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Physical and Verbal Bullying in School

Sheema Javed

Department of psychology, National University of Modern Languages

APRM-346: Research Method-II

Ms. Maria Jameel

June 16 2024
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Table of Content

Content page No

Abstract 3

Chapter I

Introduction 4

Chapter II

Literature Review 10

Chapter III

Methodology 19

Chapter IV

Discussion 28

Reference 30

Appendix 33
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Abstract

This study investigate the impact of Bullying, both physical and verbal, is a significant issue in

educational settings, affecting students' academic performance and psychological health. This

study focuses on Pakistani educational context, examining the relationship between bullying

experiences and psychological effects in Faisalabad schools. The research uses surveys and

interviews to evaluate the frequency and effects of bullying. The study suggests practical

solutions, such as peer support groups and cognitive-behavioral therapies, to lessen bullying

behaviors and foster a positive learning environment. The findings will guide interventions to

address bullying and promote academic and personal growth.

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Chapter I

Introduction

Bullying is not a recent problem that affects schools and children. Over time, bullying has

actually been seen as so frequent in schools that it has been minimized as a threat to students and

reduced to the idea that it is a stage of development that most young people will go through.

However, not everyone recovers from the emotional trauma that bullying can cause, for both the

victim and the bully. Adults witness it occurring in families, workplaces, and public spaces for

this reason. As a result, this harassment is not limited to educational institutions. However, the

ideal place to take proactive action is in schools.

Many academics have referenced Olweus' work in defining bullying, which states that bullying

happens when a student is subjected to negative actions by one or more fellow students on a

regular basis over an extended period of time.

This study investigates the viewpoints and experiences of educators in recognizing

strategies for bullying in various educational settings. An online survey was completed by 454

teachers employed by various educational institutions. The data collected allowed for inferences

to be made and a clearer understanding of the state of affairs in Pakistani educational institutions.

The findings show that instructors are more likely than students to be the targets of verbal and

social bullying than of physical abuse. Furthermore, compared to teachers in higher grades, those

in lower grades reported witnessing more instances of physical bullying (Krumbholz A, 2023).

Researchers also discovered significant differences in teachers' experiences with social

bullying in rural and urban areas. In Pakistan, school environments must be designed with

bullying response techniques implemented. Using the information provided, customized anti-
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bullying programs that are suitable for Pakistani school environments in terms of both culture

and society will be created. (Krumbholz A, 2023).

Bullying can take many various forms, some of which are more obvious than others and

can affect both adults and children. Physical bullying can take the form of pushing, kicking,

tripping, pinching, striking, or causing property damage. Bullying that is physical harms victims

in the short and long terms. Name-calling, insults, taunting, intimidation, homophobic or racist

statements, and verbal abuse are all considered forms of verbal bullying. Even while verbal abuse

can begin innocuously, it has the potential to worsen to the point where the target is negatively

impacted (Ncab, 2023).

Bullying in schools and victimization by peers have numerous detrimental effects.

Bullying, for instance, has been linked to decreased academic achievement, lower academic self-

perceptions, and reduced school involvement. Furthermore, bullying has grown to be a serious

public health issue, increasing the likelihood of depression in later life, antisocial behavior,

criminal offenses, and even suicide (Johnsson, 2020).

Bullying behavior can be attributed to several variables, including: (a) bullying occurs

when seniors use bullying to exert senior influence over juniors to elevate oneself above the

other. According to research, the type of physical bullying that takes place in seniors' physical

abuse of juniors in a school setting, including hitting; (b) bullying stemming from a familial

disorder or a dysfunctional household Children find it simple to act aggressively.

According to the field's results, there are three main variables that contribute to children

becoming bullies in schools: (c) bullying brought on by unbalanced and discriminatory education

in schools; and (d) harmonious families as a factor in the absence of affection and care given by

parents to their children. This is consistent with social research demonstrating the seniority that
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existed in the ongoing development, in which seniors who have been bullied will eventually turn

into bullies. The interview's findings indicate that verbal bullying took the form of mocking,

giving the nickname an improper moniker, and purposefully excluding other peers (Nurlia &

Suardiman, 2020)

Operational Definition

Bullying:

Bullying is an aggressive behavior pattern in which an individual purposefully causes

pain or injury to another person on a regular basis. Physical contact, verbal abuse, or more

restrained acts can all be considered forms of bullying (APA, 2018).

