Presentation on theme: "Bullying: Effects and

Intervention"— Presentation transcript:

1 Bullying: Effects and Intervention

Mary ZoulisFinal Action Research Project and PresentationFall 2012-Spring
2013ED 7201.T- Dr. O’Connor-Petruso

2 Table of Contents Abstract Introduction Statement of the Problem

Review of Related LiteratureStatement of HypothesisMethod: Participants (N)
and Instrument(s)Research Design/DataThreats to Internal/External
ValidityProcedurePre/Post Survey ResultsDiscussions/
ImplicationsReferencesAppendices

3 AbstractThe purpose of this action research project is to identify whether

conducting read alouds about character education and implementing role playing
will improve classroom environment and reduce bullying occurrences. This
action research project includes one group of six, first grade students from
Private School X in Jamaica, New York. The intervention was conducted three
times a week, for 50 minutes over a three week period during late morning. The
participants were given the same pre and post surveys. Before intervention, all
six students believed bullying was a problem at school, and as a result of the
intervention, student answers reveal that bullying has decreased, indicating that
the intervention was successful.

4 IntroductionAlmost everybody can tell a story or two about having been

victimized by a bully in school. Victims of bullying tend to be unpopular and
rejected by their peers, have low self-esteem, anxiety and poor social skills.
Bullying has serious effects for both bullies and victims. Both bullies and victims
are at risk for negative future outcomes such as suffering from depression,
academic problems, absenteeism, loneliness, and loss of friends (Barone, 1997;
Farrington, 1993; Milsom & Gallo, 2006; Olweus, 1995; Siris & Osterman 2004;
Guerra et al. 2011; Smith et al. 2005).

5 Statement of the Problem

Bullying is a serious social problem affecting many schools around the world. As
a result of bullying, victimized children tend to suffer from depression and
anxiety, as well as want to keep to themselves. Another serious effect that
bullying has is interrupting classroom environment, and creating an
uncomfortable and hostile environment where students cannot focus on their
learning. Furthermore, their academic performance is hindered as well (Barone,
1997; Cross, et al., 2011; Farrington, 1993; Olweus 1995, Siris & Osterman 2004;
Guerra et al., 2011; Smith et al., 2005).
6 Review of Related Literature
Generally, bullying occurs especially at places and times when adult supervision
and surveillance is minimal (Farrington, 1993).Students who witness bullying
report helplessness and vulnerability. They may require support similar to
children who are victimized (Beran & Shapiro, 2012; Polanin et al.,2012).A lack of
empathy for one’s peers is considered to be one major cause for bullying
occurrences (Roland et al., 2009; Beran & Shapiro, 2005; Jenson et al., 2007,
Smith et al., 2005).

7 Review of Related Literature

There is usually a power imbalance between bully and victim (Olweus 1995,
Smith et al ).Bullying is no longer viewed simply as a dyadic interaction between
a perpetrator and a victim. Other peers often play a role in bullying such as
assistants, reinforcers, and onlookers (Smith et al., 2005).There are several
types of bullying which occur in schools daily. This includes physical bullying,
verbal bullying, relational bullying, and reactive bullying. (Milsom & Gallo,
2006).Whole-school intervention approaches to bullying which involve parents,
students, teachers, and staff have proved to decrease bullying occurrences
(Cross et al., 2011; Jenson, et al, 2007; Graham, 2010; Guerra, et al., 2011, Smith
et al., 2005).

8 Review of Literature Cont.

Bullying is often referred to as the “silent nightmare,” because many bullying
incidents are neither reported by victims or witnesses to bullying.Students are
often reluctant to tell a teacher that they have been bullied, and often feel more
comfortable telling a friend or parent (Atlas & Pepler, 1998; Oliver & Candappa,
2007).The Youth Matters Program promotes the healthy development of youth by
stressing how to be a good friend, empathy, asking for help, making better
choices, how to stand up for yourself and others, and how to cope with bullying
(Jenson & Dieterich, 2007).Character education when implemented correctly can
be effective in improving academic achievement, prosocial behavior, bonding to
school, self-esteem, social skills, respect, and moral reasoning. When students
feel comfortable in their classroom, and feel like they belong, they are less likely
to become victims or bullies (Berkowitz & Bier, 2004).

9 Review of Literature Theorists

Erling Roland of Norway Intervention SuggestionsRead alouds about bullying to
make students aware of the negative effects of bullying and reflect on their
bullying experiences through writing.Role playing allows students to reverse the
roles of bully and victim in order to understand how the other person is feeling.
Builds empathy in children for their peers (Barone, 1997; Quinn et al., 2003).Zero
Programme calls for zero tolerance to bullying. This program encourages
teachers, parents, and faculty to work together to fight against bullying. The
goal of the program is to make students develop empathy towards their peers
(Roland et al., 2009).
10 Review of TheoristsThe Olweus Bullying Prevention Program by Dan
OlweusDesigned to prevent or reduce bullying in elementary, middle, and junior
high school students from 6-15 years old.The program works with interventions
at three levels: school wide interventions, classroom-level interventions, and
individual-level interventions.Administered the bully/victim questionnaire to
students to be filled out anonymously(Olweus, 1995).

