Write an essay through which you argue a position related to a controversial aspect of the topic, you researched for your Annotated Bibliography in Unit 2. A minimum of four sources should be cited in your paper and documented at the end of a Works Cited page; at least two should be Forsyth Library online database sources that you included in your Annotated Bibliography (the others may come from the annotated bibliography or they can be new sources).
Annotated Bibliography for School Bullying
Casebeer, Cindy M. “School Bullying: Why Quick Fixes Do Not Prevent School Failure.” Preventing School Failure: Alternative Education for Children and Youth, vol. 56, no. 3, 2012, pp. 165-171, doi:10.1080/1045988X.2011.633283. Accessed 17 Feb. 2018.
The authors of this articles talk about how school bullying has become a significant problem that is nowadays associated with suicide, school shootings, and poor academic performance. Importantly, bullying also has adverse effects on bystanders, targets, and the bullies. As a result, Casebeer concludes that school bullying is a complex problem that cannot be solved by a single solution. Instead, the author argues that before the problem can be solved, it is essential first to understand the multiple variables associated with it. Moreover, Casebeer identifies the different types of bullying and also discusses the short and long-term effects of bullying on the victims. Finally, this article will also help me to understand bullying in schools, its impact and how it can be stopped.
Dillon, Jim. “Untying the “Nots” of Bullying Prevention.” Principle, Jan.-Feb. 2014, pp. 36-39, www.naesp.org/sites/default/files/Dillon_JF14.pdf. Accessed 17 Feb. 2018.
Dillion argues that it is students who determine the degree of bullying that occurs around them, and for this reason, teachers should empower students instead of controlling them. The author adds that most of the bullies are not aware that they are affecting others by their actions. For this reason, Dillion believes that teachers should educate the bullies on the effects that their actions have on the victims as this will make them think twice. This article is a relevant source as it provides insightful information on what teachers can do help combat bullying in schools.
Hinduja, Sameer, and Justin W. Patchin. “Cultivating youth resilience to prevent bullying and cyberbullying victimization.” Child Abuse & Neglect, vol. 73, Nov. 2017, pp. 51-62, doi: 10.1016/j.chiabu.2017.09.010. Accessed 19 Feb. 2017.
In this article, the authors talk about how the latest generation of adolescents utilizes technology to bully their peers. According to Sameer and Patchin, cyberbullying refers to the use of phones, computer, and other electronic devices too wilfully and repeated inflict harm on others. The article details the nature and extent of cyberbullying in schools. Also, the authors also describe some of the approaches that educators and policymakers can implement to reduce bullying in schools. The authors state that having a positive school climate like peer monitoring and emotional support are some of the ways to reduce the problem. This article will be used to find out ways that schools can use to protect youths from psychological victimization and thus create an environment where learning can thrive.
Juvonen, Jaana, and Sandra Graham. “Bullying in Schools: The Power of Bullies and the Plight of Victims.” Annual Review of Psychology, vol. 65, no. 1, 2014, pp. 159-185, doi:10.1146/annurev-psych-010213-115030. Accessed 9 Feb. 2018.
Juvonen, Jaana, and Sandra talk about what educators can do to identify the places where bullying takes place in schools. According to the authors, school bullying usually happens in segregated corners of schools, canteens, classrooms, toilets, corridors and the hallways. The authors believe that once teachers identify these places, it becomes easy to put in place measures to ensure that the matter is addressed efficiently. Also, Juvonen et al. outline some of the actions that teachers can take such advising students to watch after their fellows and letting bullies know that their actions are wrong. This article is also a reliable source as it will be used to make arguments on how schools can protect students against bullies.
Morgan, Hani. “What Teachers and Schools Can Do to Control the Growing Problem of School Bullying.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 85, no. 5, Aug. 2012, pp. 174-178, doi:10.1080/00098655.2012.677075. Accessed 8 Feb. 2018.
Morgan discusses what bullying and cyberbullying are and why bullies mistreat their others. In addition to this, the author explains how teachers can efficiently respond to the problem. According to the author students learn by copying. Therefore, bullies mistreat others because of what they have seen being done by their parents or what they have seen in the media. Morgan also describes the effects of bullying on children such as poor academic performance and having low self-esteem. Importantly, the author offers guidelines for school administrators to follow to address the problem. Morgan’s article is beneficial because it will help understand what bullying is, how the actions of bullies affect others and what can be done to deal with the issue.
O’Brennan, Lindsey M., et al. “Strengthening Bullying Prevention Through School Staff Connectedness.” Journal of Educational Psychology, vol. 106, no. 3, Aug. 2014, pp. 870-880, doi:10.1037/a0035957. Accessed 8 Feb. 2018.
This article examines the dimensions of staff connectedness and intervention in bullying situations. According to O’brennan et al. increased staff connectedness is crucial in intervening in bullying situations. Also, the authors believe that it is important for schools to have resources available so that educators, as well as students, can be trained on school’s bullying policies. In addition, the authors state that bullying prevention programmes help to reduce peer victimization. Most importantly, the article provides the advantages and disadvantages of bullying intervention programmes in schools. This is a reliable source because it will be used to argue for and against anti-bullying programmes in school.
Tayli, Asli. “School size as a predictor of bullying.” International Journal of Academic Research, vol. 5, no. 5, 2013, pp. 124-130, doi:10.7813/2075-4124.2013/5-5-B.19. Accessed 19 Feb. 2018.
According to Tayli, there is a relationship between school size and the occurrence of bullying in the school environment. The author confirms that in small schools, teachers build relationships with their students as opposed large schools. Moreover, the likelihood of observing students and “victims” or “bully” status is less in midsize schools compared to large schools. As a result, Tayli believes that bullying in schools can be linked to the size of the school. This article will be used to help understand how the size of a school causes bullying and what school administrators can do to address bullying effectively.
Tsiantis, Alkis-Constantine J. “The Effects of a Clinical Prevention Program on Bullying, Victimization, and Attitudes toward School of Elementary School Students.” Behavioural Disorders, vol. 38, no. 4, Aug. 2013, pp. 243-257. 15p. eds.a.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/pdfviewer/pdfviewer? vid=11&sid=e13c2f55-2b7d-4ebf-ab17-fb8fd780d4eb%40sessionmgr4007. Accessed 8 Feb. 2018.
The authors evaluate a bullying prevention program that was aimed to increase student awareness of bullying and its negative impacts. According to Tsiantis et al. school bullying affects the lives of school children, and this affects their academic performances. For this reason, the authors assert that schools should promote anti-bullying programs aimed at increasing students’ empathy towards victims, to help reduce bullying and victimization. This article is, therefore, a reliable source because it provides insightful information on the effects of bullying on children and the programs that schools can adopt to address the issue.