Bullying 1
Running head: Bullying and Victim’s
Bullying, is it Possible to
Change Children’s Views about It?
Ansia Jalani
Ed. 703
Prof. O’Connor-Petruso
Spring 2010
Bullying 2
Table of Contents
Abstract
3
Introduction
4
Statement of Problem
4
Review of Literature
4
Statement of Hypothesis
9
Method
10
Participants
10
Instruments
11
Experimental Design
11
Procedure
13
Results
15
Discussion
21
Implications
23
References
25
Appendices
28
Bullying 3
Abstract
The following paper looks at a three month study and research on the issue of bullying
and teasing. The research was conducted in Queens, New York. The participants of the study
were nine females and six males. The participants were given a pre survey of ten questions.
They then received intervention, which included a group talk, every three weeks. The students
also performed a small skit in front of their peers. After the interventions students were then
given a post survey of ten questions, after a three month period. The overall correlation of the
results was a -0.084. That indicates that there was no change on the views of bullying and teasing
amongst the students.
Bullying 4
Introduction
Bullying is a problem that is seen as a worldwide issue. In recent years the problem has
begun to receive more attention. Bullying inside and outside of schools is on the rise. It is a
problem with school age children, no matter what age a child may be. School staff and teachers
do not have enough time to talk to children about the effects of bullying. They do not have the
proper training either. Whether someone is the bully, the victim, or even a witness there are no
good outcomes.
The study being done in this paper will look at the issue of bullying/teasing and see if it
can be combated if the issue is addressed to children.
Statement of Problem
Teasing and bullying among school age children is a problem. No matter what type of
school it may be. From my experience teachers/staff do not address it the issue the way it should
be addressed. The problem is increasingly growing. Students at school X are constantly
complaining about the behavior of other students towards them. Nothing is being done about it.
The purpose of this research/study is to find out can a bully change their behavior for the better
toward his/her peers?
Review of Literature
Bullying is a problem that has been around for a long time. In the past few years
bullying“…has begun to receive serious research attention…” (Hymel & Swearer, n.d.).
Bullying comes in many different forms. There is physical bullying, verbal bullying and
relational bullying. With the increase in technology in todays world, cyber-bullying is on the
rise as well, especially among teens. Morrionson (2009) states that cyber bullying is done
Bullying 5
through the “…internet, e-mail and cell phones” Slonje, R. & Smith, P. Cyberbullying: another
main type of bullying (2008). Bullying is underestimated by “…teachers and school staff…”
(O’Brennan & Bradshaw, n.d.).
A statistics research study found that one out of four children is a victim of bullying. The
same study also stated that one out of five kids on a school bullying…survey admit to being a
bully or they admit to doing some “Bullying.” (Bullying Statistics/Cyber Bullying Statistics/
School Bullying Statistics, n.d.). Bullying in schools usually occurs in places where there is a
lack of adult supervision, most often it happens to be in the playground. After the playground,
the next places of bully targets are “…classrooms, hallways, lunchrooms and washrooms”
(Kartal, 2007).
“When bullying in schools they have a strong need to dominate…other students and to
get their way…” (Bullying in Schools, n.d.). Bullying is about having control and power over
others. “Bullying is power” (Cillessen, n.d.). Many bullies feel a sense of power and
accomplishment when they pick on their victims. (Hymel & Swearer, n.d.; Pepler & Craig, n.d.;
Scarpaci, 2006; Cillessen, n.d.).
Research says that bullying is a lifelong act. Hymel & Swearer (n.d.) also states that
bully aggression leads to aggression later in life. Basically they say that bullies will use the same
strategies they use with their victims for their other relationships in life, whether it is in dating or
possibly even in the workplace. “…most aggressive 9-year-olds tend to be the most aggressive
19-year-olds” (Cillessen, n.d.). The way a child acts towards others affects all aspects of the
child’s upbringing. Their school status (grades), their emotional status. Research shows that
“…the quality of children’s peer relations with their academic, behavioral, and emotional
Bullying 6
adjustment…” (DeRosier, 2004).
