BULLYING IN SCHOOL

In today’s society, one reason that some “researchers get drawn in to the enterprise of developmental psychology is that they are captivated by and want to understand the fascinating, complex, and often times surprising array of behaviors children display” (Bukatko, 2008. p. 40). One particular behavior that captured my interest during this degree program is to determine which adolescents are being psychologically and/or physically bullied while in school. This is because previous research has indicated that bullying among this age group has become so serious that nearly one third of the overall population has reported being victimized. If this issue is not addressed in a positive manner then more children among this age group may become victims of this growing social phenomenon (D'Esposito, Blake & Riccio. 2011).

Since, this issue seems to be occurring at a growing rate, I would like to conduct my own study to identify which students are being bullied. The reason for this is because I suspect that several students are being bullied while in school. This study will also be useful because I can report any pertinent findings to the teacher/s, principal and other pertinent staff members for further investigation. These professionals may then use this information to establish programs and/or procedures that could prevent this type of bullying from occurring. This is also crucial because if this assistance is successfully implemented then the number of overall bullying incidents among this age group may be reduced or eliminated. 

With this in mind, the overall purpose of this paper will also be to discuss the method that I would use to conduct my own study, the intended population and time frame, how to analyze and interpret the data, ensure adequate levels of reliability and validity, some ethical, legal, individual and socio-cultural concerns that could arise, why this research could be important, and some limitations that may occur when using the selected approach in a specific setting.

Method

In order to successfully complete my study and provide valuable information to staff members, I will use a qualitative research approach because it can determine the who, what, and when that is associated with a specific topic of study. This is different than an alternate approach known as quantitative research because that would be used if I want to determine the why and how that is associated with a certain topic of study (Patton. 2001).

Those who support the qualitative research approach also believe that the collected data is detailed, contextual, sensitive and nuanced compared to that of the quantitative method. This is because it can produce data which has greater breadth and depth and there are multiple methods that can be used to address sensitive subjects like how students are being bullied (Patton. 2001). Using this approach may also allow me the opportunity to acquire a better understanding of this social phenomenon based on viewpoints from those who have been directly affected.

When using this approach the first technique that I will use to collect data is document analysis. This is because it can be used when a researcher wants to collect [written materials and other documents from organizational, clinical, or program records; memoranda and correspondence; official publications and reports; personal diaries, letters, artistic works, photographs, and memorabilia; and written response to open-ended surveys] This means that I will be able to acquire previously written materials that directly relate to the topic under study (Patton. 2001. p. 4).

For this particular study, I will also use this technique to first acquire information that identifies which students have previously reported being bullied. This may be useful because it will give me specific participants to begin my study with who have also had firsthand experience with the topic of study.  I will also attempt to collect this data through the guidance office, human resources department and/or school psychologist.

Once this is completed, the second thing that I will do to acquire even further data is use a method known as unstructured participant observation. This can also be referred to as naturalistic observation and it means that I will be able to observe participant behavior in a natural setting, without any type of intervention (Zechmeister, Zechmeister & Shaughnessy. 2001). The purpose of this will be to determine if I observe bullying behavior that occurs to students who have previously reported being bullied while in school. One example of this could be that I observe a female student get kicked repeatedly under the desk by another student but doesn’t tell the teacher. While, a second example could be that I observe a student being bullied online while in technology class, and she has already reported this to school staff in the past.

Even though document analysis and participant observation may be enough to determine that certain students are being psychologically and/or physically bullied, I may need to use a third method known as unstructured interviews. This means that I will be able to ask open-ended questions that could initiate new leads or further details which identify those students who are being bullied in school. This data could also prove to be extremely valuable because it will come directly from students who have experienced being bullied in the past. Two advantages of this process are that I may be able to build a better rapport with the students and obtain more in-depth information. However, two disadvantages of using unstructured interviews are that I may miss important information due to getting caught up in a participant’s story or too much time is spent on one specific topic (Neukrug, Fawcett. 2010).