Physical bullying:

Punching, kicking, hitting, stealing, or causing damage to personal property directed

towards a specific person. Bullying of this kind is considerably simpler to witness. It is simpler

for teachers and students to confront and stop this conduct when observations are possible. Since

this kind of bullying is the subject of anti-bullying prevention campaigns and media

representation, students typically fear it the most. (JOHNSON, 2013). It entails causing harm to

someone's body or possessions and is simpler to determine. Bullying of this kind is frequently

committed by an individual or organization that is larger and stronger than the victim (DuBois-

Maahs, 2022).

Verbal Bullying:

Type of bullying that involves making threats verbally and making jokes about someone.

Verbal bullying includes things like calling someone stupid, ugly, gay, or mentally handicapped.

The severity may even reach the point where verbal threats are made against these people. Not

only can these intimidations and awkward social settings cause social difficulties for kids, but
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they can also play a significant role in their decision to stop attending school. For this reason, a

lot of kids struggle with their grade point average and lack of friendships. (JOHNSON, 2013).

Verbal bullying involves writing or uttering hurtful things to or about another person. Studies

have shown that the most frequent form of bullying experienced by boys aged 7 to 10 is the use

of insults, which is a subset of verbal bullying (DuBois-Maahs, 2022).

Statement of Problem:

Bullying can be divided into two categories: verbal and physical. The way that victims

react to bullying can differ, which can make it harder for parents and teachers to identify

bullying. Given the increasing prevalence of bullying, it is important that educators, parents, and

students receive further training regarding bullying. What becomes problematic is bullying and

What effects does it have?

Objectives:

 To bring awareness of people about different categories of Bullying.

 To explore psychological effects on child Bing Bullied.

 To study which kind of children are bullied at school.

 To explore where are the most common locations for bullying behavior.

1. Awareness of Different Categories of Bullying:

The purpose of this goal is to raise awareness of the different types of bullying that go

beyond physical assault, including cyberbullying, verbal abuse, and social isolation.

Understanding these classifications can help the public identify bullying and deal with it more

skillfully.
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Examining the Psychological Impact on Bullied Children:

The study of the behavioral, psychological, and emotional effects bullying has on kids is

the main goal of this project. It investigates how bullying impacts their social interactions,

academic achievement, mental health, and sense of self.

Identifying Types of Children Bullied at School:

This goal entails determining the features or attributes of kids who are more prone to

becoming the objects of bullying. It seeks to determine whether characteristics of conduct,

appearance, social skills, or intellectual achievement affect a person's susceptibility to bullying.

Examining Typical Places for Bullying Behavior:

This goal investigates the places where bullying occurrences usually happen in school

contexts or other places where kids hang out. Comprehending these sites facilitates the

application of focused preventive techniques and the establishment of child-safer surroundings.

Rationale:

Much research shows that the concept of bullying, if found all over the world, has a very

negative effect on children. The most common types of bullying in school are physical and

verbal bullying. It increases the suicide rate and different psychological issues in children. In

Pakistan increasing reports of bullying are undeniable and have been recognized as a serious

health problem.

This study will assist in determining the effect of bullying on a sample group of school students

and how it affects their personalities and future.

Justification:
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This research study aims to understand the impact of physical and verbal bullying on

school students' mental health and academic outcomes in Pakistan. Despite the widespread

occurrence of bullying globally, the specific effects of physical and verbal bullying have received

limited attention in academic literature. The study investigates the correlation between different

types of bullying and psychological distress among students in various schools across Pakistan.

The research contributes empirical evidence to inform targeted interventions and support

strategies. The study is timely, given the growing recognition of mental health issues among

students worldwide and the need for tailored approaches to mitigate their impact on academic

performance and overall quality of life. The study aims to enhance understanding of bullying's

implications for students' well-being and academic success, influencing practices and policies

intended to provide a positive learning environment in Pakistan.

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Chapter II

Literature Review

Bullying is a damaging, repetitive, and power-based activity among students. Bullying

can take many different forms, including calling names, threatening or physically harming others,

and spreading untrue tales. The National Association of School Psychologists (2012) states that

texting and social networking are two of the main forms of bullying. Individuals who engage in

bullying, whether directly or indirectly, are more likely to experience misbehavior, abuse, and

absenteeism from school. (Jan ,2015)

Bullying, therefore, hinders learning and has detrimental effects on both students and

organizations. Students can be more gregarious and even bullied at times, depending on the

circumstances. (Jan ,2015)

In this social environment of bullies and bullied, bullying has been defined by previous

Hoover research studies as peer harassment or peer victimization. Because of this, depending on

the power used, a person may act as a victim in one circumstance and a bully in another.

