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Chapter 1: Introduction
Dre Parker, 12 years old, could have been the most popular kid in Detroit, but
his mother's latest career move has landed him in China. Dre immediately falls for his
classmate Mei Ying and the feeling is mutual but cultural differences make such a
friendship impossible. Even worse, Dre's feelings make an enemy of the class bully,
Cheng. In the land of Kung Fu, Dre knows only a little karate, and Cheng puts "the
karate kid" on the floor with ease. With no friends in a strange land, Dre has nowhere
to turn but maintenance man Mr. Han, who is secretly a master of Kung Fu. As Han
teaches Dre that Kung Fu is not about punches and parries, but maturity and calm,
Dre realizes that facing down the bullies will be the fight of his life (Columbia
Pictures, 2010)
In this report, we are going to use the theory of emotion proposed by JamesLange on Dre Parker. According to the James-Lange theory, emotion results from
physiological states triggered by stimuli in the environment (King, 2014). Lange
explained his theory by relating his own concept to the concept of common sense. The
common sense tells us what we should do because of the external stimulus that we
perceived.
Other than that, we are also going to use the systematic desensitization in this
report. Systematic desensitization, an empirically researched behavior therapy
procedure that is time-consuming, and rooted on the principle of classical
conditioning. Systematic desensitization is the therapy approach use to eliminate the
client's fear response towards a particular stimulus by using systematic procedures to
help the client to relearn a desirable respond towards the feared stimuli.

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Chapter 2: Theoretical Approaches

Theory of Emotion
Emotion is the feeling or affect, which can involve physiological arousal,
conscious experience and behavioral expression (King, 2014). Dre moved from
Detroit to Beijing because of his mothers career. He had faced the problem of cultural
different with his classmates. He had difficulty to make friend with Mei Ying
especially when Cheng and his friends harassing and humiliating Dre in and around
the school in order to keep him away from Mei Ying. The evidence of being bullied
can be considered as an external stimulus perceived by Dre. For physiological arousal,
he stimulated autonomic nervous system in which that make one become nervous. He
tried to avoid meeting up Cheng and his friends if possible as he felt scared and weak
when facing them. This is because he only knows a little bit of karate instead of
Chinese Kung Fu.
In the theory of James-Lange, he stated that the emotion is resulted from the
physiological states triggered by environmental stimuli (King, 2014). For instance,
Dre saw Cheng and his friends at school compound, and he begun to run away to hide
himself. Dre aroused body then sends sensory message to the brain, at which point of
emotion are perceived. Dre are scared because he ran away from them. This can be
clearly shows that Dre perceived the external stimulus, respond to it and interpret the
reaction as emotion.

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Systematic Desensitization
Systematic desensitization is the therapy approach use to eliminate the client's
fear response towards a particular stimulus by using systematic procedures to help the
client to relearn a desirable respond towards the feared stimuli. By pairing the state of
relaxation with phobia associated scenarios varying in degree in the level of fear, the
subject would eventually be able to replace the original emotion respond which is fear
with neutral relax state of mind.
In the movie, Dre who has been bullied and beaten up several times,
developed a fear toward his bully, Cheng. However Dre was not willing to subdue to
his fear and try to retaliate by sabotaging Cheng, in which Cheng responds chasing
Dre down to a dead ally and beating him, thus furthermore enforcing Dre's fear.
However through the help of Mr. Han, Dre had begun to learn the means that he need
to overcome his problem. He gradually defeats his opponent in the tournament and
eventually conquers his fear towards Cheng by defeating Cheng in the final.
We could argue the similarities of systematic desensitization process with the
process of how Dre overcome his problem. Emotionally wise Dre had initially
developed fear and avoidance attitude due to that Cheng was well trained in the art of
Kung Fu, however by defeating other opponent in the tournament, Dre gain
confidence in his own ability and convinced that he can handle Cheng, which he
previously cannot fight. Therefore, in a way the process of defeating opponent in the
tournament is similar to the hierarchy of fear scenario that was used to desensitize
during the process of desensitization therapy, where Dre approach and overcome his
fear scenario beginning by defeating the less challenging opponent to facing his bully
who is well trained in martial arts.

