Bullying has been an issue that many students have encountered around the world. Institutions and educators have spent countless amount of funds and research on bullying prevention. The experimental proposal will focus on the question “Are bullying prevention programs actually prevent bullying? Hypothesizing that generally, bullying prevention programs decrease the rate of victimization slightly while increasing awareness. While not all bullying programs prevent bullying some increase bullying while others create awareness.
Literature Review
According to Olweus (1991), Roland (1989), and Sharp & Smith (1993) sited in Trip et al. (2015) “bullying is a subcategory of aggressive behavior characterized by intentional harm-doing, repetition and …show more content…
(2015) examine the effectiveness of anti-bullying prevention programs on cognitions, emotions, and behaviors. The programs they examined focuses on Rational Emotive Behavioral Education (REBT), and a Viennese Social Competence component (ViSC). ViSC derives from a social learning theory. Trip et al. (2015) collected pretest, midpoint, and posttest. Using self-assessments, they measured overt and internalizing anger, learning and entitlement, bullying perpetration and bullying victimization. The results of their study showed effectiveness in changing negative emotions in a REBE-ViSC program using multi-levels.
Based on a meta-analysis by Durlak, Weissberg,Dymnicki, Taylor, & Schellinger, 2011; Evans et al., 2014; Smith, Salmivalli, & Cowie, 2012; Ttofi & Farrington, 2011 supports the value of the idea of school-based programs that promote social and emotional learning, however they found that results varied on the effectiveness of bullying prevention programs (Trip et al., 2015). However, Ttofi & Farrington (2011) found in their meta-analysis that the average program decreased victimization by almost 20% (Trip et al., 2015). …show more content…
One extraneous variable is setting. Both groups will receive pretest and posttests on the same dates. Trained facilitators who will follow a pre-written script and lesson plan will deliver instructions; they may not stray away from the script. The script and lesson plan will have all the material and information laid out; therefore, there is little confusion.
Conclusion
I believe that the results from the experiment will show the positive effects of using a bullying prevent program. If the results are positive, they will reduce the amount of victimization children feel and behavioral risk that cause bullying. If the results are negative then I would have to examine the limitations such as time each class is given the lesson, as well as the school environment and demographics. These results do not guarantee significant results but will help in understanding and determining the most methodology for examining further bullying prevent
Literature Review
According to Olweus (1991), Roland (1989), and Sharp & Smith (1993) sited in Trip et al. (2015) “bullying is a subcategory of aggressive behavior characterized by intentional harm-doing, repetition and …show more content…
(2015) examine the effectiveness of anti-bullying prevention programs on cognitions, emotions, and behaviors. The programs they examined focuses on Rational Emotive Behavioral Education (REBT), and a Viennese Social Competence component (ViSC). ViSC derives from a social learning theory. Trip et al. (2015) collected pretest, midpoint, and posttest. Using self-assessments, they measured overt and internalizing anger, learning and entitlement, bullying perpetration and bullying victimization. The results of their study showed effectiveness in changing negative emotions in a REBE-ViSC program using multi-levels.
Based on a meta-analysis by Durlak, Weissberg,Dymnicki, Taylor, & Schellinger, 2011; Evans et al., 2014; Smith, Salmivalli, & Cowie, 2012; Ttofi & Farrington, 2011 supports the value of the idea of school-based programs that promote social and emotional learning, however they found that results varied on the effectiveness of bullying prevention programs (Trip et al., 2015). However, Ttofi & Farrington (2011) found in their meta-analysis that the average program decreased victimization by almost 20% (Trip et al., 2015). …show more content…
One extraneous variable is setting. Both groups will receive pretest and posttests on the same dates. Trained facilitators who will follow a pre-written script and lesson plan will deliver instructions; they may not stray away from the script. The script and lesson plan will have all the material and information laid out; therefore, there is little confusion.
Conclusion
I believe that the results from the experiment will show the positive effects of using a bullying prevent program. If the results are positive, they will reduce the amount of victimization children feel and behavioral risk that cause bullying. If the results are negative then I would have to examine the limitations such as time each class is given the lesson, as well as the school environment and demographics. These results do not guarantee significant results but will help in understanding and determining the most methodology for examining further bullying prevent