Furthermore, one other qualitative approach that I may need to use during this specific inquiry is case studies. This is because using this technique can be a valuable way to acquire specific information that is needed for individualized program evaluation. This means that specific programs may be implemented to meet the needs of an individual student. Completing this process, may also be beneficial if the data that I initially acquire from document analysis, participant observation and unstructured interviews, appears to measure errors, has inadequate levels of reliability and validity or can’t provide specific data that is needed for these programs. However, even though this may be true, using case studies and interviews can also take longer, have higher levels of cost and be more intrusive to participants, when compared to observation and document analysis (Neukrug, Fawcett. 2010).

Sample of Participants and Duration

The sample of participants for this study will include approximately 150 adolescent students who have previously reported being bullied to the guidance office, human resources department or school psychologist. The age of participants will range between 13 and 17 years old. The reason that I will choose this particular population is because if I conduct my study with the wrong population, then the results may be considered less reliable and valid. If this occurs, the school may not implement the proper techniques and/or services that are needed to successfully address this issue so the current level of bullying will likely remain unchanged or increase. (Zechmeister, Zechmeister & Shaughnessy. 2001).

 The particular setting for this study will be within multiple divisions of the local public school including the cafeteria, individual classroom and gymnasium. The time frame for this study will also include 1 hour daily sessions over a 24 week period. During this time I will use any pertinent documentation that has been acquired through other school divisions, along with all personal notes that are collected while observing each individual student. If interviews are required later in the process, I will also design a topic specific questionnaire that can be used to possibly acquire any data that is still needed or missing.

If case studies are also needed, I will set up weekly one-on-one sessions with the same sample of students who are taking part in this study. This is important because the additional data will be collected throughout the entire duration of the study from the same source of information. When this is completed, there may also be a greater breadth and depth of information about these participants that also identifies students who are actually being bullied while in school.

Once, I obtained all of the data, I would than attempt to analyze and interpret my findings by using the grounded theory. This theory is a good approach to use because I could build a theoretical framework which may expose only those vital and valuable details that truly explain the data and/or phenomenon that is being studied. This would also be completed by reading and reviewing the data, writing notes, and using coding. When conducting qualitative analysis, coding means that I would attempt to identify certain themes within the collected materials that directly relate to the topic of study. These themes could also be identified by observing any common ideas and patterns that are repeatedly present within the written data (Patton. 2001).

Once the analysis was complete, I would then try to interpret the data by attaching significance to any themes and patterns that were observed. This could be accomplished by writing a list of key themes and then considering any alternative explanations that may exist by looking for further differences in responses or observations within the data. Finally, I would draft a report that details my findings. This is an important final step because it will give me an opportunity to make sense of the data through the use of synthesizing and summarizing pertinent information (Patton. 2001). One specific thing that following this step could provide is supporting evidence that identifies certain students that are being bullied while in school.

Furthermore, I would also need to ensure that my final data can provide evidence that supports adequate levels of overall reliability and validity. This is an important step because if these are not present, then my final data may possess more errors and not be considered reliable and/or valid by others within the scientific community. Therefore, I would complete this process by using certain techniques throughout the duration of this study. 

The first one would include ensuring that I collect all personal information about each participant that may be pertinent to the study. This way, I will have detailed background information that can be used to make decisions that are based on the individualized needs of each participant (Neukrug, Fawcett. 2010).
Secondly, I would choose qualitative methods that have measured adequate levels of reliability and validity in previous research. This is because if previous research has already established adequate levels of these measures, then there may be an increased chance that these aspects will be measured again. Following this process could also help me identify which methods might be most appropriate to use for my particular study (Bordens, Abbott. 2008). 
Furthermore, a third thing that I could do to ensure adequate levels of reliability and validity is to consider all applicable ethical and/or legal standards. This is important because these standards were created to protect participants from experiencing certain psychological and/or physical affects that may have occurred in the past (American Psychological Association (2013). Therefore, I would also be sure to follow these standards during the entire duration of my study.