11 Review of Literature Theorists (Continued)

Cletus R. Bulach believes that educators should make every attempt to model
positive character behaviors such as forgiveness, sympathy, and
kindness(Bulach, 2002).O’Sullivan believes that integrating character education
with the curriculum can influence student behavior for the better. Reading
stories to students can provide rules and morals for students to live by
(O’Sullivan, 2004; Hillsberg & Spak, 2006).

12 Research HypothesisImplementing role playing and reading stories about

character education to six, first grade students at Private School X in Jamaica,
Queens, three times a week, for 50 minutes over a three week period during late
morning, will improve classroom environment and decrease bullying
occurrences.

13 MethodParticipants:Six first grade students, 4 boys and 2 girls (4 Caucasian

students, 1 African American student, and 1 Asian student).One principal, and
one teacherInstruments2 consent forms, one for principal and one to parents1
survey before intervention, and 1 survey after intervention, and student-made
role playing skits

14 Research Design/DataOne-Shot Case Study: Single group exposed to a

treatment (X) and post surveyed (O). Symbolic Design: XOIndependent Variable:
Implementing role-playing and reading stories about character education to six
first grade students will improve classroom environment and reduce bullying
occurrences.Dependent Variable: Bullying Occurrences and classroom
environment.Data: Pre and Post student surveys which aim to show what
students have experienced about bullying, as well as what they have learned as
a result of intervention.

15 Threats to ValidityThreats to Internal Validity: History,

Maturation,Instrumentation, Mortality, Selection- Maturation Interaction,
Statistical Regression, Differential Selection of SubjectsThreats to External
Validity: Pre-test Treatment, Specificity of Variables, Experimenter Effects
(Active Elements), Reactive Arrangement, Compensatory Rivalry Effect

16 Procedure Administer Pre-Survey (March 4, 2013)

Implement read alouds on character education which contain specific messages
regarding bullyingDiscussion and role playing skits after each story ( Two groups
of 3 students)Administer Post- Survey (March 22, 2013)

17 Pre and Post Survey Results

C N T A G S

18 Correlations Y P e r c n t a g s
X Student Answers Pre SurveyIn this figure, there is a positive correlation of rxy.
This means that prior to intervention, students are less likely to intervene when
they see a bullying incident occurring and are more likely to be bystanders.

19 Correlations Y O C U R E N S
In this figure, there is a positive correlation of rxy. Therefore, after intervention,
students are more likely to intervene and are less likely to be bystanders.X- Axis
Student Answers Post-Survey

20 CorrelationsIn this figure, there is a positive correlation of.883 rxy.

Therefore, prior to intervention, students are more likely to make fun of
others.Y V E R B A L O C U N S

21 Correlations Y V E R B A L U I N G O CC E S

22 Discussion and Implications

Research shows that % of students disagree that bullying is a problem at school
after intervention.As a result of this action research project, results support the
following ideologies and current theorists:Prior to an intervention, students are
more likely to be bystanders than to stick up for their peers and to think that
teasing and bullying is the same thing.Verbal and Indirect Bullying seems to be
the most frequent types of bullying.Character Education when implemented
correctly can provide rules and morals for students to live by.Role play allows
students to see what positive behaviors they should adopt and which ones to
avoid.This action researcher presumes that an anti-bullying intervention program
for three weeks may also help other students from other classes.

23 Appendices Consent Form A (To Principal)

March 2, 2013Dear Principal Panos,As you are probably aware, I am completing
my graduate program in Childhood Education (1-6) at Brooklyn College. This
semester I have been asked to conduct an action research project within the
classroom. The research project is designed to reduce the amount of bullying
incidents that occur within the classroom and to improve classroom
environment. I plan to pass out surveys and questionnaires to my first grade
students in order to gain a better understanding of what their experiences with
bullying are, and to learn about what they already know about bullying. The
surveys and questionnaires require that I choose a few students, and after
acquiring parental permission, gather information from them regarding bullying.
Students are to complete the surveys over a three week period. To preserve
their privacy, the actual names of the individuals will not be used, and the
school’s name will not be used.These surveys will in no way affect my duties as
an educator, rather the information acquired may prove useful in helping me
understand the various ways to reduce the occurrences of bullying within the
classroom, thus improving classroom environment and preserving academic
excellence. I am asking for your consent to conduct these surveys within our
school. Thank you, in advance, for your support.Sincerely,Mary Zoulis-
Lathourakis____________________________________________________________________________
__I ___________________________ have read and understand the information provided
above. IPrincipal Signaturewillingly agree to allow my school to participate in
this research project.

