Professional Documents
Culture Documents
Table of Contents
Abstract
Introduction
Statement of Problem
Literature Review (Pros/Cons, Theorists/ Instructional
Strategies)
Statement of Hypothesis
Method/Instruments
Research Design
Threats to Internal/External Validity
Data
Pre/Post Test Results
Correlations
Bell Curve
Discussions/Implication
Student Reflections
References
Abstract
Schools have not done their best to work towards eliminating this problem
because we hear about new tragedies so frequently
Tragedies include suicides, depression, long and short term health effects
According to Limber & Nation 2003, not only does bullying harm both its
intended victims and its perpetrators, it also may affect the climate of schools and,
indirectly, the ability of all students to learn to the best of their abilities. (p.1)
Review of Literature:
All of these sources include pros of intervention and how it will benefit schools to prevent
bullying.
In the article Integrating Bullying Prevention into School-wide Positive Behavior Support,
Simonsen mentions how consequences for bullying needs to be more severe. In addition, he
mentions how students respond most to intervention with integrity (Good, McIntosh & Geitz,
2011)
In the article Understanding and Dealing with Bullying in Schools, Smokowski & Kopasz
mention strategies that were proven to transform the school climate like reaching out to victims,
set clear consequences and enforce them, supervise students during breaks, engage students in
activities related to bullying and create community action teams. (Yerger & Gehret, 2011)
Young & Ward talk about incorporating literature into teaching anti-bullying . (Young & Ward,
2011)
Review of Literature:
Theorists include Dr. Dan Olweus, Maria Montessori, Susan Limber, Maury Nation & Tonja
Nansel that believe anti-bullying programs would decrease bullying in schools
Olweus believes there are two true preventive approaches to bullying: a) teaching all students
the skills needed without bullying b) changing aspects of school culture. (Limber & Nation,
2003)
Limber & Nation believe that adopting comprehensive approaches to reduce bullying will
change students behavior and attitudes giving teachers the willingness to intervene. (Limber
& Nation, 2003)
Nansel feels that bullying needs serious attention for future research and preventative actions
(Nansel, Overpeck, Phila, Ruan, Morton-Simons & Scheidt, 2001)
Montessori has a character education model that should be incorporated at an early age to
instill important values of good character that will decrease bullying behavior. (Lombardi,
2010)
Review of Literature
According to the World Health Organization in 1992, anti-bullying interventions are
promoted via the Health Promoting Schools Frame particularly in Europe.
Instructional strategies have been put in place that include school-wide interventions
including School-Wide Positive Behavior Support (SWPBS), The Bullying Prevention in
Positive Behavior Support (BP-PBS), and The Social Skills Group Intervention (S.S. GRIN)
These programs have an overall goal to promote positive social and learning environments.
These also focus on the students outcomes of bullying, social relations and safety. (Good &
McIntosh, 2011)
Instructional strategies are world-wide which include countries like Italy, Canada, England,
etc. (Ferguson, San Miguel & Kilburn, 2007 )
Character Education has been put in place to teach respect, morality and values ( Berkowitz &
Bier, 2005).
Integrating anti-bullying lessons and
character education over a five-week
period once a week 90 minutes a day
with 27 third grade students at P.S. X
in Brooklyn, New York will decrease
anti-social behavior and increase
student civility. This will be measured
by integrating role play into the
lessons.
Participants
27 3rd grade gifted students (ethnicity: 26 African Americans and 1
Asian)
1 Teacher
1 Principle
Instruments
Consent forms
Parent Survey
Student Survey
Pre-test
Post-test
Student-made performance skits
Checklist during Role Play Performance
Bullying Incident Reports
Class Bullying Reports Bar Graph
Role Play Rubric
Research Design/
Threats to Validity
Research Design: Pre-Experimental
One-Group Pretest-Posttest Design
Symbolic Design: OXO
Single group is pretested (O), exposed to a treatment (X), and post tested
(O).
The same treatment will be given to one group once a week for four weeks
two periods a day.
-- Students will be split up into 5 groups of 4 and 5 for the cumulative
assignment to perform dramatic role play
Post-Test Administration
Pre-Test/Post Test
o Bullying Situations
Parent Survey
o Demographics, Attitude, Frequency
Student Survey
o Demographics, Attitude, Frequency
Median: 75 Median: 90
The action research results supports the theorists ideologies and current
research:
However, more research is needed due to the inability to intervene directly to the
entire school
Students Reflections
Q: Was this intervention or bullying program helpful in your class and school environment?
Why or why not?
A3: Yes, because we dont usually have the program in our school.
A5: The intervention was helpful because now I have strategies to protect myself from a
bully.
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Berkowitz, M.W., & Bier, M.C. (2005). What Works In Character Education: A research-driven guide for educators.
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