Bullying has been in our school systems for many years, STOP! Why? Has this been a not only a continued problem but a growing problem? Bullying has escalated not only in the schools; it has really taken off since the millennium children, with the increased age of the technology and with the internet. Since the days when I was in school during the mid-80’s, why have schools not been able to come up with idea on how to stop bullying? In fact school shootings are increasing, along with suicides in adolescents. Schools need to start educating our teachers and staff on bullying prevention programs that will give them the tools and training for early detection of bullying. This can and will prevent bullying and give our children a more positive learning experience well into and past college.
Adams, F. D. (2011). Bullying victims: The effects last into college. American Secondary Education, 40(1), 4-13.
This article explains the study of effects that bullying has past high school and even well past college. The study showed bullying in middle school and high school lasted long after, a total of 269 undergrad students participated in the study. The findings found that 100 of the 269 students (37.2%) said they were bullied in middle school or high school. The discussion with these students alliterated on the victimization continued after high school and into college, causing them to have trouble making friends, felt no one would listen to them while in college, and they were feeling isolated.
I agree with this study, knowing my son is a victim of bullying and has been since his 6th grade year in middle school. He isolates himself by not making friends, stays home a lot and not going outside when the weather is really nice. He is also very emotional, so yes I found this article interesting and will use in my paper.
Jacobson, R. B. (2010). On bullshit and bullying: Taking seriously those we educate. Journal of Moral Education, 39(4), 437-448.
This article takes the underlying look at the bully and his/herself real intentions ad why they bully. The author discusses the definition of educational morals that go along with being a school age child from ages 5-18 from two people Hans-Georg Gadamer, a German hermeneuticist. Prolific educational philosopher John Dewey, and Harry G. Frankfurt, they feel that a bully victimizes another child intentionally. This is being defined as bullshitting and not bullying. Bullshitting in this case does not mean lying, but phony. They go on by saying the bully is not trying to deceive us about his activities, they are misrepresenting what they are up to.
I do agree with this definition, I feel a bully is always up to something more than what is visible by the naked eye. I feel they are not to just hurt that person by being mean, there is something greater lying underneath that most of us do not understand on the surface. That is why school staff needs to be more educated on this and take the time out to dig deeper to the real root of the problem. The teachers need to ask themselves what causes one to do something like that why are they feeling, or intentions behind that behavior? This will be useful in my paper.
Kalman, I. C. (2013). Why psychology is failing to solve the problem of bullying. International Journal on World Peace, 30(2), 71-97.
This article will discuss the how all 50 states have anti-bullying programs required by law (since columbine shooting) and are asking why they are failing. If so much is conducted by mentalist. A recent study showed that 86% of anti-bullying programs are failing or making things worse. Researches are not looking at the negative effects of these programs, as though they weren’t supposed to have any. Schools are not only being sued for not reducing bullying, they are also being sued for accusing a child of bullying, so schools are neglecting to report any incidents of bullying.
I have seen this first hand with my child. He has been consistently bullied by the same students time and time again. This just shows that when he reports them nothing is being done. I feel as long as schools are relying on state and federal laws to dictate what is a anti-bullying programs instead of creating them on each individual school from the research collected and putting in the corrective policies and programs, this will continue as it has. This is beneficial to my paper.
Smith, P. K., Kupferberg, A., Mora-Merchan, J. A., Samara, M., Bosley, S., & Osborn, R. (2012). A content analysis of school anti-bullying policies: A follow up after six years. Educational Psychology in Practice, 28(1), 47-70.
With the all talk about anti-bullying programs being implemented, this study was taken 6 years after some new policies by the UK government were installed. They didn’t stop or reduce bullying; they study showed an increase in incidents being reported. Now the number of school policies regarding bullying has risen some 36% from 1996 – 2002.
This to me really just shows that incidents are not being taking seriously. If reports are going up and bullying is not on the decline, then what is the policy good for? It really is not doing anything and hasn’t over the past 6 years. This to me is not useful to me in my research.
Domino, M. (2013), Measuring the impact of an alternative approach to school bullying, Journal of School Medicine, 83(6), 430.
Recent studies have shown bullying is the leading form of school violence. Schools are using meta-analysis interventions, statistical methods for contrasting and combining results in the hope of identifying patterns in bullying. This form of intervention has shown nothing in the reduction of increase to bullying. An alternative to this has been social-emotional learning and positive youth development, which strengthens social competencies have shown to reduce risk behaviors in our youth.
I feel this is a great start on to something that has been talked about recently in school districts that I have worked in. reducing risk behaviors and increasing youth involvement is something that has lacked for years. I will use this research in my proposal to influence my audience to implementing programs with this. Results from this have shown significant reduction with participation.
Adams, F. D. (2011). Bullying victims: The effects last into college. American Secondary Education, 40(1), 4-13. Journal Jacobson, R. B. (2010). On bullshit and bullying: Taking seriously those we educate. Journal of Moral Education, 39(4), 437-448. Journal Kalman, I. C. (2013). Why psychology is failing to solve the problem of bullying. International Journal on World Peace, 30(2), 71-97. Journal Smith, P. K., Kupferberg, A., Mora-Merchan, J. A., Samara, M., Bosley, S., & Osborn, R. (2012). A content analysis of school anti-bullying policies: A follow up after six years. Educational Psychology in Practice, 28(1), 47-70. Journal Domino, M. (2013). Measuring the impact of an alternative approach to school bullying. Journal of School Medicine, 83(6), 430. Journal