BIZZNA TUTOR Survey research

Southern Arkansas University

Bullying remains one of the biggest problems found in primary schools. The existence of this practice creates a threat to the emotional safety, psychologicalcomma and physical safety of many students. It is the right of each child to be safe while at the school compound. The practice of bullying is an part of the eroding element that violates the human rights of a child. Students and teachers must exercise a duty of care where the rights of students are upheld. The aggression involved in bullying results from power imbalance that is created by people. This aggression is the cause of harm extended to another person from another in a particular period. The perpetrator of the bullying enjoys the use of power wielding power experience joys at the expense of the victim who remains helpless. This review will focus on the history of bullying, how students and teachers perceive bullying, the effects of bullying, and how it can be prevented. (Your spacing after paragraphs is set at 10 pt. Change that to zero. Double space, period. Good intro, but keep your writing clear and simple…and be precise in your choice of words. Do not try to impress your readers…rather, try to communicate clearly.)

The history of bullying

Bullying is not a new term but has been there since time immemorial. However, few literary sources exist to vividly explain about bullying chronology. The probable reason behind it is perhaps because bullying was a once viewed as form of mischief between old older or strong stronger students against the young younger or weak weaker ones. Nevertheless, Koo (2007) traces bullying to the 18th and 19th centuries, with much information on the concept emanating from the (United Kingdom or University of Kentucky? Be specific.) U.K. During that period, bullying was recognized as a form of violent behavior between individuals. Violent attacks were triggered by attributes such as language differences and immigrant status. In addition, it was found to occur in related to barracks, schools and camps.

An extreme case of bullying occurred The first case of a violent attack was in the year 1857 (Neither Koo nor you know this to be true.) when a school boy was burnt to death by older students (Koo, 2007, p. 109). (Page numbers are required only for quotations.) The exact word ‘bullying’ appeared in Times (London? New York? If you can’t be specific, delete the name.) newspaper six years later following a soldier’s death. It is was alleged that the soldier‘s pain from harassment, constant attacks and isolation led to retaliation against the bully. In the ensuing fight, the soldier was killed. but was overpowered leading to the death. Nearly the same year, a broadcast (newspapers don’t broadcast) by (the implies that there was only one local daily in existence) the a local daily newspaper about the death of twelve year old twelve-year-old boy from King primary School due to torture by older pupils reflected the seriousness of bullying and its catastrophic impact if left unaddressed (Koo, 2007). (see page 33, lines 22+) Unfortunately, the perpetrators went unpunished after the council ruled out that it was normal behavior among school children.

A well conducted research which has formed the backbone of several studies on bullying is Dan (page 34, lines 1-2) Olweus 1978 writings. Olweus used a questionnaire as the research instrument to gather information on the topic. The scholar concluded that bullying was a form of physical harm (It hardly takes research to discover that. Also, since Olweus isn’t in your references, your case is weak.). His reinforcement on bullying realities (reinforcement on bullying realities?) resulted in a legal proposal (I’m not a lawyer; you’re going to have to explain what a legal proposal is. If it is a law, say so. Also, was it a federal law, state law, city law, what? Or maybe it was really a legal proposal, but if so, you’re going to have to define that phrase.) in 1981 to eliminate bullying (Koo, 2007). The definition of bullying has evolved since then to include exclusion, verbal threats, physical harm, mocking, theft, rumor spread, extortion and unkind gestures. Koo (2007) (see page 33, lines 22-23) summarizes It can be summarized in four words: “Power, pain, persistence and premeditation” (p. 113-114). (I would have said “He summarized it… or she summarized it… However, I don’t know Koo’s sex.)

Perceptions of bullying

The Teachers play a central role in safeguarding the students from harassmentPeriod However;comma their perception toward bullying is less known. Duong & and Bradshaw (2013) examined the relationship (When you use the word relationship, logic leads the reader to wonder, relationship between what and what?) between the teachers probability of bullying intervention by use of the extended process model, (Meaningless educational jargon unless it is explained.) focusing on perceived efficacy and threat (You’re going to have to explain what you mean by perceived efficacy. Efficacy of bullying? I don’t think so. And threat. Are teachers threatening the bullies? I simply can make no sense of what you’re trying to say. Key words…in a library search? Please try to simplify your writing and do this paragraph over. I would help, but I have no clue.) as the key words. The research findings were that the less experienced teachers would intervene due to perceived efficacy while the more experienced teachers featured both perceived efficacy and threat in trying to control bullying. ???????