Witnesses may suffer from severe abuse, desperation, and anxiety. (Jan ,2015)

Working apart from one another, Whitney & Smith (1993) and Owens talked about different

types of bullying (Jan ,2015). These researchers found that insults, name-calling and nicknames,

striking, direct aggression, stealing, threats, and social exclusion or isolation are the most

prevalent and regular kinds of bullying. Crick & Grot Peter's (1995) research findings further
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support the notion that physical assault, verbal abuse, threats, gestures, and property destruction

are examples of significant forms of bullying. (Jan ,2015)

Theories Explaining the Bullying Dynamic

Theories aid in the comprehension, explanation, and anticipated phenomena. The

application of theory is especially crucial in providing light on social processes like bullying in

schools. Several theories are required to completely explain this social dynamic and comprehend

the motivations behind bullying behavior because bullying behavior is so complicated. (Paul R.

Smokowski)

Social Capital Theory

Social capital is the term used to describe the advantages of having social connections.

People build and invest in social relationships in the hopes of achieving objectives while

generating money from their social interactions. Putnam defined social capital as "features of

social organization such as networks, norms, and social trust that facilitate coordination and

cooperation for mutual benefit" and said that this benefit to both parties is what motivates people

to sustain social networks. (Paul R. Smokowski)

When it comes to teenage social networks, kids who are part of the popular set are probably

aware of after-school gatherings where they can meet and develop close relationships with

students who have higher status. A type of social capital that raises social standing and lowers the

likelihood of being bullied and/or socially excluded is forming bonds with peers of high status.

(Paul R. Smokowski)
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Social connections with people who know people in positions of authority are

advantageous since these people may have the ability to influence the person holding the

position. For instance, being in a social relationship with the "the ruler bee's" best buddy could

shield you from relationship bullying. (Paul R. Smokowski)

Bullying as Socialization Practice (Social order theory)

Using the idea from social order theory, Hawker & Bolton (2001) offered an alternative

explanation for bullying. People in society have varying roles and levels of authority. Anger is

one way that this power is shown. Based on their level of hostility, Terasahjo & Salmivalli

(2003) classified people into two categories: physically violent people and vocally aggressive

people.

Power dynamics within the group are prized, and aggressive behavior is encouraged. In

numerous qualitative research, Cardigan (2003) also noted that bullying was a form of gender

policing and a socialization process. These researchers contend that because power is emphasized

during the socialization process, victims are seen to have deviations in behavior and appearance.

(Jan ,2015)

Social Learning Theory

Bullying attitudes and behaviors inside the family can be explained by the social learning

theory. When they grow up and experience mixed emotions of safety and love, children who

observe aggressive behavior in their families are more likely to grow up to be bullied in school.

Ross presents research results that show dads as the head of the household and mothers as cold

and uncaring toward their kids. (Bennett ,2020)

The youngster learns to expect the unexpected because of the inconsistent type of

discipline used by the parents. As a result, the child will act appropriately and anticipate the
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worst during uncertain times. The child's violent behavior toward other kids are tolerated by the

parents in an abnormal highway, and they might even be encouraged to use physical force to

settle disputes with other kids. (Benett ,2020)

Bullying in School

Interest in the incidence of bullying behavior and how it affects those who observe it as

spectators or bystanders. School has an impact on victims and bully behavior in addition to other

variables. Hoover & Olson (2000) claim that bullying influences communities and schools as

well. They proposed a few traits of educational institutions that encourage bullying.

(Bennett ,2020)

Students in these schools experience the following: a) a sense of unease; b) overt

behavior; c) mistrust; and d) the emergence of formal or informal gangs. They take these actions

either to encourage bullying or to shield the group from it. Parents and the community act against

these institutions to improve the unfavorable educational environment. (Jan ,2015)

Furthermore, intellectual competitiveness or large or small class numbers do not cause

bullying. The behaviors, attitudes, and beliefs of all those involved whether they be ones of love,

respect, contentment, friendship, cooperation, or tolerance as well as those of dislike,

discrimination, favoritism, omission, and intolerance underlie violent activity. Bullying, in all its

manifestations, is an essential aspect of the educational environment and atmosphere that

students inhabit. (Jan ,2015)

Bullying, according to Hoover, Oliver, and Hazler (1992), has a negative effect on

people's lives. They have an impact on and impose obligations on the practices and performance

of educators as well as the welfare of each individual member of the community. School bullying

is a major issue in the study of school climate and coexistence, which are crucial to kids' learning
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and development, due to its widespread occurrence, severity, and, most importantly, effects on

students' socioemotional and cognitive development. (Jan ,2015)

Effects of Bullying on learning and School Achievement

About 1400 seventh, eighth, and ninth graders in Australian primary schools participated

in a survey conducted by Skrzypiec (2008), which looked at the impact of bullying on students'

academic performance as well as their social and emotional welfare and mental health. The

investigation found that one-third of children who reported severe bullying also reported that the

fear they felt because of the bullying made it very difficult for them to focus and pay attention in

class.