24 Consent Form B (To Parents)

March 2, 2013Dear Parent(s)/Guardian(s),I am currently a graduate student at
Brooklyn College, and am in the process of completing my Masters. I would like
to invite your child to participate in my action research project which will be
conducted during the school year over a three week period.The research project
is designed to reduce the amount of bullying incidents that occur within the
classroom and to improve classroom environment. I plan to pass out surveys and
questionnaires to students in order to gain a better understanding of what their
experiences with bullying are, and to learn about what they already know about
it. The surveys and questionnaires require that I choose a few students, and
after acquiring parental permission, gather information from them regarding
bullying. Students are to complete the surveys and questionnaires over a three
week period. To preserve their privacy, the actual names of the individuals will
not be used, and the school’s name will not be used. Furthermore, I will be
reading students several books which contain morals and lessons regarding the
importance of treating others kindly and with respect.I would greatly appreciate
it if you would grant your child permission to participate in this action research
project. I would like to assure you that if you decide to allow your child to
participate, any information that is obtained in connection to this project will
remain confidential and will not be disclosed. The participants and the school
will remain anonymous.If you have any questions or concerns, please feel free to
contact me via at Thank you, in advance, for your cooperation and support,Mary
Zoulis-Lathourakis

25 Survey Before and After Intervention

Directions: Please write your answers on the right hand column.Rating Scale: a)
b) c) d) e)I. Demographics1) What nationality best describes you? Answersa)
Caucasianb) African Americanc) Asiand) Hispanic2) Gendera) Boyb) Girl3) What
is your age? _______a) 6b) 7What grade are you in? a) FirstII. AttitudesDirections:
Please write your answers on the right hand column.Self- Attitude Rating Scale1-
Strongly Disagree 2-Disagree 3- Agree 4- Strongly AgreeBullying is a problem at
school.Most bullying is done in fun, not to hurt people.If I see someone being
bullied, I will step in to help them.There are no adults at school I can talk to if I
am being bullied.Teasing and bullying are the same thing.

26 Surveys Continued Rating Scale:

1- Never 2- Rarely (1-2 times a week) 3-Sometimes(2-3 times a week) 4- Usually
(3- 4) times a week 5- Always (5 or more times a week)I help a student that I see
being bullied. _____I tell a teacher or another adult when I see someone being
bullied ______I am kind to people and respect them by not hurting their feelings.
______I have been hit by another student. ______I have been made fun of by
another student in the class. _____I have said bad things about other people.
______I have talked about other people behind their backs. ______I tell an adult or
my parents when I am being bullied. _______I feel afraid and sad when I am
bullied. __________

27 ReferencesAtlas, R. S., & P. D. J. (1998). Observations of bullying in the

classroom. The Journal of Educational Research, 92, Retrieved fromBarone, F. J.
(1997). Bullying in school: It doesn't have to happen. Phi Delta Kappa
International, 79(1), Retrieved fromBeran, T., & Shapiro, B. (2005). Evaluation of
an anti-bullying program: Student reports of knowledge and confidence to
manage bullying. Canadian Journal of Education, 28(4) Retrieved fromBerkowitz,
M. W. & Bier, M. C. (2004). Research- Based Character Education. American
Academy of Political and Social Science, 591, Retrieved from stable/Bulach, C. R.
(2002). Implementing a character education curriculum and assessing its impact
on student Behavior. The Clearing House, 76, Retrieved fromJoliffe, D., &
Farrington, D.P. (2006). Examining the relationship between low empathy and
bullying. Aggressive Behavior, 32(6), doi: /ab.20154Milson, A. & Gallo, L. L.
(2006). Bullying in middle schools: Prevention and intervention.Association for
Middle Level Education, 37(3), Retrieved fromMuñoz, L. C., Qualter, P., & Padgett,
G. (2011). Empathy and bullying: Exploring the influence of callous-unemotional
traits. Child Psychiatry & Human Development, 42(2), doi: /sOliver, C., &
Candappa, M. (2007). Bullying and the politics of telling. Oxford Review of
Education, 33(1), Retrieved from Olweus, D. (1995). Bullying or peer abuse at
school: Facts and intervention. Association for Psychological Science, 4(6),
Retrieved from

28 References Continued...Smith, J. D., Cousins, B. J., Stewart, R. (2005).

Antibullying interventions in schools: Ingredients of effective programs.
Canadian Journal of Education, 28(4),Williams, K., & Kennedy, J. H. (2012).
Bullying behaviors and attachment styles. North American Journal Of
Psychology, 14(2),