Bullying is done by both males and females “…girls engage in bullying behavior almost
as often as boys” (Bullying, 1998). Males and females engage in different types of bullying
behavior. Male bullies are aggressive, they mainly use physical force. On the other hand female
bullies usually use verbal assaults to taunt their victims or they spread rumors around, about their
victims.
Bullies target the same person over a period of time, meaning that a bully usually has one
victim for a period of time. The victims “…often lack social support…have no means of support
during bullying episodes…victims are social outsiders and are rejected by many…” (Watkins,
2007; Strohmeier, n.d.). Usually the bully and the victim are in “…the same age and in the same
class…” (Kartal, 2007).
The intended victims give the bully a sense of power, especially when the victims give in
easily to the bully by “…crying easily, failing to defend themselves…” (Hall, 2006). Another
article states that “…victims of bullying are more likely to suffer in silence…” (Graham, n.d.).
Children who are victims of bullying “…suffer more greatly from anxiety, depression, loneliness
and post-traumatic stress…” (Marini, n.d.).
Studies have also found that students who are victims of bullying do not go to an adult
figure for help. Even if the problem is happening at school, the victims keep quiet about the
problem. One main reason for keeping quiet is that; “…students do not tell teachers about
bullying incidents because they perceive the teachers as “inept, uncaring, or unable to protect
them.” (Bauman, 2008).
Bullying 7
People assume that if there are witnesses to the bullying incident, the incident will stop,
but. However, research shows that the opposite is true. Studies have found that witnesses only
add to the problem of bullying. “Witnessing bullying is distressing for bystanders and may
contribute to greater approval for aggression retaliation.” (Frey, Hirschstein, Edstrom & Snell,
2009).
One of the biggest and most famous theorist/researcher on the issue of bullying is Dr.
Dan Olweus. Olweus was a psychologist from Norway who studied bullying. He is seen as the
father of research on bullies and victims. “Olweus conducted the largest project on Bergen,
Norway, in the early 1980s” (Bauman, 2008). The study looked at bullying at all levels of
school. Olweus implemented different strategies to decrease bullying and it worked. “Much of
the thinking about bullying intervention has been inspired by Olweus innovative school wide
program that showed large reductions in bullying and victimization in Norwegian students”
(Frey et al. 2009).
The Olweus Bullying Prevention Program was implemented in American schools in the
1900’s. The goal of the program is to decrease or stop bullying issues among school age
children. The program has been found to reduce bullying among children, improve the social
climate of classrooms, and reduce related antisocial behaviors, such as vandalism and
truancy (Olweus Bullying Prevention Program, 2003).
There are many myths that people have about bullying. People may not always state their
views/opinions out loud but they may have it in their minds. One big myth that people have in
their mind is that bullying is normal, it is part of childhood. Scarpaci (2006) states that “Some
Bullying 8
people view bullying as a normal aspect of childhood…” This is not the case though. Bullying
is not normal and victims never ask to be bullied.
Another myth is that bullies have no friends. Many articles state the opposite “…bullies
are actually quite popular among their classmates…” (Graham, n.d.). “…bullies tend to be
confident, with high self-esteem…” (Bullying Facts and Statistics, n.d.).
Bullies obtain
“…power through bullying…” (Pepler & Craig, n.d.).
There are studies that say bullying starts at home. A family’s interaction and their
familylife affects a child greatly. Children see aggression and bullying behavior at home, they
pick it up from there. “…children who were bullies or victims at home seemed to maintain their
roles at school” (Menesini,n.d.). Studies show that home life greatly influences whether or not a
child becomes a bully or a victim of a bully
Myron-Wilson (1999) states “…that children with over-controlling or dominating parents
were found to harass other children more often at school” in Manning, S.A. & Taylor, D.A.