Another study by (page 35, line 8) Sahin (2010) stated on teacher’s perceptions toward bullying found out that the teachers had different definitions of for bullying. Notable terms included in various definitions were physical attack, searching for justice, emotion hurt and jackboot. It appears that bullying definitions were definition was driven by the cultural environment of the study group. This study was based in on Turkey, a region where physical violence is rampant. Influencing the teachers’ perception that bullying is physical (Sahin, 2010) (I don’t understand this phrase…it is not a complete sentence). Others Other researches indicate that verbal and physical bullying are frequently experienced in schools, with social exclusion as insignificant Again, I simply don’t understand the sentence. Write so that I can figure what you mean by ‘social exclusion as insignificant’. (e.g. Duy, 2013; Aceves (Give all authors here) et al., 2009 Alphabetize these two citations, Aceves and then Duy.). Bullying was reported to be perceived ranked as the second worst form of violent behavior after drug abuse (Dake Price, Telljohann, & Funk, 2003).

Incidence of bullying

Despite the fact that school bullying is real, it appears that the teachers are reluctant to stop the heinous act. A research by Dake et al. (2003) claimed that is shocking because the teachers could do not think of any barriers that could stop bullying intervention (You cannot mean what you said. Think about it and fix it.). (Also, it doesn’t fit here. Go to the end of this section, where you’ll find the first sentence, edited. I don’t know what you mean in the second.)

Additionally, out of 359 respondents, only twelve perceived about bullying existence, an extremely low figure compared to the U.S. average statistics. In Canada, 85% of the teachers combated bullying against the students figure of 35% (Do you mean that students combat bullying? I don’t think the word combat fits here.) (Dake et al., 2003). The great variation demonstrates that the bullying experienced by the students was not reported. This sentiment is supported by McCormac (2014) who stated that bullying is not normally reported by the students due to the perception that they would not be listened to, that they would be given no assistance, or that they feared retaliation. fear. (Is this what you’re trying to communicate?)

According to McCormac (2014), 36% of the victims roughly aged between eleven and seventeen years of age reported bullying incidents incidences while 64% did not. Overall, Physical bullying was most often reported but other forms such as exclusion, spreading rumors, rumor spread, being coerced to do undesired thingscomma and ridicule fun making were rarely reported. The students who reported bullying perceived that staff handled the problem problems seriously. Coaching and mentoring was however, low because few students reported it. If you can change this sentence to make it fit and make sense, do so. That notwithstanding, almost 99% of the teachers felt an obligation to prevent bullying (Dake et al., 2003). Despite the fact that school bullying is real, it appears that the teachers are reluctant to stop the heinous act. I thought this would fit here, but it doesn’t. Dake said that 99% felt obligated…then in the other sentence he said teachers are reluctant to stop the bullying.

Statistically, Around twenty-eight percent of students aged between twelve and eighteen years of age admit having experienced cyber, verbal or physical bullying (Ansary Include all authors et al., 2015). The likelihood of being bullied at elementary school level was 19% in the U.S., 11% in Finland, and 50% in Ireland. In other nations such as Finland bullying was 11.3% and around 50% in Ireland. Dake et al. (2003) reported the rate of bullying others was 14% in the U.S., was 14%, 4% in Finland, 4% and around 50% in Ireland (Dake et al., 2003). Alternatively, Sahin (2010) asserts that 10% of the students might have experienced bullying either as a victim or bully in school . A research in Germany, U.S., Australia, Canada and Finland estimated bullying to be around 15 to 20%. Sahin (2010) as well as Marees and Peterman (2010) estimated bullying most countries in Germany, the U.S.A, Australia, Canada, and Finland to involve around 15-20% of students, with the incidence in Australia being quite a bit higher (40%). Other countries and their rates included The rate of being a victim in Australia was around 40%, Germany 17%, Italy 24%, England 20%, Greece 23%, Portugal 21%, Canada 21%, and U.S. 10 %. The percentage of students who bullied others bully students’ rate was around 18% in Italy, England 20%, Greece 6% Canada 12%, U.S. 13% and Norway 7% (Sahin, 2010; Marees & Peterman, 2010). High cases of bullying took place in primary schools and steadily declined in secondary schools. The most notorious sites for bullying were playfield, classroom and hallways.

