Preventing Bullying in Schools: Methods and Impact

This document discusses the concept of bullying, the age groups most affected, the causes of bullying, the role of parents and teachers, and methods for preventing bullying in schools. It emphasizes the importance of creating a positive and safe environment for students.

Integrated Project

Table of Contents
Background.................................................................................................................................1
Research methods........................................................................................................................1
Conclusion ......................................................................................................................................9
Evaluation of research method for success.................................................................................9
References........................................................................................................................................9

Background
Bullying refers to unwanted aggressive behaviour that involves perceived or real power
imbalance (Mehta and et. Al, 2013). It denotes deliberate as well as ongoing misuse of power
which is in relationships via repeated physical, verbal or social behaviour which is intended for
causing psychological harm to an individual. Generally, it illustrates the coercion, threat, abuse
or force that intimidate or dominate and becomes repeated as well as habitual with the passage of
time. Bullying because of any reason or in any form can can lead to immediate, medium or long-
term impact on those who are involved in this along with bystanders. There are different types of
bullying that takes place within school: verbal (writing or saying mean things e.g. name calling,
taunting, threatening or teasing), social (relational bullying in which reputation of individuals is
being hurt e.g. leave someone out on purpose, saying other students not to be friends with them,
spreading rumours, etc.) and physical (involves hurting individuals possessions or person's body,
e.g. spitting, pushing, hitting, breaking things, etc.). Such kind of acts causes strong impact on
mind frame of others. It also leads kid to post traumatic disorders (PTSD).
Bullying can be prevented within school and it is necessary as it impacts students
mentally that can be seen in their behaviour (Twemlow and Sacco, 2012). It is mandatory to
include within curriculum that students must identify languages that are being used by others
while bullying them. In its response, they must be taught affirmative communication skills, it
will aid them to respond in an positive way as well as lead to creation of healthy environment. In
addition to this, there needs to be a system where child can report in case they are being bullied
and have a proximate assistance. Apart from this, there needs to be discussions with respect to
motivation as well as impacts that are being caused by bullying for sensitising students and for
promoting self-awareness. In this aspect, the aim must be to make a child understand that
children who bullies is the one who has gone through this and they are attempting to retaliate it.
Research methods
The processes that are being utilised for collection of data as well as information for
formulation business decisions is referred to as research methodology (Kumar, 2019). It
comprises of interviews, publication research, surveys as well as other techniques that comprises
of both historical as well as present information. Basically, it involves specified techniques that
can be utilised for gathering significant data with respect to relevant research study.
Research philosophy
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Set of beliefs those are concerned with nature of reality that has to be carried out which is
normally identified in terms of epistemology (comprises of logical knowledge and ways through
which it can be attained) and ontology (what represents reality as well as their existence) is
referred to as research philosophy.
Research approach
The methodology or research that can be utilised by investigator and are illustrated in the
form of inductive & deductive are referred to as research approach. Within inductive research,
researcher gathers information with respect to their interest topics and looks for patterns that are
related with formulation of explanation (Silverman, 2016). It is associated with qualitative
methods for data collection. Deductive approaches can be utilised for development of hypothesis
depending on existent theory as well as formulate research strategies. It is quantitative method
that is being utilised for collecting data. For this case inductive approach has been utilised.
Research Choice
A mixed method is used in which both quantitative and qualitative approaches are taken
for examining research approach. In qualitative method, it is a scientific method that is being
utilised for collecting non-numerical data and it comprises of metaphors, characteristics,
definitions as well as description of things. Quantitative method involves empirical investigation
of phenomena via mathematical, statistical or computational techniques (Taylor, Bogdan and
DeVault, 2015). Qualitative method is being used with respect to this study.
Data collection & analysis
It involves primary and secondary methods for collecting data. In case of primary method
fresh data is being collected (via usage of surveys, questionnaire, etc. ) and in the later data was
gathered by someone else (for an instance data present within books, journals or articles).
Sampling
The process that is being utilised within statistical analysis in a preset number of
observations from specified population is referred to as sampling (Flick, 2015). In this, study
sampling space that is being used within study is 20.
In this case secondary research has been utilised in which questionnaire is used to
acknowledge viewpoints of individuals with respect to ways in which bullying can be prevented.
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Questionnaire
1. Do you know about the concept of bullying?
 Yes
 No
2. Which age group get mostly suffered by bullying according to you?
 6-10 years
 10-15 years
 15-18 years
3. What is the most common cause of bullying?
 Lack of social skills
 Physically disabled
 Learning disabilities
4. What role teachers and parents have while their child is bullied?
 Be observant and knowledgeable
 Assess extent of problem
 Enhanced adult supervision
5. How to prevent bullying within school?
 Classroom discussions
 Counselling
 Strong repercussions for bullying
 Identification of gateway behaviours
6. Any suggestions for future research.
Theme 1: Concept of bullying
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1. Do you know about the concept of bullying? Frequency
 Yes 12
 No 8
Interpretation: Bullying refers to intentional behaviour that is liable to humiliate, harm
or hurt a student either emotionally or physically within any place. As per school students,
someone makes you feel less about who is an individual as a person. This denotes mistreatment
and abuse of a person vulnerable by someone stronger and one who possess more power. As per
above graph, it shows that 12 people are aware about the concept of bullying and this assist them
to identify issues their child is going through. 8 people do not know about this as their child
might not have gone through this or there is even a possibility that they did not even if their kid
is facing it.
4
12
8
Yes
No

