The Issue of Bullying that Plagues Educational Institution - Case Study Example

This conducive research paper will discuss an Anti-Advocacy Program that is designed to rectify the issue of bullying that plagues educational institution. This paper will cover the scope of the problem, the root causes that occur in bullying, an iteration of steps that will rectify the solution, along with harnessing the growth of victims. Lastly, the paper will cover best practices and lessons learned in order to cultivate the program. Bullying is one of the worst incidents that haunt kids in today’s era. According to Stopbullying.gov defines bullying as “unwanted, aggressive behaviour among school aged children that involves a real or perceived power imbalance.” Bullying is often a repeated behaviour and can include verbal or written attacks, social bullying, or physically bullying one’s body or possessions (Piehl 32). Bullying has a detrimental aspect for kids in school because it creates an unsafe environment for all responsible parties. Conducive research shows that bullying in education institutions have plagued students in many ways. For instance, victims of bullying often fear school and consider the environment to be unsafe. Research shows that as many of 7% of American’s eight graders avoid going to school intentionally to prevent themselves from becoming victims in Riverside and LA County (Jimerson 2). Bullying can create a negative aspect that can have detrimental long-term effects on children. This paper will determine the various causes of hazing which includes nurturing environment, lack of father figure, and domestic violence along with offering a solution that consist of peer mentorship, socializing, and embedding an Anti-Advocacy Program in LA county. One of the main causes of hazing is the fact that bullies have a bad nurturing environment. This is detrimental because it harnesses negative behaviour that creates a negative environment for all kids. Kids that are propagators of bullying often come from a poor structure of domestic care in which violence is promoted as an end solution. As kids grow in these households, they lose the insight to realistically deal with problems and utilize violence as any means necessary. Hence, it is critical to understand bullies themselves are also victims indirectly. In essence, their lack of judgement due to poor nurturing is a major cause of them to exert hazing in the first place. It is evident this results in aftermath as kids are who are bullied can experience negative, physical and mental issues. The huge issue with bullying that it often occurs in schools. For students, school is a harnessing point for them to grow and nurture. Moreover, bullying makes victims not feel disconnected from school. In in his article states, victims in general have lower self-confidence, higher levels of anxiety, and are socially isolated. This is a huge issue because school is a socialization aspect for kids (Piehl 32). School allows students to express themselves, harness their growth and create an aura of learning. When school becomes a risk for students to attend, then it serves as a catalyst for a dangerous path for students. Students become to feel isolated and not accepted by their peers (Baldry 583). Another reason as research indicates that some students are an aggressor of hazing in middle schools in this area is the fact that aggression is a huge issue because of the lack of nurturing and involvement from parents. Some bullies lack a father figure to guide them to right directions, which leads them to bullying. Others have abusive parents that do not provide them with warmth and nurturing that they deserve (Piehl 34). In both cases, bullies often themselves become victims because they have no other perspective on conflict resolution and to deal with others. Another element that plagues students in this era is cyber bullying. Cyber bullying is a recent phenomenon that many Anti-Bullying Campaigns have not addressed. Cyber Bullying occurs through the use of internet, specifically social media, text messaging, and other avenues. This has become a huge issue in which students have not been able to rectify this issue (Robbins 255). As a result, cyber bullying has become a huge issue that many campaigns cannot address. This new advocacy measure has defined guidelines to ensure that bullying in social media and the internet is resolved (Toso 211). Without a doubt, bullying occurs in many forms. One of the most traditional forms of bullying is via bullying amongst peers. In order to rectify this situation, children are required to watch scenarios where hazing is being conducted (Rosenthal 55). This is one of the most crucial activities as it allows a child to offer their opinion about dealing with this issue. This show and small clips is perfect because it would increase the awareness about which behaviors could be categorized as bullying (OConnor 141). In addition, this would embed various strategies that children who were bullied and/or who witnessed bullying who could use to discourage it (Rosenthal 58). It is clear that humans are social creatures and kids are no different. A peer mentorship program will consist of before or after school programs that will allow students to discuss their