The effects of bullying

The rising cases of school based (page 38, line 20) school-based suicides and homicides have attracted superpower nations such as the U.S., including academic scholars to critically investigate the root causes behind bullying. The 1999 attack at Columbine High School by two teenagers was indeed devastating. It created an image that schools were no longer safe havens for the children, teachers, subordinate staffcomma and any other person within the school building and grounds compound. The two perpetrators boys killed themselves after the shooting mission, killing thirteen people and injuring twenty three others people. The shooting was linked to bullying (Tonso, 2002).

That aside, Bullying has taken a new turncomma now occurring on stretching to social networking sites (Citation?). cites. Students are using resorting to cell phones and computers and social sites to send abusive messages and threats to other students via social networking sites. This was witnessed in 2003 when As an example of an extreme outcome, a thirteen year old boy committed suicide due to cyber bullying (Citation?).

The Teachers blamed parents’ attitudes, social media, family environment, Internet, internet and socio-economic status as the main elements that contributed to bullying (Dake et al., 2003). Another cause of Other bullying causes are was that the attackers bullies had a history of being were initially bullied, persecuted, attacked, threatened or injured themselves. before the incident (Duy, 2013). A few of the attackers who undergo bullying and cannot control their tempers, engage in revenging missions to ease the pain.

Statistically, Around twenty-eight percent of students aged between twelve and eighteen years of age admit having experienced cyber, verbal or physical bullying (Ansary et al., 2015). The likelihood of being bullied at elementary school level was 19% in the U.S., 11% in Finland, and 50% in Ireland. In other nations such as Finland bullying was 11.3% and around 50% in Ireland. Dake et al. (2003) reported the rate of bullying others was 14% in the U.S., was 14%, 4% in Finland, 4% and around 50% in Ireland (Dake et al., 2003). Alternatively, Sahin (2010) asserts that 10% of the students might have experienced bullying either as a victim or bully in school . A research in Germany, U.S., Australia, Canada and Finland estimated bullying to be around 15 to 20%. Cite the name here …estimated bullying in Germany, the U.S.A, Australia, Canada, and Finland to involve around 15-20% of students. The rate of being a victim in Australia was around 40%, Germany 17%, Italy 24%, England 20%, Greece 23%, Portugal 21%, Canada 21%, and U.S. 10 %. The bully students’ rate was around 18% in Italy, England 20%, Greece 6% Canada 12%, U.S. 13% and Norway 7% (Sahin, 2010; Marees & Peterman, 2010). High cases of bullying took place in primary schools and steadily declined in secondary schools. The most notorious sites for bullying were playfield, classroom and hallways.

Bullying has a negative effect on the victims victims’ schooling. Its sociological and psychological effects continue to the late stages of life. Several studies confirm that the effects are also felt by the bullies and witnesses. A study of young children showed that the children who were frequently bullied were seven times more likely to experience depression while the non-bullies experienced the same problem three times (What in the world?). A different study on middle school students confirmed that bullying caused low grades (Skinner, Babinski & Gifford, 2014). Skinner, Babinski, and Gifford (2014) reported that bullying caused lower grades. Similarly, a survey on grade 10 students by Citation? showed that the victims were more likely to get suspensions and have higher high absenteeism rates. Another study of youth showed that bullying at fourteen years led to convictions; personal violence and drug abuse at later years (Citation?).

The Other effects of bullying are lack of sleep, lack of social acceptance, anxiety, anger, fear, hostility, helplessness feelings, low self esteem, loneliness, suicide attempts, problems with socialization, carrying a weapon, vandalism, and problems adhering to the law, absenteeism, fighting, stealing, engaging in criminal behaviors in the future, mental disorders, low school bonding, health issues such as headaches, fatigue, stomachaches and lack of appetite (Juvonen, Yueyan & Espinoza, 2011; Ahtola (Include all authors the first time you cite. Afterwards, you can use the et al.) et al., 2013). Break this up and clarify what each article said…don’t just lump everything together. You set a new record for longest sentence…just kidding.

Preventing bullying

The incidence of bullying can be reduced stopped (stopped, in your dreams) by enacting anti-bullying laws. It is after a long fight against bullying that a A federal law was passed legislated in the U.S. in 2006 to stop make cyber bullying a crime (You don’t have the legal description or title?). And In 2008, the state of California passed a law allowing the school administrators to discipline cyber bullies (Ansary et al., 2015). Moreover, a conference was held in 2011 to find bullying prevention measures.(I expect that many conferences have been held. Be more specific.) To be specific, Edmondson and Zeman (2011) recommended that the government must raise bullying awareness, publicize prevention measurescomma and pass anti-bullying laws to end bullying (Edmondson & Zeman, 2011). The Television media must also air out educative bullying-education programs and reduce the programs which foster bullying. I think you need to explain about ‘reduce the programs which foster bullying’. I seldom watch TV, so am unaware of how any program fosters bullying.