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Chapter 3: Literature Review

Theory of Emotion: Risk Indicators and Outcomes Associated With Bullying in Youth
The purpose of the this study is to determine the unadjusted and adjusted risk
indicators associated with physical bullying and to clarify the impact of repeated
physical bullying on health outcomes, namely depressed mood.
The method used in this study is every student attending school in the city of
Saskatoon, Canada, between grades 5-8 was asked to complete the Saskatoon School
Health Survey. There were 9,825 youth registered in grades 5-8 in the public and
catholic school boards. The bullying survey used was the Safe School Study
developed by the Canadian Public Health Association. This survey measures the
prevalence of bullying by asking In the past four weeks, how often have you been
bullied by other students physically, verbally, socially or electronically. There are
four potential responses: never, once or twice has a month, every week or many timed
a week. The survey also queries causes of bullying, where bullying occurs, responses
to bullying and what should be done to prevent or reduce bullying
The main finding in this study is 4,197 youth completed the questionnaire.
23% of the respondents reported being physically bullied, 42% reported being
verbally bullied, 31% reported being socially bullied and 10% reported being
electronically bullied at least once or twice in the previous four weeks. Overall, 19%
reported experiencing physical bullying once or twice a month and 4% experienced it
every week or many times a week. After multivariate adjustment, the covariates
independently associated with being physically bullied included being male
(OR=1.39), attending a school in a low-income neighborhood (OR=1.41), not having
a happy home life (OR=1.19), having a lot of arguments with parents (OR=1.16) and
feeling like leaving home (OR=1.23). Children who were repeatedly physically

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bullied were more likely to have poor health outcomes. For example, 37.3% of
children who were physically bullied many times per week had depressed mood in
comparison to only 8.1% of children who were never bullied. After regression
analysis, children who were ever physically bullied were 80% more likely to have
depressed mood.
The discussion and application of this study clarifies the impact of repetitive
physical bullying on youth with regard to health outcomes. For example, depressed
mood was 4.6 times more common in youth who were bullied physically many times
per week in comparison to youth who were never physically bullied. In a survey with
91 American students between the ages of 11-14, frequency of exposure to bullying
was the greatest factor in predicting trauma. Comprehensive whole-school
interventions that include sanctions, teacher training, classroom curriculum, conflict
resolution training and individual counseling by school counselors when required are
somewhat effective in preventing bullying. School connectedness, a feeling that
youth belong to their school environment, has also been employed to deter bullying in
the school system. For example, a program that includes relationship building, selfesteem enhancement, goal setting, and academic assistance was found to improve
self-esteem levels and foster positive connections in multiple areas of the students
life. Most of the independent risk indicators associated with physical bullying is
preventable through appropriate social policy implementation and family support. It
also appears that preventing repeated bullying should be the main focus of
intervention in comparison to preventing more infrequent bullying.
The prevalence of health problems increased substantially as bullying
frequency increased from never to once or twice per month to weekly to many times
per week (Table 5). For example, only 8.1% of youth who were never physically

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bullied had depressed mood. In comparison, 16.2% of youth had depressed mood if
they were bullied once or twice per month. Depressed mood increased to a prevalence
rate of 26% and 37.3%, respectively, for youth who were physically bullied once a
week or many times per week.
The main factor in this study is physical bullying. Physical bullying victims
were more likely to be boys, be of First Nations or Mtis cultural status, have an
unemployed father, have a mother and a father who did not graduate from high
school, have a father with a non-professional occupation; and were more likely to live
in a low-income neighborhood. Victims of physical bullying were also more likely to
be overweight or obese. Not living with both parents and all parental relationship
questions were associated with physical bullying prior to statistical adjustment.
Bullying can impact the physical, emotional and social health of a child.
Victims of bullying are more likely to report sleep disturbances, abdominal pain,
headaches, sadness, low self-esteem, depression, anxiety and suicidal thoughts. A
Canadian study reviewing bullying among schoolchildren found that the long-term
consequences of being a victim of bullying included mental health problems,
criminality, school drop-out and unemployment.

