Victimization is in most cases found in schools but bullying in elementary school is likely to continue at the later age. A consistent growing empirical literature shows that adults bully adults in the workplace in the United States and other countries. (Prinstein and Dodge, 2008). With this findings in mind, there is need to enhance reporting of bully cases in schools so as to minimize the vice.
According to Webb and Terr in 2007 shows that bullying affects nearly one in three American school children in grades six through ten and merely sixteen percent of them report to have been bullied.
Expected outcomes (Measurable Objectives)
A positive relationship between having been bullied in school and being bullied in the adult workplace is evident since those who had been both bullies and victims of bullies in school were even more likely to be bullied as adults at work. Secondly, comparison on sex differences is expected to be the frequency of being bullies, victims, and bully-victims in elementary schools. American male students are more found to bully and are bullied more than female students in elementary schools. Males may consistently have been bullied more than females in many national American studies.
As Prinstein and Dodge, 2008 found, American male students bullied more than female students, but were equally victimized. They reported that in their pick of a random sample, American 6th graders, boys were over three times more likely to be classified as bully-victims than were girls, and American middle school and high school students, males were six times more likely to be bully-victims than were female students.
Direct bullying is a form of physical or verbal attacks, and indirect bullying, or relational/social bullying in the form of deliberate social exclusion or isolation. There are more verbal bullying form elementary school boys and girls than physical bullying, and that physical bullying is more common among boys than girls. Verbal bullying is expected to be more common in both American boys and girls, and American boys may do more physical bullying than girls. Girls engage in more indirect or social bullying than boys, so gender differences is a determinant on the types of bullying used by bullies and experienced by victims in school at various levels, (Prinstein and Dodge, 2008).
Analysis of Results
Measurements of outcomes
Data collection is important for continuous assessment of school crime and violence to give out better and more reliable solutions. A rather robust data collection system is important for educators, community officials, and policy makers at the local, state, and Federal levels to assess and implement school policies for safety.
The best data mining and analysis procedure to be utilized here ought to incorporate demographics on students and also adults as participants and collection of their responses filled in questioners.
A retrospective study need to be conducted on working adults to investigate whether they had been bullied in school and whether they were being bullied at their jobs. A reliable computer software program or application tool such as the Statistical Package for the Social Services (SPSS) or Excel will be used to analyze this data to come up with charts and graphs to give the clear picture on influences to bulling and current trends and effects.
Finding data from the of students who skip school or practice truancy and finding correlation with gathered data on bulling is a key point to be utilized. The correlations also need to be done with respect to age and gender.
The problem is that bulling at school is on the increase with only a small number out speaking about it.
In line with the undertaken surveys by Prinstein and Dodge in 2008, seven percent of students ages 12-18 were reported to be bullied at school during the previous six months. Therefore bullying behavior is most prevalent in the middle grades but as students get older, the prevalence declines so only a small number are bullied.
Educators, parents, students, and community members need to find ways to curtail and prevent bulling behaviors from happening because of the growing evidence that leads not only to short and long term consequences for the victim and the offender, but also diminishes the moral climate of the school and its learning environment.
The consequences or effects of bulling are equally felt by persons who do not engage in bullying-type behaviors. So these behaviors are far reaching and students who are bullied are at higher risk for truancy and subsequently dropping out of school.
Bullied students are likely to skip school entirely or miss out on extra-curricular activities, have little self-esteem, feel isolated, experience depression and are less likely to report good grades. Offenders in bullying incidents are also more likely to engage in crime as adults, have poorer grades or test scores, and may be good abusers of tobacco and alcohol. They are also more prone to carry a weapon to school for protection and engage in physical fights.
Description of Selected Solutions/Calendar Plan
The initiatives to be pursued to address the issue may include but not limited to first of all coordination. By solicit of funds and use of grants, effective drug and violence prevention programs can be implemented, secondly is through interagency campaigns to stop bullying and increase awareness about the problem of bullying among teens.
Teaching young people that they can and should do everything possible to stop bullying is the key goal. The websites, television and radio public service announcements are some vital points these campaigns ought to focus considering that this are issues concerning people who are highly conversant with technology. Programs should avail access for information on bullying prevention and activities that can be implemented at school or community level.
Bullying is an act that erodes the schooling climate, impairs teaching and learning, and is hurtful to individuals, very often leading to short-term and long-term consequences, including suicide and homicide. As such, we must aggressively attack the problem.
Education cannot take place in an environment of fear. All students deserve safe learning environment without being afraid of going to school because of the way they will be treated while there. It would be very unwise to depend on the government to do everything, but if everyone is committed to the issue and does what they can then there would be a decline or even demise of the offense and schools will be safe for everyone
Webb N and Terr L, (2007), Play Therapy with Children in Crisis: Individual, Group, and Family Treatment. Guilford Press publishers, P. 251
Prinstein M and Dodge K, (2008), Understanding Peer Influence in Children and Adolescents. Guilford Press publishers, P. 239