(1978). Effects of view violence and aggression: stimulation and catharsis. Journal of
Personality and Social Psychology, (31) 1, 180-188. Everything children learn, starts at home.
Children do pick up stuff from their parents and how they are treated at home. Children learn
about aggression towards others from “…watching the daily interactions of their family
members” (Georgiou, 2008).
An article by Duncan (n.d.) states that families of bullies lack closeness for one another.
Bullies usually grow up without father and they are victims of abuse themselves at home.
Duncan (n.d.) went on to say that mothers of male victims were to overprotective and controlling
Bullying 9
of their sons. The fathers of the victims were absent. Families of female victims are different
from the families of male victims. Female victims have poor family relations. Their mothers
often reject their daughters.
There are many cons to bullying. Society first needs to let victims know that it is okay to
talk to an adult if you are being bullied. Victims do not tell adults because they fear that no one
will help them. Teachers and school staff need the proper training to deal with the issue. So that
if a child does come asking for help, they know what to do. The entire school needs to be spoke
to about the issue of bullying. Children need to know and need to learn that it is not okay to hurt
someone physically, mentally, verbally etc.
There are a number of different intervention programs out to combat bullying. A study
done by Lee, Buckthorpe, Craighead & McCormack (2008) states that “In schools in which
bullying was less frequent the teachers were more likely to speak about bullying problems…”
Ryan (n.d) states that teachers and school administrators would like to help decrease bullying,
but they do not have the time nor do they have the resources to do so.
More adult supervision is needed in places where bullying is highest, especially
playgrounds. Parents and school staff need to work together. Parents need to be taught about
bullying and what they can do to prevent their child from either becoming a bully or becoming a
victim. Pepler & Craig (n.d.) state that witnesses need to be taught what to do when they see and
incident occurring. They need to be taught to stand up for the victim and interfere in the incident
to make it stop.
Ryan (n.d.) states that improving a schools climate seems to have a great impact on
Bullying 10
reducing bullying. Scarpaci (2006) says that “…teachers should encourage and practice
openness in class.” Bullies work in silence, if students have open communication in the class
and then more victims will speak up. Lee et al. (2008) state in their research that “In the schools
in which bullying was less frequent the teachers were more likely to speak about bullying
problems…” just a few simple steps need to be taken to talk and teach children about bullying.
Parents and teachers can ask questions such, how did you feel about it? Did you hurt their
feelings? (Bullying Lesson Plan/Worksheets, n.d.).
Statement of Hypothesis
HR1- The students at Sunday school X will show a clear change. After the given
intervention/treatment there will be a positive change in the students. There will be a decrease in
the teasing and bullying of students by students. Students will not feel helpless anymore against
their bully.
Methods
Participants
The participants in this study were 15 students in all; they included six males and nine
females. The students are ten and eleven years in age. The participants are in the fourth, fifth
grades and one student is in the sixth grade. At the Sunday school the students were in a level
two class. The school is located in Jamaica, New York. The ethnic breakdown of these students
is as follows: One African American, one Bosnian and thirteen South East Asians.
All of these students are from immigrant parents. They are all from low socio economic
status families. They all come from intact families with a mother, father and siblings. Two
Bullying 11
pairs of participants are siblings. All the participants speak their parent’s native language and
English is kind of like a second language to the children, because they were not raised speaking
English.
The participants are either victims of bullies or they bully others from what the researcher
has seen in the school. The participants may not view what they do as bullying/teasing, because
they are children, but from the definition of bullying, they are bullies. The participants call each
other names and sometimes although rarely, they hit one another. The participants sometimes
gang up against a student and tease them.
Instruments
The instruments in this study included a consent form and two surveys. The consent was
given to the principal of the school. The consent form stated who the researcher was and what
the purpose was for the study. The consent form was given last semester. The two surveys were
given to the students to fill out. A Likert scale was used on the surveys to measure. The first
survey was given before the intervention and asked questions about bullying/teasing. The
second survey was given after the intervention; it was completed and asked students how they
now felt about bullying/teasing.
