logo

Bullying and Mental Health Continuum in School Students

   

Added on  2020-04-21

22 Pages4049 Words281 Views
Running head: BULLYING AND MENTAL HEALTH CONTINUUM IN SCHOOLSTUDENTS A study on Bullying and Mental Health Continuum in secondary school students Name of the studentName of the universityAuthor’s note
Bullying and Mental Health Continuum in School Students_1
1BULLYING AND MENTAL HEALTH CONTINUUM IN SCHOOL STUDENTS AbstractSchool climate has often been discussed as the quality and character of school life. Includingboth the social and physical aspects of the school, school atmosphere could positively promotebehaviour, school achievement and the social & emotional development of the students. Thecurrent study examined the association between students’ mental and emotional wellbeing andfactors pertaining to school climate. Recommendations for effective school policy and practice ineight schools help to enhance the mental and emotional wellbeing of adolescents.
Bullying and Mental Health Continuum in School Students_2
2BULLYING AND MENTAL HEALTH CONTINUUM IN SCHOOL STUDENTS Table of ContentsIntroduction: -..................................................................................................................................3Statement of Purpose:-.................................................................................................................3Purpose of the Study:-..................................................................................................................3Research Questions:-....................................................................................................................4Literature Review:-..........................................................................................................................4Methods:-.........................................................................................................................................7Study Design:-..............................................................................................................................7Sampling / Participants:-..............................................................................................................7Procedures:-.................................................................................................................................7Data Analysis:-................................................................................................................................8Frequencies:-................................................................................................................................8Reliability...................................................................................................................................10Factor Analysis..........................................................................................................................14Bullying......................................................................................................................................14Mental Health Continuum..........................................................................................................16Ethical Consideration.....................................................................................................................17Annotated Bibliography:-..........................................................................................................19
Bullying and Mental Health Continuum in School Students_3
3BULLYING AND MENTAL HEALTH CONTINUUM IN SCHOOL STUDENTS
Bullying and Mental Health Continuum in School Students_4
4BULLYING AND MENTAL HEALTH CONTINUUM IN SCHOOL STUDENTS Introduction: - Statement of Purpose:-The report is based on the statistical research of emotional and behavioural difficulties. Aggregated responses from each item were compared to responses from a recent survey of students attending schools in the southern metropolitan area of Adelaide. Association between types of involvement in bullying, friendships and mental health status of the students of Australiaparticularly identifies the abnormal behaviour of the psychological behaviour. Poor teacher and peer relationships in school climate creates a lack of peer support, bullying, victimisation and higher safety concerns that are related to declines in psychological adjustment such as self-esteem and mental health issues such as symptoms of depression, anxiety and suicidality. Therefore, we are evaluating the factors behind this to enhance moral identity development.Purpose of the Study:-Greater variability of the adjustment in response to bullying has also been detected. The current study tested the relationship between mental and emotional wellbeing of the students and factors pertaining to school climate targeting on the domains of safety, social relationships and school connectedness. Data was collected using a self-completion questionnaire from 1678 students of 8 schools aged 11-16 years. Multilevel modelling was used to determine the healthy school climate predictor of mental and emotional wellbeing of the students at each time point. A sustained positive school climate promotes social, mental and emotional development and its behavioural and learning outcomes guaranteeing both physical and social safety. Research of the study has shown optimistic school climate is linked with enhanced academic achievement and
Bullying and Mental Health Continuum in School Students_5
5BULLYING AND MENTAL HEALTH CONTINUUM IN SCHOOL STUDENTS performance, psychological adjustment, satisfaction with school, sense of belonging, motivation to learn, decreased manner issues and overall positive health of wellbeing. Research Questions:-What are the response rate among students of eight different schools?What is the role of age and sex on the reliability of moral values and socio-economic approach?How is mental health continuum distributed?What are the main factors of happiness of the students?How Bartlett’s tests result in moral development parameters?How the component matrix and total variance resulting in both the moral evaluating parameter?Literature Review:-The first subject of study elaborates about data analysis about level of School satisfaction.Responses of twelve questions are asked to gather responses about “school contentment”. ALikert scale from 1 to 7 different levels (from very strongly disagree to very strongly disagree)were introduced. To target analysis of “school connectedness and support”, we considered“Questions about bullying”. Rigby and Slee (1991) developed the Peer Relation Scale (PRQ) thatinvolves the measurement of victim, bullying others and pro-social behaviour. Studentsresponded to the questions using the scale ranging from “never”, “once in a while”, “prettyoften” to “very often”. Questions from the pro-social subscale were involved in an assessment ofstudent relationships. Bully and victim subscales were included in an analysis testing the
Bullying and Mental Health Continuum in School Students_6

End of preview

Want to access all the pages? Upload your documents or become a member.

Related Documents
Indiscriminate Use of Social Media and Cyber Bullying among Indigenous Australians
|11
|2481
|98

(PDF) Cyberbullying in the World of Teenagers
|7
|2640
|250

Bullying as a Health Issue: Effects on Children, Adolescents, and Families
|7
|1708
|91

Bullying at the school and at the workplace
|6
|1116
|321

THE OCCUPATIONAL HEALTH
|7
|1099
|20

Psychology Research Methods Assignment
|4
|475
|18