Bullying: How Can We Fight Against it?

Table of Contents
Abstract
Introduction
Statement of Problem
Literature Review (Pros/Cons, Theorists/ Instructional
Strategies)
Statement of Hypothesis
Method/Instruments
Research Design
Threats to Internal/External Validity
Data
Pre/Post Test Results
Correlations
Bell Curve
Discussions/Implication
Student Reflections
References
 Abstract

The study examined the impact of participation in anti-bullying

intervention. The chosen sample group comprised of 27 general
education students. A research design, intervention model and
dramatic role play was utilized. Analysis of quantitative- data showed
that anti-bullying intervention impacted the decrease in class-based
bullying. The student focus group resulted in three themes which
included 1) exposure to a program, 2) participation in a program
through class discussion and group work, and 3) student civility.
Sample groups test results and implications are discussed
 Bullying has been around for years, but it has never been taken to
the extreme as it has today
According to Berthold & Hoover, Slee, Walker, Ramsey &
Gresham, targets of bullying may suffer greatly in terms of their
social and emotional well-being, become anxious, and depressed,
isolate themselves from peer groups, and avoid school for fear of
being bullied (in Integrating Bullying Prevention Into School-
wide Positive Behavior Support, p.48)
With the help of school-based intervention programs, the frequency
of bullying has the ability to be minimized greatly
Many theorists and practioners believe programs have already been
put in place to intervene bullying, but too many tragedies are still
occurring; so there needs to be more of an effective intervention
 Bullying has and will be a problem in this world if school-based intervention
programs are not effectively put into place

Schools have not done their best to work towards eliminating this problem
because we hear about new tragedies so frequently

Tragedies include suicides, depression, long and short term health effects

Unawareness is the main problem

According to Limber & Nation 2003, not only does bullying harm both its
intended victims and its perpetrators, it also may affect the climate of schools and,
indirectly, the ability of all students to learn to the best of their abilities. (p.1)
 Review of Literature:
All of these sources include pros of intervention and how it will benefit schools to prevent
bullying.

In the article Integrating Bullying Prevention into School-wide Positive Behavior Support,
Simonsen mentions how consequences for bullying needs to be more severe. In addition, he
mentions how students respond most to intervention with integrity (Good, McIntosh & Geitz,
2011)

In the article Understanding and Dealing with Bullying in Schools, Smokowski & Kopasz
mention strategies that were proven to transform the school climate like reaching out to victims,
set clear consequences and enforce them, supervise students during breaks, engage students in
activities related to bullying and create community action teams. (Yerger & Gehret, 2011)

Young & Ward talk about incorporating literature into teaching anti-bullying . (Young & Ward,
2011)
 Review of Literature:

Theorists include Dr. Dan Olweus, Maria Montessori, Susan Limber, Maury Nation & Tonja
Nansel that believe anti-bullying programs would decrease bullying in schools

Olweus believes there are two true preventive approaches to bullying: a) teaching all students
the skills needed without bullying b) changing aspects of school culture. (Limber & Nation,
2003)

Limber & Nation believe that adopting comprehensive approaches to reduce bullying will
change students behavior and attitudes giving teachers the willingness to intervene. (Limber
& Nation, 2003)

Nansel feels that bullying needs serious attention for future research and preventative actions
(Nansel, Overpeck, Phila, Ruan, Morton-Simons & Scheidt, 2001)

Montessori has a character education model that should be incorporated at an early age to
instill important values of good character that will decrease bullying behavior. (Lombardi,
2010)
 Review of Literature
According to the World Health Organization in 1992, anti-bullying interventions are
promoted via the Health Promoting Schools Frame particularly in Europe.
Instructional strategies have been put in place that include school-wide interventions
including School-Wide Positive Behavior Support (SWPBS), The Bullying Prevention in
Positive Behavior Support (BP-PBS), and The Social Skills Group Intervention (S.S. GRIN)
These programs have an overall goal to promote positive social and learning environments.
These also focus on the students outcomes of bullying, social relations and safety. (Good &
McIntosh, 2011)
Instructional strategies are world-wide which include countries like Italy, Canada, England,
etc. (Ferguson, San Miguel & Kilburn, 2007 )
Character Education has been put in place to teach respect, morality and values ( Berkowitz &
Bier, 2005).
Integrating anti-bullying lessons and
character education over a five-week
period once a week 90 minutes a day
with 27 third grade students at P.S. X
in Brooklyn, New York will decrease
anti-social behavior and increase
student civility. This will be measured
by integrating role play into the
lessons.
Participants
27 3rd grade gifted students (ethnicity: 26 African Americans and 1
Asian)
1 Teacher
1 Principle