The surveys were created by the researcher. The researcher thought that the surveys
would be valid and enough for this research. Based upon the results the surveys were not valid.
The reliability also comes into question of the surveys. Not all the participants seemed interested
in doing the post survey. Some of the participants rushed through the surveys it seemed.
Experimental Design
Bullying 12
The design for the research experiment was as follows: One single group was pre tested
(O) then the group was exposed to treatment (X) and finally the group was post tested (O). The
symbolic design is for the experiment was OXO design.
This design was chosen because it best fit the experiment. There was only one group
chosen for the experiment and only that one group received a pre test and post test.
Threats to Internal Validity
Below are the threats to internal validity that the researcher thought would affect the
research study.
History – (Threat) will affect the research. If there are students running and screaming in
the hallway. Other teachers may walk into the room. Any announcements made over the loud
speaker. There are many things that can have an impact on the history of the research.
Maturation – (Threat) will affect the research. If a student is having a bad day or students get
tired and they become lazy answering the questions. Testing/Pre-test Sensitization – (Threat)
will affect the results of the survey. Based on the first survey students will feel like they know
what to say on the second survey. Instrumentation – The instruments being used for this
research is one consent form and two surveys made by the researcher. Students can lie on the
survey if they don’t want to tell the truth that can affect the validity of the results.
Mortality – (Threat) may affect the research if some students suddenly stop coming to the
school or if they move away. Differential Selection of Subjects – (Threat) will affect the
research. All students in the study have their own personality and their own mind. The students
all are different from their fellow classmates. Selection-Maturation Interaction – (Threat) will
Bullying 13
affect the research because some participants are more mature and learn quicker than others. The
females tend to be more mature then the males.
Threats to External Validity
Below are the threats to external validity that the researcher thought would affect the
research study.
Ecological Validity – (Threat) will affect the research. Depending upon the environment
a child is from his/her views may be different from other students. Generalizable Conditions –
(Threat) will affect the research. If a bigger group and a different age level is used, you may not
have the same results as this study may get. Pretest-Treatment – (Threat) will affect the results
students write on the second survey because they may feel like they have to write down positive
answers. Selection Treatment Interaction – (Threat) will affect the research. Students who
perform the skit will be volunteers.
Multiple Treatment – (Threat) will affect the research, the students will receive a talk
and do a small skit. Treatment Diffusion – (Threat) will affect the study, although the treatment
will be the same for the group, students may ask one another what they wrote for their answers.
Experimenter Effects – Will not affect the research/group because it the surveys will be all
about how the participants feel. Reactive Arrangements/Participants Effects – (Threat) will
affect the research. How students feel before and after treatment, were any student’s victims of
bullying while treatment was going on. Maybe some form of Hawthorne Effect will come into
play. Students may want to show that they have learned something or changed their views so
they may tend to write good things down on the survey.
Procedure:
Bullying 14
The study started in February of 2010 and ended in April of 2010. The participants were
given a pre and post survey. There were small group talks with the research and the students in
the experiment. There was also a small skit performed by two of the participants, it was
performed in front of the experimental group only. In total there were six meetings between the
researcher and the participating students.
These participants were chosen because the researcher felt that they were at the right age
to work with for this particular study. They showed signs of bullying and teasing other students,
or it happened to them. The teacher for the participants is calm and nice; she has good control of
the class. The students respect her and listen to her.
The research started in early of February 2010. A pre survey was given to students on
February 7th 2010 and collected by the researcher. Participants were also asked to discuss their
thoughts and feelings on bullying/teasing. This meeting lasted about an hour. On February 14,
participants were asked to write a skit as a group on how to deal with bullying, to perform in
front of the group. The participants were to present their ideas next time they met with the
researcher. This meeting lasted roughly 30 minutes.