Theme 2: Age group that suffers a lot
2. Which age group get mostly suffered by bullying according to you? Frequency
 6-10 years 7
 10-15 years 8
 15-18 years 5
Interpretation: At present context, bullying is very common problem that takes place
within schools. All the age groups faces its impact despite of the fact that stronger individual
tends to possess power. As per above graph, students of the age-group 10-15 years are bullied
alot either on the basis of their physical appearance, gender, relations or colour. 7 respondents
feels that 6-10 years of child faces more bully as they are at development age and have problems
associated with thier day to day routines & requires someone to assist them, this can be the
reason. 15-18 years child also go through this as per 5 respondents due to their religion, culture,
habits or relations.
5
7
8
5
6-10 years
10-15 years
15-18 years

Theme 3: Causes of bullying
3. What is the most common cause of bullying? Frequency
 Lack of social skills 3
 Physically disabled 6
 Learning disabilities 11
Interpretation: There are diverse causes that leads to bullying, some of them are
physical appearcance, body language, gestures or colour. As per 11 respondents the individuals
who have some learning disabilities have to face it the most and is one of the important reason
that causes bullying. Mainly kids tease the others who are weaker as compared to others.
According to 6 respondents, physically disabled child is bullyied by different names that creates
impact on their mindset. On the other hand, kids those are not socially active means have only
few friends are bullied as group attacks them rather than attacking other group.
6
3
6 11 Lack of social skills
Physically disabled
Learning disabilities

Theme 4: Role of parents and teachers
4. What role teachers and parents have while their child is bullied? Frequency
 Be observant and knowledgeable 8
 Assess extent of problem 7
 Enhanced adult supervision 5
Interpretation: Parents as well as teachers have crucial role if child is being bullied
within school as they are the only one who can notice it. 8 respondents as per above graph feel
that both of them needs to observe their child and gain knowledge with respect to what they are
7
8
7
5
Be observant and
knowledgeable
Assess extent of problem
Enhanced adult supervision

going through as there is higher possibility that kid will not talk about it, as they may fear that
this can take place again. According to 7 respondents, parents along with teachers need to
understand the extent of problem and impact that they can create on mindframe of a kid so that
future problems can be avoided. As per 5 respondents there must be enhanced adult supervision
for analysing that who are involved within this to eliminate its roots from school and also
educate child with respect to this.
Theme 5: Prevention for bullying
5. How to prevent bullying within school? Frequency
 Classroom discussions 4
 Counselling 2
 Strong repercussions for bullying 7
 Identification of gateway behaviours 7
Interpretation: Teachers as well as other authorities of school needs to take effective
steps so bullying can be eliminated and students have affirmative environment where they can
8
4
2
7
7 Classroom discussions
Counselling
Strong repercussions for
bullying
Identification of gateway
behaviours

learn new things. As per 7 respondents, teachers need toidentify behaviour of students in terms
of prolonged staring, eye rolling, laughing cruelly or name calling. Through this, they can
identify the child who is involved in such kind of activities must be given warning. According to
7 respondents, there needs to be strong repcursions for students so that they are not involved in
such kind of activities with respect to future. 4 respondents feel that there must be classroom
discussions in this context to make students aware and motivate them if they are going through
this problem. 2 espondents feel that counselling must be carreied out to identify occurence of
bullying within school.
Conclusion
From above it can be concluded that bullying is denotes misuse of powers that are being
possessed by them. Power denotes stronger in physique as well as in term of friends. This aspect
leads to craetion of strong problems among students as well as bystanders. It also develop fear
among them like if they are body shamed then it will develop a sense of insecurities in them
which will also lead to decline within their confidence. Overall, it do not creates affirmative
impact on students and creates certain fears in them.
Teachers as well as parents have crucial role within identification that child is going
through some kind of problems. It is their resoponsibility to observe their behaviour as well as
ways in which they react in certain situations. After this, they can communicate to analyse the
entire situation and come to a conclusion. Teachers need to have special session in which they
need to make students aware about bullying and assist them to fight with them instead of letting
those fears or individuals to power them. This will aid students to stand strong agianst the actions
that are being taken by others to make them feel low.
Evaluation of research method for success
In this study, primary methods of research have been utilized in which fresh data has
been collected. To carry out this, questionnaire is being used by us as it is one of the precise
methods for having accurate infomrtaion as well as to acknowledge what others think about
bullying and ways in which it can be prevented (Mackey and Gass, 2015). It is a preventable
conditions but if it is not handled within time then it will lead to have adverse impact on students
and ways in which they behave with respect to any situation. As the fears that have developed in
childhood creates a negative impact for lifetime and the one who is being bullied will also do the
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same with their juniors as they have gone through the identical situations. This makes it
intensified to identify solution for its prevention (Smith, 2014). According to me, teachers and
parents have crucial role in such kind of situations as they are the only one with whom a child
can open up and speak up as they know that they will assist them to deal with such situation as
well as guide them within different aspects.
References
Books & Journals
Flick, U., 2015. Introducing research methodology: A beginner's guide to doing a research
project. Sage.
Kumar, R., 2019. Research methodology: A step-by-step guide for beginners. Sage Publications
Limited.
Mackey, A. and Gass, S. M., 2015. Second language research: Methodology and design.
Routledge.
Mehta and et. al, 2013. Bullying climate and school engagement in ninth‐grade students. Journal
of school health. 83(1). pp.45-52.
Silverman, D. ed., 2016. Qualitative research. Sage.
Smith, P. K., 2014. Understanding school bullying: Its nature and prevention strategies. Sage.
Taylor, S.J., Bogdan, R. and DeVault, M., 2015. Introduction to qualitative research methods: A
guidebook and resource. John Wiley & Sons.
Twemlow, S. W. and Sacco, F. C., 2012. Preventing bullying and school violence. American
Psychiatric Pub.
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