According to the report (Plan International, 2008), bullying occurs often in schools across

the globe, and pupils who are bullied frequently experience focus issues and learning challenges.

One type of social contact that many schoolchildren encounter is bullying. Self-reports, which

require participants to specify frequently experienced forms of harassment within a defined time

frame or to convey their subjective experiences of being a victim, are evaluated more highly than

other techniques of bullying assessment. (Jan ,2015)

After comparing the proportional frequency of various forms of bullying that student

encountered, Nishina & Juvonen (2003) concluded that verbal aggression was more common

than indirect or bodily hostility. Konishi (2010) investigated the connections among success in

school, student-teacher relationships, and bullying in Canadian schools. The study included data

from nearly 28,000 15-year-old students who took part in the Organization for Economic

Cooperation and Development's 2006 Program for International Student Assessment.

Multilevel analysis results revealed a negative correlation between academic achievement and

bullying at school and a positive correlation between academic achievement and student-teacher
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connectedness. Put differently, students who reported experiencing bullying or other forms of

mistreatment from their peers demonstrated inferior academic performance compared to their

peers who were not bullied. Students who said they got along better with academic

accomplishment was also demonstrated by a better interaction with their instructors. (Jan ,2015)

Different Research on Bullying

Harris & Hathorn (2006) state that bullying in secondary schools is more covert and more

likely to include an older student harassing a younger kid. Four categories have been created to

group these indirect behaviors: verbal bullying, racial bullying, attachment aggression, and

others.

Among the behaviors are "making others feel lonely in school, making embarrassing

remarks, ridiculing, and giving hurtful designations. "People suffer harm from emotional abuse

when relationships are abused. are considered forms of relational aggression. The most prevalent

kind is verbal bullying. When you combine the action of verbal bullying with the motive of

ethnic or minority bullying, you get the bulk of bullying that occurs in secondary schools. (Benett

,2020)

According to Harris & Hathorn (2006), the following statistics were discovered in

research on bullying in grades 7–12 that they and their colleagues conducted:

 Of the students, 74% have occasionally been called derogatory names.

 More females than males were the targets of bullying at school, with 62% of pupils

reporting that they have occasionally witnessed taunting occur.

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 13% of student’s report that they have frequently received derogatory remarks because of

their color, race, sexuality, gender, or handicap.

Additionally, according to study by Ross (2002), "between 10% and 20% of children are

bullied often enough for them to consider it a serious problem" and "15% to 20% of all students

will experience some form of bullying during their school years." According to Harris and

Hathorn (2006), bullying is most likely to decline as students get older. According to their

analysis, there was a drop in bullying incidents for boys (from 50% at age 8 to 7.5% at age 18)

and girls (from 35% at age 8 to 14.5% at age 18) as stated by (Benett ,2020).

Even though there are smaller percentages, 7.5% and 14.5% are still significant amounts;

that is, less than 25% of students who still engage in bullying behaviors are at risk. The statement

"although bullying incidences decrease as children progress through school, the boys and girls

who are identified as serious bully offenders remained constant year after year" is continued by

Harris & Hathorn. (Benett ,2020)

Effects of bullying victimization that lower academic achievement

Bullying, that is verbal bullying, is a form of intimidation in which the victims are called

names, stated, or otherwise called in an improper way with the goal of destroying or humiliating

them. Research has demonstrated that victims of bullying, particularly in school settings, have

lower academic attainment as well as psychological and psychosocial issues. Thus, to stop

bullying in schools, preventive initiatives are required.(Kurniasih ,2020)

Additionally, developing policies and codes of conduct, providing training to stop

bullying, observing, assessing, and teaching students not to bully others, fostering a social

environment that supports a bullying-free environment, and tracking and getting feedback from
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all relevant parties are some suggestions that can be made to lessen bullying in schools.

(Kurniasih ,2020)

A significant body of research has established a range of secondary effects that stem from

bullying victims and directly affect a student's capacity for academic success. These effects

include low levels of self-efficacy, educational engagement, and psychosocial maladjustment,

albeit this is not an entire list. The failure of a pupil to respond positively and healthily to

unfavorable social cues is known as psychosocial maladjustment. To name a few, specific

manifestations of psychosocial maladjustment include smoking, drinking, acting aggressively,

and being alone. Previous study has demonstrated that these maladjusted habits have a negative

impact on academic performance. (E ,2019)

The degree of student involvement at school is another important factor in understanding

how bullying victimization impacts academic achievement. In addition to being a place of

education, schools are also daily hubs for youth socialization and gathering with their peers.