On February 28, the group of participating students met again with the researcher to talk
about bullying/teasing and also to discuss the skit that was to be performed by the participants.
The participants and researcher met for an hour to discuss the skit. On March 21st the
participants and the researcher met again to work on skit together, to see what the students felt
would best reflect a bullying situation. This meeting lasted 30 minutes.
On April 11th, the participants and researcher met again and the participants shared their
Bullying 15
feelings on why they bully and some of them also shared their feelings on what it feels like being
bullied by other children their age. Some of the participants were more open about the issue,
while others seemed reserved. This meeting lasted one hour. Finally on April 25th the skit was
performed the in front of the experimental group and then the post surveys were given out for the
participants to take, after they took it the researcher collected them. This time the researcher and
the participants also met for an hour.
The skit itself was a small skit. It showed a child being bullied on a daily basis and
finally in the end, the child got help and stood up against his bully. The skit was performed; to
show the experimental group that if you are a victim of bullying, you can get help and not suffer
alone. It was also done to show bullies that what they are doing is wrong and it can hurt many
people. The skit only lasted about five minutes. The student participants seemed nervous and
could not stop smiling throughout the skit.
Results:
After looking at all the pre and post survey result and obtaining a correlation of -0.084,
the researcher realized that the intervention had no effect at all on the experimental group. The
experiment was a failure. To find the correlation for the given answers, the researcher calculated
the averages for all twenty questions that were answered on the pre and post surveys. The results
were as follows:
Y (Pre-Survey)
2.0
1.6
2.2
2.6
X (Post-Survey)
2.3
2.3
2.8
3.0
Bullying 16
2.6
2.2
1.5
2.0
2.6
1.8
2.4
3.4
3.6
2.9
3.0
2.8
The averages/numbers of four arrays was plugged into Microsoft Excel and the
correlation was calculated to be-0.08423.
Below is a scatter plot representing the data above using the X values and the Y values.
Some of the points are the same because the calculated averages were the same. These points
overlap one another.
Figure 1
Bullying 17
Figure 2
The bar graph above is representing the average data. Light gray the Y (pre survey) data
and the dark gray represents X (post-survey) data.
Standard Deviation
To find the standard deviation the researcher picked one question from the post survey
and analyzed that specific question. The researcher chose question number ten from the post
survey. The question asked students: Have you told an adult when you see bullying now? The
answers were given by the use of a Likert scale 1-4. Below are the ratings that were used for the
surveys.
Bullying 18
1 - Strongly Agree
2 - Agree
3 - Disagree
4 - Strongly Disagree
Answers
Student 1
3
Student 2
4
Student 3
4
Student 4
4
Student 5
1
Student6
4
Student 7
3
Student 8
4
Student 9
4
Student 10
3
Student 11
3
Student 12
1
Student 13
2
Student 15
1
Answers in order:
1
1
1
1
2
3
3
3
3
4
4
4
4
4
4
Bullying 19
Mean = 3+4+4+4+1+4+3+4+4+3+3+1+1+2+1 = 42
42/15 = 2.8
Mean (average) = 2.8
Mode (most shown number) = 4
Median (middle number) = 3
Range (highest – lowest) = 4 – 1 = 3
Standard Deviation
X
X–M=x
4
4 - 2.8 = 1.2
(1.2) = 1.44
4
4 - 2.8 = 1.2
(1.2) = 1.44
4
4 - 2.8 = 1.2
(1.2) = 1.44
4
4 - 2.8 = 1.2
(1.2) = 1.44
4
4 - 2.8 = 1.2
(1.2) = 1.44
4
4 - 2.8 = 1.2
(1.2) = 1.44
3
3 - 2.8 = 0.2
(0.2) = 0.04
3
3 - 2.8 = 0.2
(0.2) = 0.04
3
3 - 2.8 = 0.2
(0.2) = 0.04
3
3 - 2.8 = 0.2
(0.2) = 0.04
2
2 - 2.8 = -0.8
(-0.8) = -0.64
1
1 - 2.8 = -1.8
(-1.8) = -3.24
1
1 - 2.8 = -1.8
(-1.8) = -3.24
1
1 - 2.8 = -1.8
(-1.8) = -3.24
1
1 - 2.8 = -1.8
(-1.8) = -3.24
42
-0.2
-4.8
Bullying 20
SD = √
∑
=
√ -4.8
N
= -0.32
15
SD = √-0.32 = -.56568
SD = -0.57
Variance
Variance =
Variance = -0.57 = -0.32
Based on the calculated standard deviation, if the mean, mode and median were to be
graphed, the graph would be a negatively skewed graph. The correlation of this question also is
a .056, no correlation.