Ethical, Legal, Individual & Socio-Cultural Concerns That Could Arise

When conducting this study, one major standard that could apply is confidentiality because it protects the rights of a participant by mandating that personal information can only be released under specific circumstances. Following this law is also important because it can ensure that no harm occurs due to personal information being released in a malicious or damaging manner to third party members. However, the Behavior Analyst Certification Board (2004) states that a behavior analyst can disclose confidential information when it is mandated by law or for a valid purpose. Some examples of this are if a professional wants to provide services for a client or organization, to acquire payment for services that have been previously provided or if a client might be a danger to himself and others (p. 4). I will also implement this in to my own study by having each participant sign a written document which states that information will only be provided to the educational system heads, if it is for a valid purpose. One example of a valid purpose that could also occur in my study is if I choose to report part of my findings because a female participant appears to be in danger of harming herself due to being continuously bullied.

A second standard that may apply when conducting this study is cross-cultured sensitivity. This is because it states that psychologists must be aware of their potential biases when administering, selecting, and interpreting results as well as acknowledgment of potential effects due to differences in age, cultural background, ethnicity, disability, gender, religion, socioeconomic status, and sexual orientation (Behavior Analyst Certification Board. 2004). I can implement this by ensuring that no aspects of the study or collected data are based on my own personal biased opinions and thoughts. One example of this could also be if I refuse to allow a certain male student to be part of my study because he is from a foreign country.

A third ethical standard that may apply when conducting this study is informed consent. This is important because it states that professionals must acquire permission prior to assessing each participant. If the participant is a minor, a parent or caretaker must give consent before any testing can occur (Schacter, Gilbert, & Wegner. 2009). This can also be addressed in my own study by ensuring that all consent forms are collected from parents before beginning the process.

A fourth ethical standard that usually applies when conducting a qualitative study is protection from harm. This is because it ensures that no psychological or physical harm will occur to research participants. Therefore, I will need to determine the safest possible way to use this approach and if no safe option is available, then the research cannot be completed (Schacter, Gilbert, & Wegner. 2009). This can also be implemented in my own study by identifying any aspects that may be harmful to one or more participants. Once these factors are identified, I will then take precautions to prevent this harm from occurring. One example of this could also be if I assist a student who is in obvious distress after answering my questions about being bullying.

A fifth standard that may apply when conducting this study is to acquire proper Institutional Review Board (IRB) approval. This means that all researchers must seek prior approval before conducting any research study. Fisher (2009) determined that following this standard is important because it ensures that the (IRB) has approved a research proposal based on a specified protocol (p. 205). I will also follow this standard in my own study by ensuring that the overall research proposal is approved by the local school system and pertinent staff members before beginning.

Furthermore, a sixth standard that may apply when conducting this study is release of qualitative data. This means that the data and/or any findings cannot be released to others unless the participant or parent has signed a release form, the receiving individuals can adequately analyze and interpret the data, and the information will not be misused in any way. This is also important because release of certain information could be damaging to participants and others who are involved in the process. Therefore, I can follow this standard in my own study by ensuring that data will only be shared if a release form has been obtained, the recipient can analyze and interpret the data correctly, and will not misuse it in any way (Fisher. 2009).

The Importance of This Study

When conducting this study, one major benefit is that it may add to existing literature that addresses students who are being bullied while in school. This is important because since this seems to be a major issue within our current school systems, it is essential to produce as much valuable research as possible. This information can then be used to offer a better understanding of this social phenomenon to aide in prevention efforts.

One example of a new and original thing that could also be discovered with this study is the identification of specific ways that students are being psychologically and physically bullied while in school. This is important because the information can then be used in combination with previous research to prevent this specific bullying behavior from occurring. If this behavior is addressed appropriately then students may also not have to experience certain psychological conditions, like anxiety and depression that can occur after experiencing such a social trauma (D'Esposito, Blake & Riccio. 2011). If this information does aide in a reduction and/or elimination of bullying incidents among adolescents, then it could change the entire face of advancing psychological science and/or research concerning this topic.