However, when an adolescent is bullied, the bully may start to become dissatisfied with

education, which eventually lowers the student's level of participation in class. Student

participation in class determines whether they are willing to follow classroom norms and

participate in activities that result in performance ratings. As a result, when students experience

bullying, their academic performance and classroom participation naturally fall. (E ,2019)

The last finding is that bullying victimization is associated with lower levels of self-

efficacy, which has a substantial negative correlation with academic achievement. The

confidence individuals have in their ability to execute certain courses of action or achieve

specific outcomes" is the definition of self-efficacy given by Lane, Lane, and Kyprianou (2004).
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Therefore, the experience of a bully victimizing a student reveals the beneficial and useful

elements present in higher degrees of self-efficacy (E ,2019) .

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Chapter III

Methodology

Operational definition

Bullying

Bullying is a form of aggressive behavior in which someone intentionally and repeatedly

causes another person injury or discomfort. Bullying can take the form of physical contact,

words, or more subtle actions. The bullied individual typically has trouble defending him or

herself and does nothing to “cause” the bullying. (Association ,2018)

Physical Bullying

Punching, kicking, hitting, stealing, or causing damage to personal property directed

towards a specific person. Bullying of this kind is considerably simpler to witness. It is simpler

for teachers and students to confront and stop this conduct when observations are possible. Since
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this kind of bullying is the subject of anti-bullying prevention campaigns and media

representation, students typically fear it the most. (Johnson ,2013)

Verbal Bullying

Type of bullying that involves making threats verbally and making jokes about someone. Verbal

bullying includes things like calling someone stupid, ugly, gay, or mentally handicapped. The

severity may even reach the point where verbal threats are made against these people. Not only

can these intimidations and awkward social settings cause social difficulties for kids, but they

can also play a significant role in their decision to stop attending school. For this reason, a lot of

kids struggle with their grade point average and lack of friendships. (Johnson ,2013)

Sample and Strategy

 Study Type:

This research will utilize a quantitative cross-sectional design to investigate the prevalence of

physical and verbal bullying among secondary school students, its association with psychological

well-being, and its impact on academic performance and social relationships.

 Population:

The study will focus on students enrolled in secondary schools within Faisalabad Pakistan.

 Sample Size:
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A sample size of 200-300 students will be selected using random sampling methods to ensure a

diverse representation of students across different grades and school types. This sample size is

chosen to provide adequate statistical power and generalizability of results.

 Sampling Method:

Random sampling will be employed to minimize selection bias. Each student within the selected

schools will have an equal chance of being included in the study. This approach aims to capture a

broad spectrum of experiences with bullying among secondary school students.

 Data Collection:

Data will be collected using a structured questionnaire administered to students during school

hours. The questionnaire will include validated scales to measure experiences of physical and

verbal bullying, psychological well-being indicators, academic performance metrics, and

perceptions of school climate.

 Olweus Bullying Questioner (OBQ)

 Back Anxiety Inventory (BAI)

 Ethical Considerations:
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Prior to data collection, ethical approval will be obtained from the relevant educational

authorities and informed consent will be obtained from both students and their legal guardians.

Confidentiality and anonymity of participants will be strictly maintained throughout the research

process.

 Analysis Plan:

Statistical analyses, including correlation analyses and regression models, will be conducted to

examine the relationships between bullying experiences, psychological outcomes, and academic

performance. Findings will be interpreted to identify patterns, trends, and implications for

interventions aimed at reducing bullying and supporting affected students.

Hypothesis

Hypothesis 1: Prevalence of Bullying

 Null Hypothesis (H₀): There is no significant difference in the prevalence of physical

and verbal bullying among primary and secondary school students surveyed using the

Olweus Bullying Questionnaire.

 Alternative Hypothesis (H₁): The prevalence of physical and verbal bullying differs

significantly between primary and secondary school students surveyed using the Olweus

Bullying Questionnaire.

Hypothesis 2: Relationship Between Bullying and Psychological Impact

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 Null Hypothesis (H₀): There is no significant correlation between scores on the Olweus

Bullying Questionnaire and measures of psychological impact (such as anxiety and

depression) among primary and secondary school students.

 Alternative Hypothesis (H₁): There is a significant positive correlation between scores

on the Olweus Bullying Questionnaire and measures of psychological impact (such as

anxiety and depression) among primary and secondary school students.

Hypothesis 3: Impact of Bullying on Academic Performance and Well-being

 Null Hypothesis (H₀): Bullying does not significantly impact academic performance and

overall well-being (quality of life) among primary and secondary school students.