bullying program openly. This will also be a direct approach that will allow all that are involved with bullying in an open dialogue in LA Counties. What that does is that it circumvents the blame and allows even the students who initiate hazing to discuss their fears. In addition, counsellors are present to provide guidance to these students (Baldary 581). These administrators will serve as guides and mentors because they can only discuss these issues and collaborate with the students. Although confrontation is an issue, counsellors must present a plan in which students are able to contact school administrators to open this issue openly (Piehl 32). Peer mentoring is a necessary element because it allows students to openly “vent” or discuss their emotions, especially middle school kids who often feel isolated. This provides an opportunity for students to discuss their concerns, but also for teachers to share their experience. This experience becomes a nurturing point that allows students to be more innovative when interacting with hazing. This is crucial towards harnessing an emotional aspect because students can also relate to their teachers into rectifying a solution. This mutual symbiotic relationship for middle schools in LA Country is crucial to solve this issue. It is clear that in order to rectify this issue, socialization through various channels must be conducted (Toso 211). From a psychological perspective, introducing new activities that will serve as channels for socialization is crucial. It is evident that introducing activities such as bowling, rock climbing, going ice skating, basketball fundraising events and ice cream socials are a perfect avenue to socialize and relax. It allows all children to socialize and get out of their comfort zone, which allows them to be confident that they have a support group. It will deter from any gang involvement and put the kids in a safe, nurturing environment. As mentioned prior, this rectifies the need of isolation. Humans are creatures of habit and need socialization in order to grow and learn. This also removes them for a stressful environment in which they may be bullied. In order to rectify this issue, it is crucial to develop an Anti-Bullying Program that will seek to develop growth for these students. Conducive research indicates that one of the attributes that a victim gets acclimated to as a victim is to stand up against the victim itself. This is a huge step in order for the victim to develop self-confidence and a pro-active behaviour. It is clear that victims feel that they deserve to be bullied or that bullies are entitled to treat them with abuse (Livingston 120). Clearly, that is not a positive element. Hence, learning to speak up is one of the most pivotal element that needs to be embedded. This Anti-Bullying Program will be a new initiative in middle schools in LA county that will measure KPIs based on certain benchmarks and metrics. The Anti-Bullying Program will be analysed via student participation, propagation of the program itself, and the iterations in which program will be measured overtime for success. One of the major focal points of benchmarks is that to evaluate the child who is subjected to bullying is to create a domain of values that students must adhere to. This will consist of students to display specific acts of integrity, discipline, tolerance, friendship, understanding, trustworthiness, integrity, and honesty (Livingston 120). These values will evaluate to understand if children have developed these values that will serve as a testament towards rectifying this issue. One of the shocking phenomenon that was truly a shocking point was the violence in educational institutions that plagued schools. Although it was evident that hazing was already an in issue, the preliminary research indicated a positive correlation with bullying. It is clear that some students felt unsafe even in schools because they felt that teachers would not take actions (OConnor 141). This unsafe environment was a huge focal point that manifested itself in this Anti-Bullying Program. Hence stopping violence in safe environments is pivotal as a solution to rectify this issue. After conducive research, it was imperative that the researcher needed to create an intervention plan to rectify the Anti-Bullying Advocacy. This program consisted of propagating this Anti-Bullying Program in phases. These phases are iterations of the development plan and ensure that each stage will be embedded importantly to execute this plan. The whole point of this anti-advocacy program is to ensure that all school staff, kids and administrators get involved and drive the benchmark of intervention. The second option was a Grant Proposal Submission was also considered by the researcher. This option is similar to Anti-Advocacy program but seeks to get funds rather than propagating the program directly by offering other incentives. This also required a huge effort because it would have forced administrators to come up with a business plan. At this point, it was not feasible for the program to fail at its initial stages because of the lack of funds. Rather, the approach was directly concentrate in collaboration of students in the advocacy plan itself. This is a more direct approach and