Several Many schools are also implementing anti-bullying interventions (Ahtola et al., 2013). to reduce bullying effects. The Interventions utilize strategies for reforming student behaviors and attitudes. Common examples of intervention measures are using informative activities, anti-bullying teachings, parents parents’ meetings, and presentations, organizing seminarscomma and forming committees (Ahtola et al., 2013). Sahin (2010) observed that the some schools did not aligned align preventive actions with a specific program, especially in Turkey which was the study area. This was attributed to lack of research on bullying prevention. Overall some of the programs were ineffective in the prevention of bullying. Programs which focus focused on peer engagement or minimal intervention were ineffective while for instance, video presentations were more are effective.

A whole school whole-school approach can minimize bullying. A study by Dake et al. (2003) focusing on elementary schools found that around 86% of the elementary school teachers used solemn talks with the counseled both victims and bullies. In Canada, the teachers never or occasionally conversed with students on bullying. This mechanism is reactionary and not preventive and does not fit with the whole-school as it is not a whole school approach (Dake et al., 2003). A whole-school whole school approach for instance changes classroom and school rules aimed at the behavior, changes student perceptionscomma and assists students them to comprehend bullying effects (Vreeman & Carroll, 2007). It also considers involves teacher training, conflict resolution solution training, and counseling (Vreeman & Carroll, 2007). A notable example of a whole school whole-school approach is the bullying prevention program of Norway (Dake et al., 2003). The Their program comprises of parents awareness, student bully questionnaire, organizing anti-bullying conference, supervision during breaks, bullying prevention preventing committee, classroom rules rebuking bullying, regular classroom meetings, and holding talks with victims bullies and their parents (Dake et al., 2003). The program reduced the incidence of lowered bullying by half.

Another example is the ‘Steps to Respect’ (STR) program (McCormac, 2014). Observation of A study on students in elementary school showed that the bystander feedback feedbacks accelerated bullying. In consequence of this, a ‘Steps to Respect’ (STR) program was introduced and it . The program encouraged enhanced friendship, acknowledging and responding to bullying, and bystander responsibility. The program proved effective after implementation and there was some of the remarks were less aggression, more positivity in playground behavior, less low acceptance of bullying, increased bystander responsibility, decline in gossipcomma and increased adult responsiveness to bullying. (McCormac, 2014). The student’s Students’ perceptions also improved after the program. The teachers commented commended that the program was useful.

Sahin (2010) concludes that programs should be long term and linked to the school context and all the stakeholders should be involved for it them to be effective (Sahin, 2010). In sum, a whole-school approach lower lowers violence, increases victim empathy and improves victims’ self-efficacy. defense self efficacy.

The Teachers should also undergo in-service in service training conducted by competent trainers trainees on peer bullying because it is apparent that the teachers’ failure to develop anti-bullying activities is related to insufficient training in the area (Sahin, 2010). The training should further include activities that improve the teachers’ confidence levels in dealing with bullying (Sahin, 2010). The teachers should also voluntarily take part in developing anti-bullying programs. The parents should further monitor their children’s online activities and establish policies on technology utilization to end cyber bullying.

Literature lessons are also important now that the current curriculum is saturated (McCormac, 2014). Literature focused lessons can connect the students to view themselves, innovate new strategies and promotes humanity. In the future, the bullying curriculum should be revised to address current issues.

Summary

There is limited research to support bullying history. The only study by Koo (2007) traced the history of bullying to the U.K., with Olweus 1978 writings forming the backbone of meaningful understanding and extensive research on bullying.(No citations in the summary.) The other topics: Bullying perceptions, effects and prevention measures had plentiful sources for review. The discussion indicates that Bullying has probably existed throughout human history, but has been documented for hundreds of years. It is devastating if left unaddressed with increased cases of homicides and suicides taking toll. Definitions of bullying vary somewhat from culture to culture, but it is generally agreed that it can involve much more than the well-known physical aggression and recently cyber bullying has become frequent and sometimes deadly. It is widely accepted that bullying is underreported, but reports indicate an incidence of 15-20% in most countries. The effects of bullying can be immediately tragic (death), but can include poorer grades as well as sociological and psychological effects that can last for a lifetime. Generally, there have been reduced bullying incidents incidences following bullying interventions such as the passing of anti-bullying laws, adoption of whole school whole-school approach programs and increased stakeholder involvement in ending the practice. In conclusion, it is indeed sad to receive a call that your child has died due to bully related issues. It it is a wakeup awake up call for every individual connected to schools to be actively whole heartedly get involved in preventing bullying to make schools safe for the children including other people. The parents must also be open and monitor their children to look for signs of bullying rather depending on know when something is not good in order to address the problem at an early stage than to entrust the teachers to take on full with the whole responsibility of prevention of bullying. of molding the children.(What I did here was take a small part of each section and give a brief summary of what was included. Some of your work did that, but you left out some important concepts.)

