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Following several articles and journals, common themes are recognized when studying bullying behaviors.

AGE AND GENDER

Within the chosen research, children of younger ages are greatly examined as bully-like behaviors have been seen to be most significant within the age group. Moreover, while bullying behaviors can e witnessed and experienced by both males and females, bullying behaviors are most recognized in males (Ates, 2017; Hartati et al., 2020; & Lebrun-Harris et al., 2019).

PARENTAL/FAMILIAL INFLUENCES

Many articles have acknowledged the significance of parenting styles and presence. Many families that have been observed show that physical punishment such as slapping, or spanking resulted in having children who bully others in school. Moreover, children of parents who are inattentive or neglectful have shown higher likeliness of bullying. Parental reflexes, postures, and reaction to high-stress situations also influence bullying (Ates, 2017;

Fujikawa et al., 2018; Gomez et al., 2019; Rajendran et al., 2016).

ENVIRONMENTAL INFLUENCES

It is recognized that many studies on bullying take place in school settings or educational institutions. Most likely due to the age-range of choice, but when bullying is the focus of one’s study, more than likely the observations will take place on an educational campus (Lebrun-Harris et al., 2019; Thakkar et al., 2020). PREVENTATIVE/THERAPEUTIC STRATEGIES

To decrease both bullying behaviors and events in school, many researchers have encouraged the implementation of in-school programs and organizations which provide education and techniques in minimizing negative encounters. Moreover, therapeutic sessions and counseling in school has helped to alleviate bullying altercations as well (Alabi & Lami, 2015; Casey et al., 2018; Gage at al., 2019; Mukasheva et al., 2020; & Yokoo et al., 2018).

Given that the study includes a self-reporting questionnaire, limitations are reflected in the responses given by the participants. Responses may not be authentic as participants may choose popular opinion.

Vignettes are hypothetical situations as opposed to real-life altercations, potentially minimizing a genuine reaction to the situation.

Scenarios within the vignettes are all verbal altercations, avoiding physical altercations and how one would be affected otherwise.

While gender differences have been recognized in previous research, gender is not a variable within the current proposal.

PARTICPANTS

200 school-aged students between the ages of 10-17 years.

Participants are chosen from four separate institutions: two upper, two secondary.

50 students from each educational institution is chosen for equal outcome.

Upper Elementary ages are 10-13 years.

Secondary schooling ages are 13-17 years.

APPARATUS/MATERIALS/INSTRUMENTS

A self-reporting questionnaire will be utilized; therefore, the following materials are included:

Six separate sheets of paper- two sheets including the situational vignettes, four sheets including the self-reporting questions.

Two distinct versions of the self-report.

Pens are also provided for filling in the questionnaire.

PROCEDURE

Classroom setting- seating is spaced out so responses are not visible to others.

To ensure anonymity, participants are assured that they need not include names or personal information within the questionnaire.

The vignettes avoid using the term “bullying” while providing distinct hypothetical social scenarios.

Prior to start, participants are asked to imagine themselves in each situation as a strong, powerful, and intimidating peer.

The duration of the study takes approximately 45 minutes.

DESIGN

The chosen method is a within-subjects design.

Minimizes carryover and order effects due to the two versions of the included vignettes.

Participants take part in all conditions of the study.

Repeated measures are retrieved per participant.