 Alternative Hypothesis (H₁): Bullying significantly impacts academic performance and

overall well-being (quality of life) among primary and secondary school students.

Hypothesis 4: Coping Strategies and Support Systems

 Null Hypothesis (H₀): There is no difference in coping strategies employed by students

who have experienced bullying and those who have not, as measured by responses to the

Olweus Bullying Questionnaire.

 Alternative Hypothesis (H₁): Students who have experienced bullying utilize different

coping strategies compared to those who have not, as measured by responses to the

Olweus Bullying Questionnaire.

Hypothesis 5: Effectiveness of Intervention Programs

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 Null Hypothesis (H₀): Intervention programs based on the Olweus Bullying

Questionnaire do not significantly reduce bullying incidents and improve overall school

climate in primary and secondary schools.

 Alternative Hypothesis (H₁): Intervention programs based on the Olweus Bullying

Questionnaire significantly reduce bullying incidents and improve overall school climate

in primary and secondary schools.

1. Age

Hypothesis: Older students are more likely to report experiencing physical and verbal bullying

compared to younger students.

Rationale: Older students may be more visible targets due to longer exposure to school

environments and social interactions.

2. Gender

Hypothesis: Female students are more likely to experience verbal bullying compared to male

students.

Rationale: Existing research indicates that verbal bullying tactics such as gossiping and social

exclusion may be more prevalent among girls.

3. Birth Order

Hypothesis: Middle-born students are more likely to be victims of physical bullying compared to

first-born or last-born students.

Rationale: Birth order dynamics may influence social interactions and peer hierarchies, affecting

vulnerability to physical aggression.

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4. Socioeconomic Status (SES)

Hypothesis: Students from lower socioeconomic backgrounds are more likely to experience both

physical and verbal bullying compared to those from higher SES backgrounds.

Rationale: Economic disparities can impact social status within school settings, potentially

increasing the likelihood of bullying behaviors.

5. Family Structure

Hypothesis: Students from single-parent households are more likely to report being victims of

physical bullying compared to students from two-parent households.

Rationale: Family structure can influence social support networks and parental supervision,

which may affect exposure to bullying.

6. Ethnicity

Hypothesis: Minority students (e.g., racial or ethnic minorities) are more likely to experience

verbal bullying compared to non-minority students.

Rationale: Cultural differences and stereotypes may contribute to discriminatory behaviors and

bullying incidents targeting minority groups.

7. Academic Performance

Hypothesis: Students with lower academic performance are more likely to be victims of both

physical and verbal bullying compared to students with higher academic performance.

Rationale: Academic achievement can influence social status and peer acceptance, affecting

susceptibility to bullying.
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8. School Size

Hypothesis: Students attending larger schools are more likely to experience physical bullying

compared to students attending smaller schools.

Rationale: Larger school populations may provide more opportunities for anonymity and social

hierarchies, potentially increasing incidents of bullying.

Olweus Bully Questionnaire(OBQ)

An instrument that is often used to evaluate bullying and victimization is the updated

Olweus Bullying Questionnaire (OBQ-R). Using a representative sample of ninth graders (N =

12,444), this study assessed the validity and reliability of the German OBQ-R survey. Analysis

was done on measurement invariance with respect to gender and migration history. High internal

consistency reliability (victimization: ω =.89; bullying: ω =.89) was confirmed for the two-factor

structure of the OBQ-R. For gender and migration background, partial scalar invariance can be

taken for granted. Depression (rs =.29), anxiety (rs =.30), and suicidal thoughts (rs =.25) all

showed an anticipated correlation with the victimization subscale. Furthermore, there was

expected correlation between the bullying subscale and empathy (rs = −.18), problematic alcohol

use (rs =.11), and problematic drug use (rs =.12).

Author Name

The Olweus Bullying Questionnaire (OBQ) was developed by Dr. Dan Olweus.

Back Anxiety Inventory(BAI)

This anxiety scale is based on self-reporting anxiety. A 21-item scale is used in the Beck Anxiety

Inventory to measure anxiety. Internal consistency (Cronbach's a=0.92) and test-retest reliability
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(one week) for the BAI are both equal to 0.75. The BAI showed mild correlation with the

Hamilton Depression Rating Scale and moderate correlation with the updated Hamilton Anxiety

Rating Scale (.51). There is a 4-point Likert scale (0 = Not at all to 3 = Severe); I found this to be

very bothersome.

Author Name

The Back Anxiety Inventory (BAI) was developed by Norman B. Schmidt and colleagues.

Informed Consent

Informed consent was used to ensure the privacy and confidentiality of the students as well as to

have proof of their willingness to participate in the research.