Listed below are the correlations of the ten questions that were asked in the pre and post
surveys.
Question
Correlation
Question 1
0.07
Question 2
- 0.09
Question 3
0.56
Question 4
- 0.16
Question 5
- 0.15
Question 6
- 0.18
Question 7
0.04
Question 8
- 0.17
Question 9
0.13
Bullying 21
Question 10
0.56
Discussion:
The statement of hypothesis was proven wrong in this research study. Students overall
did not change their views about bullying/teasing for the positive. At the end of the study when
all the data was analyzed the researcher was surprised to see that there was no change on how the
children viewed bullying/teasing.
Many previous studies have shown that addressing the issue about bullying to children
has had positive outcomes. One such program is the Olweus Bullying Prevention Program
whose main goal is to decrease bullying in schools. Unfortunately this study has not shown that
at all. In fact the participants in this study had no change on their views and behavior towards
bullying.
Figure 1 is a scatter plot representing the average points for the questions asked in the pre
and post surveys. There is a trendline in the scatter plot between the points representing where a
majority of the point lie. Looking at the trendline, you can see that there is nothing major
happening to the line. It seems to go down a little bit, but not drastically.
Figure 2 is a bar graph representing the averages of all of the answers in the pre and post
surveys. The light gray indicates the pre-survey (Y) answers. The Dark gray indicates the postsurvey (X) answers. Looking at figure 2, you can see that in nine out of ten of the averages,
there is an increase from light gray to dark gray. What that indicates is that there was some sort
of change in the view of the children. There was not enough change for a positive outcome for
the research.
Bullying 22
The standard deviation for question ten is a -.57. that implies to the researcher that the
study was not effective at all, even when broken down to one simple question in the post survey
about going to seek help from an adult when seeing a bullying/teasing situation.
The researcher cannot explain what went wrong with the study. The researcher can only
speculate at the faults or missing information for the research to have been successful. There
could possibly be fault with the surveys conducted; maybe the students did not fully understand
the questions. The survey questions could have been created with another way for students to
write their answers, an easier way.
The Likert scale may have been too confusing for the students to comprehend fully.
Participants may have been looking to see what other students wrote down as their answers and
copied the answers instead of writing their own. Participants may have written down answers to
the questions, when they did not fully understand the question itself. Participants also seemed to
rush through the surveys without really looking at what the questions asked and what the
answers were. They just seemed to want to finish it.
The researcher thought the less surveys there were, the better it be would for the students
and the researcher. But the researcher was wrong. The less surveys meant that there was less
accurate information provided by the students.
The length of the study also impacted the results. To change someone’s behavior it takes
years and years if it can change at all. The researcher only had three months to do the study.
After taking the post survey, the participants did indicate that their feelings had changed
about bullying/teasing. The results however, indicated otherwise. Previous research states that
children who are taught about bullying do have a positive change for the most part. Lee et al.
(2008) state that in schools where bullying is spoken about openly, there was less bullying in
those schools.
Families also play a huge role in how a child views bullying. Families also play a big role
in what makes someone a bully and what makes someone a victim. Duncan (n.d) states that
families of bullies are not close to one another. To address that, the research experiment could
have touched upon that issue. This study should have included a survey for the parents to
answer. The survey could have asked parents how close they would rate their family (children,
spouses, etc.).