requires less iteration of steps as the facets of these options are cyclical. One of the major focal points of this program was to depend on funding of other institutions rather than being proactive about the whole issue. Although one complete draft of Grant is highly attractive, the funding is always an issue. Rather than indulging outside sources for funding, it is pivotal that the stakeholders that are involved in this program take a proactive approach to fund this program. Finally the research considered a small video clip advertising on a TV channel. However, due to financial budgets this would be problematic. Furthermore, this can be risky as publicity for this can cost much than the budget allocated. It was imperial to advertise on the right TV channel to gain the most attention. In essence, it was crucial to target not only just kids but large audience to ask for funds. Moreover, contacting big companies such as Time Warner’s Cable was a risky issue since this program did not have celebrity backing. After a careful review of each of these options, the best path to approach this issue was via Anti Bullying Advocacy. Many preliminary factors contributed to this decision. First and foremost was the fact that Anti-Advocacy Bullying Program was the most cost effective solution. Furthermore, it involves all individuals and stakeholders, which is beneficial for the success of this program. This program will have development iterations which made it the most feasible. A harder decision was to select between a well-established bullying agency and a viral video. Since the dawn of technological era, viral marketing can be a valuable asset. It can appeal to a mass crowds and further propagate the cause. This was one of the biggest focal points that served as a catalyst towards reaching this decision. Overall, this program will be beneficial for students, administrators and stakeholders as it will rectify the issue of hazing in middle schools in LA county. However, intervention and participation from students is a key towards this program’s success. With the right tools and resources, this program will be a key initiative to stop violence and bullying in LA county middle schools. References Baldry, A. C. (2004). ‘What about bullying?’ An experimental field study to understand students attitudes towards bullying and victimisation in Italian middle schools. British Journal of Educational Psychology, 74(4), 583-598. Robbins, R. (2011). Anti-bullying policies and practices in texas middle schools. (Order No. 3529252, University of North Texas). ProQuest Dissertations and Theses, , 127. Retrieved from http://search.proquest.com/docview/1041250924?accountid=27800. (1041250924). Fegenbush, B. M. (2010). Comprehensive Anti-bullying Advocacy Programs and policies: Using student perceptions to explore the relationships between school-based proactive and reactive measures and acts of bullying on louisiana high school campuses. (Order No. 3410655, University of Louisiana at Lafayette). ProQuest Dissertations and Theses, , 229. Retrieved from http://search.proquest.com/docview/506439312?accountid=27800. (506439312). Livingston, P. K. (2008). A meta-analysis of the effectiveness of Anti-bullying Advocacy Programs on students. (Order No. 3305368, Texas A&M University - Corpus Christi). ProQuest Dissertations and Theses, , 120. Retrieved from http://search.proquest.com/docview/304821033?accountid=27800. (304821033). OConnor, J. (2012). Participant perceptions on the need for an anti bullying program in elementary school. (Order No. 3516757, Walden University). ProQuest Dissertations and Theses, , 141. Retrieved from http://search.proquest.com/docview/1030440310?accountid=27800. (1030440310). Hedwall, J. (2006). Selected educators perceptions of the effectiveness and implementation of Anti-bullying Advocacy Programs as required by legislation in connecticut high schools. (Order No. 3214001, Argosy University/Sarasota). ProQuest Dissertations and Theses, , 146-146 p. Retrieved from http://search.proquest.com/docview/304911303?accountid=27800. (304911303). Toso, T. M. (2012). Attacking bullying; an examination of anti-bullying legislation and policies. (Order No. 3505717, Alvernia University). ProQuest Dissertations and Theses, , 211. Retrieved from http://search.proquest.com/docview/1013836905?accountid=27800. (1013836905). Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (2010). Handbook of bullying in schools: an international perspective. New York: Routledge. Pister, R. L. (2010). Working against youth violence everywhere: evaluating a peer-led approach to bullying prevention. Waterloo, Ontario: Wilfrid Laurier University. Swearer, S. M., Espelage, D. L., & Napolitano, S. A. (2009). Bullying prevention and intervention: realistic strategies for schools. New York, NY: Guilford Press. Piehl, N. (2009). Bullying. Detroit: Greenhaven Press. Rooney, A. (2010). Bullying. Mankato, Minn.: Arcturus Pub.. Rosenthal, B. (2008). Bullying. Detroit: Greenhaven Press. Tennessee Passes Bill Allowing The Bullying of LGBT Students In The Name Of Religious Freedom. (n.d.). The Gaily Grind. Retrieved March 26, 2014, from http://www.thegailygrind.com/2014/03/25/tennessee-passes-bill-allowing-bullying-lgbt-students-name-religious-freedom/ Read More