Theory of Emotion: The Role of the School Environment in Relational Aggression

This research is to examine risk for involvement in relational aggression and
victimization among middle school youth, evaluating both individual beliefs about
violence, as well as aspects of the school environment, including interpersonal school
climate and school responsiveness to violence.
This research uses data collected method in the context of a multisite
randomized trial. Investigators from four universities which are Duke University, The

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University of Georgia, University of Illinois at Chicago and Virginia Commonwealth

University recruited area schools serving middle school students. Data were
collected from students who returned both assent and parental consent forms;
telephone follow-ups and home visits were made to increase study participation. Two
to three schools from each site were assigned randomly to one of four intervention
conditions: (1) a universal condition including a social-cognitive student intervention
(Meyer et al. 2004) and a teacher training and support intervention (Orpinas et al.
2004; n = 9 schools and 1,305 youth); (2) a selective intervention condition, which
included a group-based family intervention (Phillips- Smith et al. 2004; n = 10
schools and 1,349 youth); (3) a condition that included both universal and selective
interventions (n = 9 schools and 1,241 youth); and (4) a no-intervention control
condition (n = 9 schools and 1,211 youth). This study utilized two individual-level
outcome variables (relational aggression and relational victimization) and three
individual-level and school-level constructs drawn from six predictor variables:
individual beliefs about aggression, individual perceptions of school norms for
aggression, interpersonal climate (positive studentteacher.
The main finding in this research predicting relational victimization, none of
the intervention effects were significant and the quadratic term was not significant.
Individual level indicators of school climate added significant explanatory power to
the model both in the fall of 6th grade and over time, in line with our expectations.
Individual-level predictors explained an additional R2 = .04 in relational victimization
in the cross sectional model, and an additional R2 = .03 in the longitudinal model. As
with relational aggression, the school level indicators of school climate did not have a
significant impact on relational victimization in the 6th grade, contradicting our
hypothesis.

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Individual beliefs favoring aggression were not significantly associated with

relational victimization and did not vary by gender; although the interaction between
time and perceived norms indicated significant change in the association over time (B
= -.07, p\.001), post hoc analyses revealed that this construct was not significantly
associated with relational victimization by the spring of 8th grade. Individual beliefs
favoring nonviolence were not significantly associated with relational victimization
and did not have a significant interaction by gender.
Students who perceived better relations with other students reported lower
levels of relational victimization (B = -.23, p\.001), and this became increasingly true
over the course of middle school (B = -.18, p\.001), supporting our hypothesis. This
relationship did not vary by gender. Student perception of studentteacher
relationships was not significantly associated with relational victimization and there
was no significant moderation by gender.
Perception of awareness and reporting at the individual level was not
associated with relational victimization and did not vary by gender. Perceptions of
school safety problems were positively associated with relational victimization (B = .
08, p\.001), in line with our hypothesis, and this relationship became increasingly
strong over time (B = .08, p\.001).
In discussion and application of this research, schools are among the most
important developmental contexts for adolescents (Jessor, 1993) and the literature has
provided strong evidence that the school environment has a powerful effect on
physical aggression (Henry et al. 2011). However, little is known about how factors in
the school environment may influence relational aggression.
Consistent with previous findings (Kuppens et al., 2008; Onishi et al., 2011),
we found that individual beliefs were associated with higher levels of relational

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aggression perpetration. These findings also extend previous research by suggesting