Chapter IV

Discussion

The literature review explores the impact of bullying on school students, highlighting its

prevalence, physiological basis, and implications for academic performance and psychological
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well-being. It emphasizes the need for targeted interventions and support mechanisms to address

the unique challenges faced by students with bullying tendencies.

Bullying has a negative effect on people's lives, imposing obligations on educators and individual

community welfare. School bullying is a major issue in the study of school climate and

coexistence, which are crucial for children's learning and development. A survey conducted in

Australian primary schools found that one-third of children who reported severe bullying also

reported that the fear they felt made it difficult for them to focus and pay attention in class.

Verbal aggression is more common than indirect or bodily hostility.

Limitation

1.Reliance on Self-Reports:

Self-reported surveys and interviews provide a large portion of the data on bullying behaviors.

The accuracy with which individuals can remember and describe their experiences is dependent

upon them. On the other hand, people could underreport occurrences out of self-defense,

embarrassment, or fear of retaliation.

2.Social Desirability Bias:

Rather than answering honestly, respondents might give answers they believe to be socially

acceptable or in line with cultural standards. Because of this bias, the frequency and seriousness

of bullying occurrences may be underestimated.

3. Difficulty in Identifying Victims:

Bullying frequently happens in places where there is little adult supervision, like school

hallways, playgrounds, or online platforms. Victims may not always come forward or may be

hard to identify, particularly if they don't trust adults to handle the situation well or fear reprisal.

4. Complexity of Definitions:
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Bullying can take many different forms, such as physical aggression, verbal abuse, social

exclusion, and cyberbullying. The definition of bullying can vary among stakeholders (students,

teachers, parents), which can make it challenging to measure and compare incidents across

studies.

5. Limited Generalizability:

Findings from studies conducted in specific geographical locations, school types, or

demographic groups may not be fully applicable to other settings. Cultural differences,

socioeconomic factors, and school policies can significantly influence the prevalence and nature

of bullying behaviors.

6. Ethical Considerations:

Conducting research on bullying involves ethical considerations, particularly regarding the well-

being and confidentiality of participants, especially minors. Researchers must navigate these

concerns while ensuring robust data collection and analysis.

Reference
 30

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framework for a teacher-led antibullying intervention. PloS one.

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%20and,in%20primary%20and%20secondary%20schools.

APA. (2018, April 19). Bullying. American Psychological Association.

https://www.apa.org/topics/bullying

DuBois-Maahs, J. (2022, September 14). The 6 harmful types of bullying. Talkspace.

https://www.talkspace.com/blog/types-of-bullying-effects-solutions/

Hamburger, M. E. (2011). Centers for Disease Control and Prevention. Measuring Bullying

Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools.

https://www.cdc.gov/violenceprevention/pdf/bullycompendium-a.pdf

JOHNSON, C. (2013). Author: Johnson, Calyn G. Forms of bullying, implications ... - UW-stout.

http://www2.uwstout.edu/content/lib/thesis/2013/2013johnsonc.pdf

Krumbholz A, S. S.-K. (2023). Bullying prevalence in Pakistan’s educational institutes: Preclusion to

the framework for a teacher-led antibullying intervention. PloS one.

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%20and,in%20primary%20and%20secondary%20schools.

Marshall-Seslar, A. (2022, December 14). Physical bullying: Definition, effects, and prevention.

McMillen Health. https://www.mcmillenhealth.org/tamtalks/physical-bullying#:~:text=Physical

%20bullying%20is%20when%20someone,another%20person’s%20relationships%20or

%20reputation.

Ncab. (2023a, November 2). Types of bullying. National Center Against Bullying.

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Ncab. (2023b, November 16). Types of bullying. National Center Against Bullying.

https://www.ncab.org.au/bullying-advice/bullying-for-parents/types-of-bullying/ Johnsson,

stefan. (2020). Cyberbullying and Its Relationship with Physical, Verbal, and Relational

Bullying: A Structural Equation Modelling Approach.

Nurlia, A., & Suardiman, S. P. (2020, February 5). The phenomenon of bullying in junior high

school students nowadays. International Journal of Education and Learning.

https://pubs2.ascee.org/index.php/ijele/article/view/62/pdf

Benett, Carla. Literature Review of Bullying at Schools, 20 July 2020, E, Christopher. The Effect of

Social, Verbal, Physical, and Cyberbullying Victimization on Academic Performance, Online, 22

Oct. 2019

Jan, Afroz. “Bullying in Elementary Schools: Its Causes and Effects on Students - Ed.” Bullying in

Elementary Schools: Its Causes and Effects on Students, Dr. Shafqat Husain, 19 Nov. 2015,

files.eric.ed.gov/full text/EJ1079521.pdf.

