Unit 9 final draft

Abbreviated Title 1

Title

Your name here

School name here

Full course name and number

Instructor name

Date of submission

Remember the font should be 12 point, Times New Roman or Arial for everything, including the title page

Introduction

Bullying which happens in school is what is known as the schooling bullying. Bullying occurs when someone uses unwanted negative verbal or behavior which can affect an individual or a group either physically or psychologically (von Grundherr et al., 2016). Bullying in school can occur between students of the same level, between older students and younger student and also a teacher can also be a victim of bullying.

Admittedly, the most school student who gets bullied doesn’t report the case to the relevant authorities due to fear which make them develop a fear of attending to school and which may lead to some dropping out of school (Jung, 2018). Additionally, school bullying causes some students to perform poorly in their education since they lack peace of mind in school thus causing them to lose concentration.

Similarly, school bullying may affect some student psychologically thus causing them to develop diseases like depression which may cause them to develop mental illnesses. Therefore school bullying school be discouraged greatly among students and student who bully others should be reported to the relevant authorities and legal action taken against them

Review of Literature:

According to a recent survey which has been done by the National Center for Education Statistics almost a third of students who are in the age of between twelve and eighteen years have ever been bullied at school. Furthermore, according to the research done by this organization school bullying is either done by a group of student or by an individual student. Bullying done by a group of student is also referred to as the pack bullying and is more common than the individual bullying. Similarly, it is more evident in high schools institutions compared to other institutions of learning. On the other hand, the individual bullying is bullying which is conducted by an individual person and can take place through face to face or through online.

Furthermore, the bullying can also be categorized as physical or emotional. In physical bullying victims are subjected to physical abuse like spitting, shoving, fighting, pushing, and tripping thus exposing them to injuries (Kub & Feldman, 2015). Emotional bullying the victims are subjected to insults, teasing, derogatory remarks and name calling. Similarly, the victims may also be subjected to ignorance and isolation. Emotional bullying can cause students to develop psychological disorders like depression which may lead to the development of some mental illnesses to the victims and hence majority end up dropping out of the school.

School bullying may be based on some factors like race, culture, ethnicity, religion, and disabilities. Some students in some countries may bull other students who are not from that native nation due to their diversity of race, culture or region. Additionally, students who are either physically or mentally challenged may be bullied emotionally, whereby they are either insulted, ignored or isolated by other students thus causing them not to have a conducive environment for study.

Apparently, most of the students who bully others in school, it has been proved that they are not confident and they have low self-esteem (Tayli, 2013). Additionally, some participate in bullying since they may be undergoing tough experiences in their life like home violence and divorce, hence they do it to seek attention.

Problem, Theory, Variables, and Hypothesis:

Problem Statement: School bullying has become so common in our schools and it has resulted in the poor performance of many students, therefore more methods of controlling school bullying should be introduced. For instance, tough rules and regulation should be introduced to govern the school bullying and through that, we will be able to control and mitigate the tremendous increase of the school bullying.

Theory: This component should provide a general theory relating to the problem. Make the connection in general terms of the problem and the abstract concepts (which will later be your variables).

The dependent variable in the proposal is the school bullying and the independent variable is the methods which can be used to control and mitigate the tremendous growth of school bullying. Creating tough policies which will be discouraging school bullying and uploading the policy into the institution website can help to control school bullying since every time students log in to the school website there are able to access and read the policy hence making them know the reputation of breaking or going against the policies.

Additionally, periodically mentoring the student on the importance of education and reason of working hard can also help in reducing the cases of school bullying since the most student will be using their time in reading and thus they will not have time to bully each other (Thornberg & Jungert, 2013). Similarly, through mentorships programs students who are undergoing some tough experiences in their life will also undergo through counseling hence helping them to recover from painful experiences which they have to undergo in their lives.

Hypothesis: There are more cases of bullying in high schools compared to other institutions of learning this is because most students in high schools are at their adolescence stage, therefore they participate in school bullying so as to get attention from school administration and from other students. Additionally, emotional bullying is the most prominent type of bullying in schools compared to the physical bullying. Moreover, most of the school bullying mainly happen within the school premises compared to those which occur in other areas.

Subjects with ______ are more/less likely to ______ than subjects without _____.

Population / Sample:

This section provides information regarding subjects (people, places or things). Students need to identify the general population of subjects. After identify the population, students need to indicate the sampling strategy: either probability or non-probability sampling. Once a sampling strategy is provided, students need to indicate their specific sampling technique and describe the resulting sample of subjects.

Research Design:

This section provides information regarding your research design. Discuss which design you will be using: true classical experiment, quasi-experimental design, or non-experimental design. After indicating which design, provide a brief justification of why this design is appropriate for this topic (if you have two groups and can use random assignment, then it is a true experiment, but if there is no random assignment and you as the researcher are “matching” one group to another, it is a quasi-experimental design. If you only have one group, it is a non-experimental design (regardless if the observations are only made once (cross-sectional) or over a period of time (longitudinal). Likewise, you may have more than one group in a non-experimental design, but the groups are not equivalent or matched. They are simply different groups being observed. It is best to include an illustration of the research design as indicated below:

Exp. Pretest on DV Intervention of IV Posttest on DV

Group

Random Assignment / Matching / None

Control Pretest on DV Posttest on DV

Group

Time 1 Time 2 Time 3

Data Collection:

This section provides information regarding the proposed data collection methods. Students should indicate the primary data collection method such as asking questions, making observations, using existing data or a combination of methods. In some cases, students may use more than one data collection method technique.

Considerations:

In the last section, students need to provide their overall considerations regarding the research proposal. In this section, students should address validity, reliability and/or generalizability issues.

NOTE: Because students are not collecting or analyzing data, there will be no conclusions or results. As such, students are just building the front-end of a research proposal).

References

Jung, Y. (2018). What Makes Bullying Happen in School? Reviewing Contextual Characteristics Surrounding Individual and Intervention Programs on Bullying. İlköğretim Online, 1-6. doi: 10.17051/ilkonline.2018.413814

Kub, J., & Feldman, M. (2015). BULLYING PREVENTION: A CALL FOR COLLABORATIVE EFFORTS BETWEEN SCHOOL NURSES AND SCHOOL PSYCHOLOGISTS. Psychology In The Schools, 52(7), 658-671. doi: 10.1002/pits.21853

Tayli, A. (2013). School size as a predictor of bullying. International Journal Of Academic Research, 5(5), 124-130. doi: 10.7813/2075-4124.2013/5-5/b.19

Thornberg, R., & Jungert, T. (2013). School bullying and the mechanisms of moral disengagement. Aggressive Behavior, 40(2), 99-108. doi: 10.1002/ab.21509

von Grundherr, M., Geisler, A., Stoiber, M., & Schäfer, M. (2016). School Bullying and Moral Reasoning Competence. Social Development, 26(2), 278-294. doi: 10.1111/sode.12199