that it is not just norms supporting violence, but also norms supporting nonviolence
that are important for understanding risk. Having strong beliefs that there are
nonviolent alternatives to violence is related to reduce risk for relational aggression.
Both studentstudent relationships and studentteacher relationships were
predictive of lower levels of relational aggression. The relationship to victimization,
however, diverged from our expectations. While positive studentstudent
relationships were associated negatively with relational victimization, studentteacher
relationships were not related to relational victimization. School levels of
interpersonal climate measures could be expected to have similar effects on relational
aggression and victimization levels because they reflect a system where aggression
and victimization levels should correspond. At the individual-level, however, a
students perpetration of relational aggression could be influenced more powerfully by
teacher relationships than the experience of relational victimization.
Studies have suggested that teachers often see relational aggression as
normative and are less likely to intervene than with physical aggression (Craig et al.
2000). Additionally, many teachers may not be aware of relational aggression due to
its covert nature (Crick and Grotpeter, 1995). Students may perceive teachers as
responding to other forms aggression that may be unrelated to their acts of relational
aggression; in these cases, higher perceptions of awareness and reporting would not
impact relational aggression. In regard to school safety, as predicted, youth who
perceived higher levels of school safety concerns exhibited higher levels of relational
aggression and higher levels of relational victimization.
Systematic Desensitization: Relaxing Your Fear Away
Purpose of study is to discuss the theoretical approach that was design by

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various psychologists, including Joseph Wolpe and others, and to discuss the
procedure and also the effectiveness and limitations of the methods revised.
There are numerous steps in methodology that were devised in systematic
desensitization. First on the approach is relaxation training. During the beginning of
therapy therapist will begin relaxation training with the client. Wolpe recommended
Edmund Jacobsons progressive muscle relaxation technique. Progressive muscle
relaxation involves tensing and relaxing various groups of muscles throughout the
body to achieve a deep relaxed state (Wolpe, 1961). Second stage of the therapy is the
construction of Anxiety Hierarchy. In order to achieve that therapist will work with
clients to develop a list of anxiety-producing situations or scenes, which in some way
co-operated your phobia. The list of hierarchy created can vary from 5 to 20 or more,
and the scenario depicted in the list would be graduate increasingly in the level of
phobia as the list goes down, from slightly uncomfortable scenario to frightening
scene and then to the most anxiety producing events. The final stage of the therapy is
the actual desensitization of the fear (Wolpe, 1961). Wolpe suggested that the client
do not require to place in direct contact with the actual feared situation, but only
through description and imagination of the feared scenario (Wolpe, 1961). The actual
process of desensitization began by the client to be instructed to enter a state of deep
relaxation, before the therapist began to describe the feared scene in the hierarchy list
to the client. The client's objective is to remain completely relaxed while imagining
the scene that was being described by the therapist. If the client was successful to
remain relaxed, then the therapist will proceed to the next scene on the hierarchy list,
if the client were to feel the slightest anxiety, they are instructed to raise their index
finger. When this happens, the presentation of the scene will stop until the client
would return to the relaxed state, and the therapist continues to proceed to work down

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the list. This process repeats until the client eventually will be able to maintain relaxed
throughout the list. The client will be required to repeat the process several times in
follow up therapy sessions. In Wolpe's work with his client, the number of sessions
required to complete the therapy varies. Some claimed to recover in few while some
took more. Average number of sessions require numbering in about 12, which also
suggest that systematic desensitization are more effective than psychoanalysis
treatment, which usually require years of therapy.
Findings show that subjects who suffer from phobia can be successfully
through desensitization treatment. According to Wolpe's report from his study, the
success rate is up to 91%, while the remaining 9% had their failure were contributed
by problems which did not allow proper desensitization such as the inability to
imagine the scenario. Furthermore, it is possible for the subject to desensitize their
fear without actually being physically presence in the feared situation. The concept of
Wolpe's theoretical approach was to use a counter response to inhibit the fear response
towards the stimuli. The idea is that two different respond co-exist together against a
single stimulus, hence physical relaxation inhibits the emotion of fear. Lastly, Wolpes
method also justified the stand that phobia is developed through association, which is
a process of learning; hence, phobia can be unlearned through desensitization.
In discussion, Wolpe's behaviorist approach was introduced during the 1950s,
it created controversy as psychoanalysis therapy was popular at the time and
skepticism towards behavior therapy had been raised. Critics from the pro
psychoanalytic argue that Wolpe's approach only treat the symptoms instead of the
underlying cause of the phobia, however, follow up reports of Wolpe's patients who
received successful desensitization at various times from six months to four years
after treatment show no evidence or resurgence of phobic episode. Application for

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Wolpes works applies to all forms of phobia and anxiety treatment. Application of
systematic desensitization has deemed more effective and efficient than
psychoanalysis.
The prevalence of the study conducted in this article relates to how one can
overcome their fear by applying the desensitization process in everyday life.
Comparing the techniques of Wolpe and how Dre is overcoming his fear when he
beats his opponent in the tournament, there are few similarities in the process.
Factors that involve in the process of systematic desensitization are such as
relaxation technique, the hierarchy list of phobic scenario
The cause and effect highlighted in the process of how fear can be acquired
through the process of association and learning, and thus how it can be undone
through association as well.