Kurniasih1, Nuning. “University of Nebraska - Lincoln Digitalcommons@university of ... - Core.”

Bibliometrics Analysis in Articles of Verbal Bullying in Schools, University of Nebraska -

Lincoln, 2020, core.ac.uk/download/pdf/345180216.pdf.

Paul R. Smokowski, Caroline B.R. Evans. Theoretical Explanations for Bullying in School: How

Ecological Processes Propagate Perpetration and Victimization, 2016, https://nc-yvpc.org/wp-

Association, American psychological. “Bullying.” American Psychological Association, American

Psychological Association, 19 Apr. 2018,

Johnson, C. (2013). Author: Johnson, Calyn G. Forms of bullying, implications ... - UW-stout.

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Kliem, Leonie Dreißigacker and Sören, et al. “Psychometric Properties and Measurement Invariance of

the German Version of the Revised Olweus Bullying Questionnaire.” Psychological Test

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%2012%2C444).

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Appendix
 33

Informed Consent Form

 34

Importance of informed consent

Informed consent is important when it comes to following ethical practices. It's a

basic principle that protects the rights and well-being of people who are involved in research or

getting medical treatment.

First, informed consent makes sure that people have the freedom to decide if they want to

participate in any kind of medical or psychological research or treatment. It respects their right to

know exactly what's going on, how it's going to work, what the risks and rewards are, and how to

decide if it's worth it.

In addition, informed consent builds trust and transparency among researchers, clinicians, and

participants. Transparency encourages open communication, which helps participants understand

what to expect and minimizes misunderstandings and misapprehensions. This creates a more

transparent and accountable environment for research and clinical care. Informed consent also

emphasizes the need to always respect and protect someone's rights and dignity, which is in line

with the fundamental ethical principles of good and non-evil.

By getting informed consent, scientists and doctors make sure they're doing the best they can

to minimize harm, get the most out of what they're doing, and keep people's privacy and

confidentiality. This helps protect people from being exploited or hurt, while still adhering to the

highest ethical standards. Empowering people to make informed choices, promoting transparency

and confidence, and embodying the fundamental values of respect, dignity, and protection, ensures

that research and clinical environments prioritize the health of those they seek to serve.

Scenario Selection
 35

Hypothetical scenario

“The Effectiveness of Cognitive Behavioral Therapy in the Treatment of Anxiety Disorders

Informed Consent

Form Title of Study: “Physical and Verbal Bullying in School”

Principal Investigator: Sheema Javed

Contact Information: [email protected]

Introduction:

you have been invited to take part in a study. Before deciding whether to take part in

the study, you must understand the purpose of the study and the information that will be included in

the study. Please read this form thoroughly and feel free to submit any questions you may have.

Purpose of the Study:

The objective of this research is to evaluate the impact of claustrophobia on

university students' mental health and academic outcomes in Pakistan.

Procedures:

If you agree to take part in this process, you will be required to:

 Will be asked to fill in the questionnaire.

 To be included in the discussion, you will need to share your private thoughts and

feelings associated with anxiety.

Risks and Benefits:

 36

The physical consequences of participating in this study are not known. Potential advantages

include alleviating symptoms of anxiety disorder, improving knowledge of Claustrophobia

management techniques, and aiding in the development of therapeutic solutions for anxiety

disorders.

Confidentiality:

Your data will be safeguarded to the maximum extent allowed by law. Identifiers will be deleted

from the data. All data will be securely stored. Data can be communicated to the research team, but

not to third parties.

Voluntary Participation:

You are not obligated to take part in this study. You have the right to opt out of the study and

withdraw from it at any time with no repercussions.

Contact Information:

Questions or concerns related to the study, whether current or future, may be addressed to the

principal investigator at Sheema Javed ([email protected]) .

Statement of Consent:

I have reviewed the information contained in this Consent Form and have been

provided with the opportunity to request and receive answers to my questions to the extent possible.

I acknowledge that I am taking part in this study voluntarily, and hereby consent to participate

voluntarily.

Name of Participant
 37

First Name Second Name Third Name

Signature of Participant

____________________________

Signature of Principal Investigator:

______________________________

Date Signed:

______________________________

Demographics
 38

Age 18-25

Name XYZ

Gender Male/Female

Birth Order 1st , 2and ,3rd. …...

Family History History of Anxiety

Religion Muslim, Christian, Hindu, etc.

Cultural Background Rural/Urban

Address Area of living

Socioeconomic Status Higher, Middle, Lower

Household Income Salary-Earner

Class in school 5-8

Medical History Asthma, Allergies, or any other medical condition

39
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