, the method will be of less help. On another hand, ground theory attempts to develop a theory. There is no theory that has been developed to explain the existence of school bullying, hence ground theory will too be less effective. Exclusion Criteria The proposed research will exclude participants who won’t be among the ten listed learning institutions. The research will also exclude the regular student, those who don’t belong in any of these categories; LGBT, Asylum Seekers, and Ethnic Minorities. Besides, the views of students from secondary schools won’t be considered. The response of teachers and school administrator outside the listed learning institution will not also be included in the proposed study. The research will employ a quota sampling method.

Potential for selection bias. While grouping sample into strata can result in biases. Sample selection is not random. Since the sample have been selected using random sampling, determining sampling error is more difficult. Research Questions My study will be examining four research questions: #RQ1- Qualitative: How are different groups, for instance, LGBT, Asylum Seekers, and Ethnic Minorities, affected by victimization? Here the research will investigate how dissimilar groups such as LGBT, asylum seekers and ethnic minorities are impacted by school bullying. The students will be required to state their schooling experiences in the last four months. Ethical consideration All data collection methods, analysis, and findings will be submitted to quality assurance and the ethical organization for scrutiny. The participants will be assured of the confidentiality of the information they will provide.

Each participant will be required to fill consent form which will protect their confidentiality. Though there is no known danger of participating in the research, members’ participation will be voluntarily and all respondents’ identity will remain anonymous. The letter will request the school to inform and recruit the participants. The first informational meeting will be then scheduled. The participants will be briefed about the purpose of the study and each member is given a copy of the letter describing the study. After a duration of one week, the researcher will schedule the dates for the initial interview. The researcher will visit the listed schools and inform the participant of the exact dates when the first interview will happen. A team of four members, two males and two ladies who are well versed in qualitative inquiry, at St.

John’s primary will help me in the data verification process. The team will be provided with the original research transcripts both tape recordings and documented notebooks. All peer review teams will be required for the ethical protection of the participants. They will be obligated to ensure the participant’s confidentiality. Each participant will be recorded and transliterated. Non-verbal communication will also be documented. The first interview will primarily focus on obtaining participants’ background information and experiences about school bullying. The interview will focus on establishing a conducive atmosphere, signing the consent form, and collecting data about participants’ background information and experiences. Seidman (1998) suggested that reconstructing participants’ early experiences in school and with their friends, allow them to provide the context of their current situation.

Finally, to respond to the fourth study question concerning the mental impact of school bullying, the interviewers will be asked how they feel and behave when bullied, how bullying affects a student’s lives and studies. The final interrogation will involve the participants stating their experience as being victims of school bullying. The question for the last interview hasn’t been developed, they will greatly depend on the interviewers’ information in first and second interviews. The question will serve to validate the overall data given. Benefits of the interview 1. Unlike other qualitative research, a case study looks at the single unit that has boundaries. For my research, the group for investigation will include the institution, students, society and policies regarding bullying and victimization.

The study will focus to understand the causes and effects of the school bullying on the students’ mental health and suggest the best strategies that can be used to minimize its effect. A qualitative case study concentrates on a particular phenomenon and in my case, the event is the causes, mental impact and preventive measures of bullying and victimization. Usually, qualitative case studies are descriptive and heuristic. The case study tends to generalize a population. Suspicion of amateurism 3. The conflation of political/ study objective Secondary data collection method In addition, the proposed study will be used as secondary sources to gather vital information about students’ experiences. Secondary data is info that has been already collected and readily available from other sources.

For instance, journal, books and other publication. Generating new insights. By analyzing previous studies can lead to unexpected new discoveries. Feasibility of both international and longitudinal comparative studies. Disadvantages 1. The method lacks control over data quality 2. These statements listed are referred to as ‘meaning units’ or ‘horizons’ and they are labeled (Giori, 2003). At this stage, data finding have to be reduced and unnecessary data eliminated. For instance, if the meaning units are not relevant in comprehending the experience, it is eliminated. Labeling of the statement is vital to understanding the participants’ phenomenon experiences. The meaning units will be labeled in form of ‘psychological sensitive expressions. The team will be provided with the original research transcripts both tape recordings and documented notebooks.

According to Creswell (1998), data findings bias must be eliminated by all means. As (Creswell) stated, the readers need to comprehend the investigator’s position in relation to the subject. The examiner in my research will consist of a group of LGBT, Asylum Seekers and Ethnic Minorities students who experience school bullying. during their schooling LGBT, Asylum Seekers and Ethnic Minorities students’ experiences school bullying which often result in escalated depression, anxiety, and low academic performance. The approximated cost is $ 2000 Travel The interrogator will be required to travel on the daily dais to and fro the listed schools. Total traveling expenses will cost $2000 Personnel For the study to be successful, it will require three investigators each will be paid $600 and four peer review team each paid $ 300.

The total expenditure paid to all personnel involved in the study will amount to $. Accommodation The researcher will be required to settle around the learning institution to provide extra time to interview participants. They will be required to rent houses for three months of the study process.  M. , Hoetger, L.  A. , & Hazen, K.  P. Study finds the harmful effects of bullying decrease over time.  Mental Health Weekly, 27(40), 1-7. doi:10. 1002/mhw. 31223 Coyne, I. , Borroni, S. , & Maffei, C. Bullying as a style of personal relating: Personality characteristics and interpersonal aspects of self-reports of bullying behaviors among Italian adolescent high school students.  Personality and Mental Health, 6(4), 325-339. doi:10. 1002/ab. 21529 Gerlinger, J. , & Wo, J.  C. Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach Over Security Measures? Journal of School Violence, 15(2), 133-157.

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