Systematic Desensitization: Processes of Fear-Reduction

Purpose of study is to explore the cognitive and social reinforcement factors
that could affect in the systematic desensitization process. To critically explain the
these theories that argued to have an effect in systematic desensitization process in
order to allow more refined and effective therapeutic methods to be developed for the
treatment. (Davison, Wilson. 1973)
The method used in this section explores the factor that was supported by
several scholars about the role of the therapist as a social reinforce for being
responsible in resulting positive outcome relating to the success of systematic
desensitization. Wagner and Cauthen (1968) design an experiment which consists of
two groups of subjects, the first one receiving a shaping procedure, which is when
subjects made progress in the desensitization process, praised would be given,

P a g e | 13

whereas the other group received no encouragement when progress was made.
Several other had conducted similar studies such as Leitenberg et al (1969) and Rimm
and Mahoney ( 1969) furthermore conducted study to investigate the collation of
direct and indirect monetary reward would have an effect on the success of systematic
desensitization, where the Shaping subject was told they would earn tokens that can
later be exchange for significant amount of money, while the control group were only
told that they would receive money for participating in the experiment, but was omit
about the relation between the number of token they would receive relative to their
performance in the test, furthermore, a third no-treatment control group was also
assigned.
The result findings produced in the Wagner and Cauthen experiment as well as
the Leitenberg experiment shows that subjects who received appraisal would
demonstrate improvement in the elimination of avoidance behavior, hence affirming
their hypothesis. The study of Rimm and Mahoney regarding the relationship between
monetary incentive and the improvement is a failure as in the actual findings shows
that the number of token that the subjects was awarded relative to their performance
in the experiment in each group has shown no significant difference between the
groups, and thus the hypothesized monetary incentive bare no effects in the treatment
of any kind. In an attempt to explain the failure, Rimm and Mahoney suggest that in
order for a successful employment of operant modifier that were to alter the outcome
of the treatment, the subject must be given a reasonably achievable goal or result to
strive for.(Rimm and Mahoney, 1969) On the other hand, experiment conducted by
Leitenberg, Agras, Butz and Wincze (1971) had demonstrated that client has shown
the ability to improve on desensitization treatment and reduce avoidance behavior
when they are merely encouraged to face the source of their fears, even without any

P a g e | 14

explicit attention, praises or reward when they show improvement. From facts drawn
from above, Davidson and Wilson suggested that factors consists of nature, of operant
conditioning can indeed have an effect in the improvement of systematic
desensitization treatment, and that the role of the therapist as the social reinforcement
factor might come into play when the therapist was involved in helping clients
maintaining relaxation during therapy.
The prevalence of this journal studied are to investigate various factors which
can affect the process of systematic desensitization and if they do how these factors
can be of use to improve the therapy itself. Factors that are studied in this journal
consist of: social reinforcement factors in systematic desensitization and imagery,
introspection, and behaviorism that factors involve in the therapy.
This journal discussed the cognitive side of possibility to explain the
mechanisms that were involved in the systematic desensitization therapy. Discussion
about how cognitive theory is found in some degree able to affect and improve
behaviorists systematic desensitization therapy.