References should begin on a new page. If you use a page break at the end of the material just preceding the references, it will be done automatically.

References

Aceves, M., Hinshaw, S., Mendoza-Denton, R., & Page-Gould, E. (2009). Seek help from teachers or fight back? Student perceptions of teachers' actions during conflicts and responses to peer victimization. Journal of Youth and Adolescence, 39(6), 658-669.

Ahtola, A., Haataja, A., Kärnä, A., Poskiparta, E., & Salmivalli, C. (2013). Implementation of anti-bullying lessons in primary classrooms: How important is head teacher support?. Educational Research, 55(4), 376-392.

Ansary, N., Elias, M., Greene, M., & Green, S. (2015). Best practices to address (or reduce) bullying in schools. Phi Delta Kappan, 97(2), 30-35.

Dake, J., Price, J., Telljohann, S., & Funk, J. (2003). Teacher perceptions and practices regarding school bullying prevention. Journal Of School Health, 73(9), 347-349. Don’t capitalize of.

Duong, J., & Bradshaw, C. (2013). Using the extended parallel process model to examine teachers’ likelihood of intervening in bullying. J Sch Health (spell it out), 83, 422-429.

Duy, B. (2013). Teachers’ attitudes toward different types of bullying and victimization in Turkey. Psychology In The Schools, 50(10), 987-1002. In should not be capitalized.

Edmondson, L., & Zeman, L. (2011). Making school bully laws matter. Reclaiming Children & Youth, 20(1), 33-38.

Juvonen, J., Yueyan, W., & Espinoza, G. (2011). Bullying experiences and compromised academic performance across middle school grades. The Journal of Early Adolescence, 31(1), 152-173.

Koo, H. (2007). A time line of the evolution of school bullying in differing social contexts. Asia Pacific Education Review, 8(1), 107-116.

Marees, N., & Peterman, F. (2010). Bullying in German primary schools: Gender differences, age trends and influence of parents' migration and educational backgrounds. School Psychology International, 31(2), 178-198.

McCormac, M. (2014). Preventing and responding to bullying: An elementary school’s 4year journey. Professional School Counseling, 18(1), 1-14.

Sahin, M. (2010). Teachers’ perceptions of bullying in high schools: A Turkish study. Social Behavior & Personality: An International Journal, 38(1), 127-142.

Skinner, A., Babinski, L., & Gifford, E. (2014). Teachers’ expectations and self-efficacy for working with bullies and victims. Psychology In The Schools, 51(1), 72-84.

Tonso, K. (2002). Reflecting on Columbine High: Ideologies of privilege in 'standardized' schools. Educational Studies, 33(4), 391.

Vreeman, R., & Carroll, A. (2007). A systematic review of school-based interventions to prevent bullying. Arch Pediatr Spell it out! Adolesc Med., 161(1), 78-88.

Rubric for Papers: Qualitative, Review of Literature, Proposal, and Final Paper

(Modified from: http://faculty.uncfsu.edu/jbrooks/FRMS/rubricrsrch.htm)

A – Exemplary: 90-100 percent Name _Helms______________

B – Proficient: 80-89 percent Topic _Rev of Lit_______________

C – Passing: 70-79 percent Score _86%X125=108_______________

*Points are obtained by multiplying the total percentage in the right-hand column by the total points available for the writing assignment.

**Your biggest problem was in not being yourself. Write simply and clearly and avoid all jargon and flowery language used to impress the reader. Your job is to communicate ideas and that’s best done by writing the way you’d speak to a non-educator. In addition, you need to look carefully at that section on writing style in the Etext because you’ll run into the need for the same rules in a few more papers. You did an excellent job of finding good resources and you did a fine job in organizing your thoughts by use of logical side headings (One exception). For a first draft, you did well.