Possible Limitations of Using This Approach

Even though conducting a qualitative inquiry may identify which students are being bullied while in school, there may be certain limitations associated with using this research design in an educational setting. One specific limitation is that the collected data may be lacking due to weaknesses that are naturally associated with using a qualitative design approach. Some of these are that the results can’t be generalized to the overall school population because data will be gathered from fewer participants, it might be difficult to analyze, lack consistency and reliability, be time consuming and costly if several methods are used (Patton. 2001).

A second limitation of using a qualitative design approach in an educational setting is that the overall process may not be completed as initially expected. One reason that this can occur is because there might not be a universal agreement among all people involved due to varying opinions, emotions, feelings, ideas and solutions (Patton. 2001). One example of this is if I conduct my inquiry to determine which students are being bullied but the schools evaluation team and action researchers can’t choose what programs or procedures to implement. If these professionals are unable to choose effective programs and/or processes, then the number of students who experience bullying behavior may also remain unchanged or increase. If this occurs, then some people who are involved with the study may determine that this particular inquiry was a big waste of time and money because it did not improve anything or address the real problem.  

Summary

In today’s society, some researchers are drawn in to the field of developmental psychology because they want to learn and understand the different behaviors that children exhibit (Bukatko, 2008). One particular behavior that captured my interest while obtaining a master’s degree is that adolescents are being psychologically and/or physically bullied while in school. Previous research has also indicated that bullying among this age group is so severe that nearly one third of the overall population has reported being victimized. If this issue is not addressed then more children within this age group may also become victims of this growing social phenomenon (D'Esposito, Blake & Riccio. 2011).  

Since, this issue seems to be occurring at a growing rate, I would like to conduct my own study to possibly identify which students are being bullied. Therefore, the overall purpose of this paper was to discuss the method that I will use to conduct my study, the intended population and time frame, how to analyze and interpret the data, ensure adequate levels of reliability and validity, some ethical, legal, individual and socio-cultural concerns that could arise, why this research may be important, and some limitations that might occur when conducting a qualitative inquiry within an educational setting. If this overall process is followed, I am also confident that I will be able to determine which students are being bullied while in school. This will be beneficial because the findings can be used by teacher/s, principal and other pertinent staff members for further investigation and implementation of prevention programs. This assistance is also crucial because if it is successfully implemented, then the number of overall bullying incidents among adolescents and other school age children may be reduced and/or possibly even eliminated. 

References:

American Psychological Association (2013). Guidelines for providers of psychological services to ethnic, linguistic, and culturally diverse populations. Retrieved via the World Wide Web at http://www.apa.org/pi/oema/resources/policy/provider-guidelines.aspx

Behavior Analyst Certification Board (2004). Guidelines for responsible conduct for behavior analysts. Retrieved via Kaplan Library.

Bukatko, D. (2008) Child and adolescent development, a chronological approach. Ohio; Cengage Learning.

D'Esposito, S. E., Blake, J., Riccio, C. A. (2011). Adolescents' vulnerability to peer victimization: Interpersonal and intrapersonal predictors. Retrieved via the Kaplan Library.

Fisher, C. B. (2009). Decoding the ethics code (2nd ed). Thousand Oaks, CA: Sage Publication.

Neukrug, E. S., & Fawcett, R. C. (2010). Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists. (2nd ed.). Belmont, CA: Brooks/Cole Cengage Learning.

Patton, M.Q. (2001). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage Publications.

Schacter, D., Gilbert, D., Wegner, D. (2009). Psychology. New York, NY: Worth Publishers

Zechmeister, J. S., Zechmeister, E. B., & Shaughnessy, J. J. (2001). Essentials of research methods in psychology. New York, NY: The McGraw-Hill Companies, Inc.