Bullying: Health
and Intervention
Elyssa Lazu
Ed 7202T
Action Research Midterm
Table Of Contents
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Statement of the Problem
Literature Review
Hypothesis
Participants/Instruments
Research Design
Threats to Internal/External Validity
Procedure
Discussion/Implications
Results
References
Statement of the Problem
• A major issue within the school system and school
systems have not done all they can to prevent them.
(Sylvester, 2011)
• It has become a major concern on long-term and shortterm health.
• Long-term consequences of being bullied may lead to
serious mental health problems, such as depression or
suicidal thoughts (Fritz, 2006).
• Lack of awareness and adult involvement. (Atlas &
Pepler, 2001)
• Not a priority until a tragedy occurs (suicide).(Goodwin,
2011)
Literature Review
Health Concerns
• The American Medical Association has designated school
bullying a public health concern (Graham & Bellmore, 2007)
• Direct Bullying Victims and bully/victims had unusual repeated
sore throats, colds or coughs, breathing problems, nausea,
and poor appetite. Also made up illnesses to stay home. (
Wolke, Woods & Bloomfield, 2001)
• Associations between victims not being able to sleep well,
bed wetting, feeling sad, increased headaches and belly
aches. (Williams, Chambers, Logan, & Robinson, 1996)
• School nurse logs showed frequent visits with somatic
illnesses was a cause for concern. Involvement in bullying can
have negative effects on a child's health and should be
followed up with their Dr. ( Vernberg, Nelson, Fonagy &
Twemlow, 2011)
Hypothesis
• Integrating an anti-bullying instructional unit to 10
students (9 boys, 1 girl) in an urban setting in Queens
New York, during the morning for 40 minutes twice a
week over a 4 week period will decrease bullying and
promote awareness.
Participants/ Instruments
Participants
• Sample of
convenience=10 students
from various schools
throughout NYC
• Ten elementary school
students (age range from
9-11)
• nine boys, one girl
Instruments
Parent Release Forms
• Permission to participate in
research
Pre and Post Student
Surveys
• Safety in schools, awareness
Parent health Questionnaire
• Report on health issues
Research Design
 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 hypothetical treatment will be given to one
group, twice a week, in the morning, for a four week
period.
Students will sit together on carpet for the read aloud and
role play
Threats
Internal Validity
External Validity
• History: Student/teacher
absence
• Instrumentation: Surveys can
have fake answers or
misinterpretations
• Maturation: Loss of interest
due to fatigue etc.
• Testing/Pre-testing
Sensitization: hints regarding
post-test
• Selection Maturation
Interaction: students differ,
possibly repetitive
• Pre-test treatment:
Students try to
remember questions
from pre-test
• Experimenter Effects:
Researcher Bias with
high to low mean
• Reactive arrangement:
Try harder because of
the testing notion
Procedure
• Pretest Administration
 Student Survey
 Parent health questionnaire
• Group exposed to a treatment
 Hypothetical treatment was given twice a week, role play and read
aloud
• Posttest Administration
 Student survey post test identical to pretest to analyze any changes
from pre-test
Discussion/ Implications
• The results support the theorists ideologies and current
research:
 Hypothetical treatment showed test scores to have increased
from their pre test to post test
Needs further research with actual implementation of role play
and literature into bullying interventions
Further research providing bullying prevention strategies
Further research should be done throughout an entire school
with a longer study
Safe to assume higher post test scores are related to
intervention and lower pre test scores are due to not having
intervention
Results
PostTest
1
2
3
4
5
6
7
8
9
10
2
2
3
1
3
3
4
2
4
2
Mean=
4
4
2
2
3
2
3
3
4
4
3.1
Pre & Post Test Results
I feel Bullying is a Problem in my
school
Scores-Y
Studen Prets
Test
5
4
3
2
1
0
Parents
Student
1
2
3
4
5
6
7
8
9
10
Students-X
2.6
• The bar graph
represents that bullying
being a problem
reduced .4 by post-test
Results
0.04438rxy
Brief Analysis: A fair positive correlation
0.04438 suggests that students being afraid
of school caused parents to be concerned
that it was due to illness
There was .9 increase
from the pre test to the
post test after
hypothetical intervention
Results
Post-Test
I know there are ways to
prevent bullying
Pre-Test
I know there are ways to
prevent bullying
4.5
4
3
2.5
2
1.5
Series1
1
0.5
0
1
2
3
4
5
6
7
Students
Mean:2.1
Mode:2
8
9
10
BUllying Prevention Confidence
Bully Prevention Confidence
3.5
3.5
3
2.5
2
Series1
1.5
1
0.5
0
1
2
3
4
5
6
7
Students
Mean:3.0
Mode:3
8
9
10
References
1. Atlas, R. S. & P. D. J. (1998). Observations of bullying in the classroom. The
Journal of Educational Research, 92, 86-99. Retrieved from
http://www.jstor.org/stable/27542195
2. Bauer, N. S., Lozano, P., & Rivara, F. P. (2007). The effectiveness of the olweus bullying
prevention program in public middle schools: A controlled trial. Journal of Adolescent
Health,40, 266-274.
3. Brock, S.E. (n.d.) Experimental Research Powerpoint. California State University,
Sacramento. Retrieved from
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esentation%209.pdf
4. Dervin, D., (2011). 2010: The year of the bully. Journal of Psychohistory,38(4), 337-345.
5. Entenman, J., Murnen, T. J., & Hendricks, C. (2005). Victims, bullies, and bystanders in K-3
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References
8.
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into schoolwide positive behavior support. Teaching exceptional children,
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9. Goodwin, B., (2011). Bullying is common and subtle. Educational Leadership,
69(1), 82-84.
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References
12. O’Connor-Petruso, S. (2013). Descriptive Statistic Threats to Validity
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https://bbhos.cuny.edu/webapps/portal/frameset
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http://ehis.ebscohost.com.ezproxy.brooklyn.cuny.edu:2048/ehost/detail?vid=16&hid=102&sid=eff0af4d16. Siegle, D. (2010). Cyber bullying and sexting: Technology abuses of the 21st
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References
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