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).
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.
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.
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.
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.
