Bullying: Discussion of Findings, Limitations, and Significance

This discussion post examines the findings of a study on bullying, focusing on the importance of strict laws and anti-bullying programs in schools. It highlights the potential negative impacts of bullying on children's well-being and academic performance, while also acknowledging the limitations of anti-bullying initiatives due to psychological reactance and deviancy training. The discussion also addresses the limitations of the research, such as the study's specific context and potential biases in data collection. Furthermore, the post emphasizes the significance of the study in raising awareness about bullying and providing resources for parents, educators, and students. Desklib provides a platform to explore similar solved assignments and study resources for students.

Running Head: Discussion Findings 1
Brito, Jessica
Professor Smith
BUS 410: Theory and Practice of Business Research
Deductive or Inductive

Discussion Findings 2
Discussion Findings
It is important to have strict laws for bullying, where the traumatic stress can certainly
create a major stress for the children at school. There is a possibility that they might be fearful to
attend the school, using the bathroom or going alone anywhere. The fear and anxiety can be
mainly difficult for the children to focus on how they engage in the classrooms which will
eventually make their learning more difficult. Hence, the laws and programs that reduce bullying
practices are important, where the antibullying programs might be holding elicit responses which
exerts a major indirect influence on bullying with limiting the effectiveness of anti-bullying
activities (Espelage, Low, Van & Polanin, 2015). It is seen that a small group of students might
evidence reactance which can influence a wider group of students through modelling the
antisocial behavior and encouraging the peers with disregard or disruption of programs. The
process is considered to be deviancy training which is likely to flourish in relativeness to the
unstructured settings, where bullying occurs often (Rigby, 2017). The mechanisms set through
antibullying initiatives might generally elicit the responses that could undermine the programs
through recurrent focus group themes. The participants need to focus on limiting the extent to
which the initiatives are influencing their peers (Evans, Adler, MacDonald & Côté, 2016). There
are different factors of psychological reactance which might be leading to influencing the student
response for antibullying initiatives. The reactance’s are likely when prevention programs
attempt to limit the behaviors of student value.
The strict laws can help in saving the lives where people of different ages, social status
and the nationalities are seen to be violent under attack each and every day. The bullying has
been a major problem in the communities that could threaten the physical and the emotional
harms which are done to the people, at an enormous level (Formby, 2015).
Write about limitations and delimitations.
There are different limitations to the research. We need to know where the study is
conducted, and whether the bullying rates are higher or not. It is also not clear if the findings are
transferrable to other schools of Europe where the antibullying programs are generally
considered to be successful. The other limitation is the decision to engage the workers with focus
group interviewers who might have introduced a completely biased factor towards a favorable
evaluation for antibullying programs. There is a need to reduce the disruptions with focus groups

Discussion Findings 2
only limited to time of 45 minutes. This could have reduced the percentage of groups, where
theme was recorded.
The research delimits that the study might not be completely generalized for other
populations or the youth who are not attending the schools, anymore.
Significance of the study
The study will help in raising awareness for the problems and then provide parents,
educators and the students with proper information on how to handle the problem of bullying in
society. The strict laws needs to be used that the children are not harmed through this.
References
Espelage, D. L., Low, S., Van Ryzin, M. J., & Polanin, J. R. (2015). Clinical trial of second step
middle school program: Impact on bullying, cyberbullying, homophobic teasing, and
sexual harassment perpetration. School Psychology Review, 44(4), 464-479.
Evans, B., Adler, A., MacDonald, D., & Côté, J. (2016). Bullying victimization and perpetration
among adolescent sport teammates. Pediatric exercise science, 28(2), 296-303.
Formby, E. (2015). Limitations of focussing on homophobic, biphobic and transphobic
‘bullying’to understand and address LGBT young people's experiences within and
beyond school. Sex Education, 15(6), 626-640.
Rigby, K. (2017). School perspectives on bullying and preventative strategies: An exploratory
study. Australian Journal of Education, 61(1), 24-39.