Instruments
Consent forms
Parent Survey
Student Survey
Pre-test
Post-test
Student-made performance skits
Checklist during Role Play Performance
Bullying Incident Reports
Class Bullying Reports Bar Graph
Role Play Rubric
 Research Design/
Threats to Validity
Research Design: Pre-Experimental
One-Group Pretest-Posttest Design
Symbolic Design: OXO
Single group is pretested (O), exposed to a treatment (X), and post tested
(O).
The same treatment will be given to one group once a week for four weeks
two periods a day.
-- Students will be split up into 5 groups of 4 and 5 for the cumulative
assignment to perform dramatic role play

External Validity Internal Validity

History
Selection-Maturation Interaction
Maturation
Pre-Test Treatment
Testing/Pre-test Sensitization
Specificity of Variables
Instrumentation
Experimenter Effects
Mortality
Differential Selection of Subjects
 Procedure
Pre-Test Administration

Bullying Instruction (5 weeks, once a week)

Read Alouds
Class Work Activities (making lists, making a bar graph)
Strategies
Open Discussion

Role Play Rehearsal

5 groups of 4 or 5
Assign group jobs (leader, reporter, errand monitor, time keeper, presenter)

Role Play Performance

Rubric to Assess

Post-Test Administration
 Pre-Test/Post Test
o Bullying Situations

Parent Survey
o Demographics, Attitude, Frequency

Student Survey
o Demographics, Attitude, Frequency

Bullying Incident Reports

Dramatic Role Play Rubric

Pre Test/Post Test Data

Descriptive Pre-Test Post-Test

Statistics
Mean 72% 85%

This graph shows that Class Xs pre-test average

was 72%. With the informative class sessions and
the cumulative assignment, Class Xs post-test
average is 85%. This is a 13% increase from the
pre-test.
37% of the 27 parents
disagreed to their child being a
victim of bullying. There was no
correlation between children
not being victims and the pre-
test scores (Bullying Situations)
62% of the 27 parents agreed to
their child being a victim of
bullying. There was a fair
correlation of 0.43 for students
who have been victims and pre-
test scores (Bullying Situations)
18% of 27 parents disagree to talk to their
child about bullying on a continuous
basis. There was a very high negative
correlation of -0.75 between not talking
with child about bullying and pre-test
scores(Bullying Situations)
81% of 27 parents agree to talk to their
child about bullying on a continuous
basis. There was a very high positive
correlation of 0.70 between agreeing to
talk to their child about bullying and pre
test scores(Bullying Situations)
44% of 27 parents disagreed to their
children having access to social media.
There was no correlation between
children having access to pre-test
scores(Bullying Situations). This might
be the reason for low pre-test scores.
55% of 27 parents agreed to their
children having access to social media.
There was no correlation between
children having access to pre-test scores
(Bullying Situations). This might be the
reason for low pre-test scores.
 Bell Curve

Mean: 72.04 Mean: 84.8

Median: 75 Median: 90

SD: 14.22 SD:12.28

Variation: 189 Variation: 151

 Discussions
Research shows that students test scores increased by 13% from their pre-
test and their post-test in one month

The action research results supports the theorists ideologies and current
research:

The Olweus Intervention Model: School Based, Class Based, Individual

Based

Implementing drama into bullying interventions

Providing effective strategies
Speaking up for others in the occurrence of bullying through Bullying
Incident Reports
 Implications
The researcher presumes that there was a connection between students not
having an anti-bullying program at school and poor pre-test results

The researcher presumes there is a connection between students having an anti-

bullying intervention for 4 weeks and high post-test results.

However, more research is needed due to the inability to intervene directly to the
entire school
 Students Reflections
Q: Was this intervention or bullying program helpful in your class and school environment?
Why or why not?

A1: It was helpful in my class because it taught us how people bully

A2: Yes, it was because more people stopped bullying me.

A3: Yes, because we dont usually have the program in our school.

A4: Yes, because I am starting to control my anger a little.

A5: The intervention was helpful because now I have strategies to protect myself from a
bully.
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