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Chapter 4: Discussion
From the movie, we know that the main character, Dre is facing the problem
of depression. The depressed person will feel sad and worthlessness about themselves.
He or she will also have less desire to engage in formerly pleasurable activities. There
are similarities among the depressed people, that they could not find their meaning of
living, they do not even know why they exist in this world and feel empty and
worthless toward the society and even toward their family. They easily have negative
thinking and confusion, until they have the difficulty in concentrating, remembering
or making decision. They even have the thought of suicide. All these are a distress
signal from them (Psychology Today, 2008).
When a person suffered from depression, the support from his or her friends
and family is important to help them to recover or to get back to his or her normal life.
The society, especially the family members of the depressed person, plays the most
important role and function to tackle his or her problem (Cigna, n.d.). The family
members need to put themselves in the shoes of the depressed family member in order
to understand them better. The family members also need to show their caring for the
depressed person. Just like Dre in the movie, he needs the acceptance from others, so
if his mother do not accept who he is, it will be hard to find others to accept him.
Dres mother should aware of his depression earlier, and then learn about the
depression so that she can cope, help and keep the expectations realistic of Dres
depression. She can also share her feelings with Dre. By talking and sharing about the
issues and emotions, they can find the most effective way to deal with it. If it is
necessary, Dre and his mother can together, meet a family therapist. The therapist will
help Dre to understand that his mothers career that requires them to move on is not
the main cause of his depression (Families for Depression Awareness, n.d.).

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Friends or society are requisite to a persons life, included depressed people.

Mr. Han plays his role as the master of Dre, who teach him Kung Fu and the meaning
of life. Through learning the Kung Fu, Dre understands the world better and find the
proper way to deal with the problems that come across him. This is a part of the
recovering process of the depression. Recovering from the depression is a part of
growing as well. As friends or family members of the depressed people, we need to be
patient by giving them support, talking to them, and be a good listener. They need to
express their emotions and thoughts so that they can release some of their stress, even
though we cannot provide any solid help to them (National Alliance on Mental Illness,
n.d.).
Ones happiness can influence many people. The lesser the depressed people,
the happier the society. Everyone in that society will have optimized thinking and it
will create a happy and healthy environment for living. They will try their best to live
a meaningful life rather than thinking of death. Everyone will have a great time to
have fun, to enjoy life, and to hang out with friends and family. This is good
motivation to improve the living quality of a society. It will tap into people creativity,
boost brainpower and sharpen memory (HuffPost Lifestyle, 2013). They know how to
cope with the problem rather than getting frustrated when the problem is unsolved.
The society will also be more peaceful compared with other society which has high
depression rate. This is because depression can lead to many social issues, like
violence.
In conclusion, helping depressed people getting out of depression is also
helping to decrease the social issues and, sometimes, it helps to improve the quality of
life and society. Therefore, we should always be caring and be there for helping
people who have depression.

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Chapter 5: Conclusion
First strength of the report is the issue that being discussed the report, which is
the bullying, is related to our life as sometimes we can see the bullying issue is being
discussed or wrote in the mass media such. Hence, the report can give a sight of daily
issues in life. Other than that, we had highlighted the cause and effect and the factor
contributed to the issue through the journal that have been proven it validity. Thus, the
report has the valid and solidness. The third strength is the motivation and emotion as
a factor to influence a person, action, as shown in the film that the main character, Dre
is motivated to face the bullying and not run away from the problem.
First limitation, we faced is the dilemma of choosing the right film to do for
our assignment. We do not know what genre of movie should be choose, the
psychological thriller or normal genre. At the end, we decide to choose the family and
action genre of the movie, which is the Karate Kid (2010). We also face the difficulty
to find a suitable journal. We have a hard time to find the journal that suitable to the
issue that we want to discuss in our report such as the single parent family and child.
Thus, in the end, we only focus on one issue only which is the bullying issue.
Through this assignment, we had learned a lot, especially about the issue that
being discussed in the report. We are more aware the effect of bullying toward a
person and the society and the importance of preventing the bullying issues from
getting more serious. Besides that, we learn that human are not perfect, but we try to
look from the bright sides of it which is the courage and motivation to face the
problem. Human emotion plays an important role in it. Sometimes, our emotionally
give us the will to keep on going. At last, it is important to have a good teamwork in
doing the assignment, where each person has to contribute their part in it and can
learn something from it.

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treatment of neuroses. Journal of Nervous and Mental Diseases, 132, 180-203.

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Appendix