The Prevalence of Bullying and Victimization among the School Youth

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The Prevalence of Bullying and Victimization among the School Youth Lisa Marie Giacinti
MHA610: Introduction to BioStatistics (NDF1328A)
Professor James Koziol
August 19, 2013

ABSTRACT

In our society today, many students experienced a lot of physical and social harm, threatened by others which results to much trembling and fear - fear of unknown. In that case, it presumes unhealthy to students to experience that kind of situation. In this paper, it presents the full context of school bullying, determine underlying factors and explore findings to what bullying is all about. It focuses mainly on reporting statistical analysis, like describing the population of interest, estimating mean and proportion and interpreting results due to hypothesis testing and interval estimation. It also touches the some main points of cyber bullying. The prevalence of bullying among US youth is substantial. Given the concurrent behavioral and emotional difficulties associated with bullying, as well as the potential long-term negative outcomes for these youth, the issue of bullying merits serious attention, both for future research and preventive intervention. In many cases, bullying may not only happen among children and youth. It also takes place in corporate world or public institution. However, it is beyond the scope of this paper since we limit the topic only to school bullying.

INTRODUCTION

Bullying is a pervasive type of aggression, which often occurs in schools. As with other types of aggression, the harm that is inflicted – whether physical, emotional or both – is intentional. However, bullying has defining features which set it apart from other aggressive behaviours, in that it is repeated, and that the bully or bullies have greater access to power than their victim(s). In this briefing, ‘bullying’ refers to peer-to-peer bullying within the school context. School bullying has been a topic of both public concern and academic research only since the 1970s. It is still an expanding field of study and much remains to be established in terms of the causes, the characteristics of those involved and what makes an effective anti-bullying intervention. There is great variation in the prevalence rates reported in studies of bullying, and although factors at the individual and social levels appear to be important, it is still unclear what causes it. Nevertheless, most children will experience bullying at some point, either as bullies, victims or witnesses. Children who bully others, children who are victimized and children who both bully and are bullied, share a number of common characteristics and all are likely to suffer negative long-term consequences. Important factors appear to be family and peer relationships. Bullying can be seen as a group process, with the peer group playing an important role: other pupils’ behaviour can reinforce, condone or help to stop bullying, and so it can be more likely in some classes or years than others. However, more research is needed to uncover the exact nature of the group processes involved in school bullying, and how they interact with individual differences.

The purpose of this study is to determine the proportion of students who were victims of bullying, and how it affects them psychologically and socially. Along with that we explore underlying factors, make inference of the population of interest and derived findings on the basis of statistical results.

The scope of this paper focuses on high school student, preferably on 7th – 12th grader, and has a history of bullying either by peers and other students.

REVIEW OF RELATED LITERATURE

What is bullying?
Essential components of bullying behaviour
The studies examined for this briefing used different definitions of bullying, but overall the literature suggests five essential components. The following components are shared with general aggressive behaviour:

Intention to harm: bullying is deliberate, with the intention to...
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