To look at that issue more closely, there should have also been a survey given to the
participants about how close they think that their families are. The survey could have also asked
the participants whether or not they think that bullying is something that started at home for
them, whether it is being a bully themselves of being a victim. Based upon the results, the
researcher could have had a more in-depth look at the why particular participants bully.
The researcher does not think that this research experiment itself has contributed towards
any research on the issue of bullying/teasing. If this study was to be re-conducted then there
should be many changes done to it, including the extra surveys that are mentioned above. Many
other things would be taken into consideration in order to obtain more accurate data and better
results.
In recent years we are seeing a huge rise of bullying in schools. There needs to be more
focus on how to prevent bullying both inside and outside of school. Principals, teachers, parents
Bullying 24
and students need to be aware of what the consequences of bullying can be. Educators and
parents need to work with children to teach them about bullying/teasing, that it is a serious issue
and it needs to be addressed right now.
Implications:
The researcher believes that more studies have to be done on the issue of bullying and
teasing. Research needs to be done on a larger group of students over a longer period of time. It
would be best if we can start teaching children about bullying at an early age. Parents need to be
involved as well and they need to work together with schools on combating this serious issue.
We need to teach school staff that bullying is not a joke and that openly talking about can
hopefully lead to more children taking a stand against bullying.
Bullying 25
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Bullying 26
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Bullying 27
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Bullying 28
Appendices
Bullying 29
Appendix A
Consent Form:
To Whom It May Concern;
My name is Ansia Jalani. I am a graduate student at Brooklyn College. I am currently
taking Education 702.22. This course is an action research course. For my research project I
would like to look at the issue of bullying and see if it can be decreased. I would like to use the
students from level 2 in this Islamic School as part of my study. There will be a short survey
related to bullying for the students to fill out. There will also be a shirt skit that I would like the
students to perform in front of their class. There will also be a short survey for the students to
fill out one month after the intervention.
As principal of this school I would like your permission to use the students in this school.
No names (school, teachers nor students) will be mentioned in this report. My study will look at
the amount and type of bullying that the school has already. After my intervention (the skit and
talking to students about the effects of bullying) I will see if there are any changes in the amount
of bullying after the intervention.
Thank You
Ansia Jalani
Bullying 30
Appendix B
Survey # 1
Age:
Gender:
DIRECTIONS: Please fill in the blank line with the number that best describes your feelings
1 - Strongly Agree
2 - Agree
3 - Strongly Disagree
4 - Disagree
1) Have you ever bullied someone?
__________________
2) Have you seen someone bullied?
__________________
3) Do you bully a younger brother or sister?
__________________
4) Have you ever told someone to stop hitting another person?
__________________
5) Have you ever told someone to sop teasing another person?
__________________
6) Have you ever teased someone?
__________________
7) Has anyone ever teased you?
__________________
8) Have you seen other children being teased?
__________________
9) If you saw someone being mean would you tell them to stop?
__________________
10) Have you ever told an adult if someone is bothering
you in a mean way?
__________________
Bullying 31
Appendix C
Survey # 2
Age:
Gender:
DIRECTIONS: Please fill in the blank line with the number that best describes your feelings
1 - Strongly Agree
2 - Agree
3 - Strongly Disagree
4 - Disagree
1) After seeing the skit, do you feel different about bullying?
__________________
2) After seeing the skit, do you feel different about teasing?
__________________
3) Do you continue to bully a younger brother or sister?
__________________
4) Have you continued to tease other students?
__________________
5) Have you continued to tease a brother or sister?
__________________
6) Have you hit someone after learning about bullying?
__________________
7) Have you stepped in when seeing someone being bullied
and told the bully to stop?
__________________
8) Do you continue to tease other people?
__________________
9) Do other people continue to tease you?
__________________
10) Have you told an adult when you see bullying now?
__________________