The primary aim of this study is to explain the effect of bullying on girls in secondary schools. To achieve this aim, it is important to acknowledge that bullying is understood differently among different groups of people especially among students. For instance, what one person may consider to be bullying could be considered as normal behaviour by another person. Due to this, it is important to gather data from a wide range of sources and large samples to understand the extent of impact of bullying on girl students.
Meanwhile, the study shall also examine the social interaction patterns which are affected by bullying in secondary schools. Hence, the researcher intends to explore the perception of bullying among girls in secondary schools and to assess how bullying affects girls in secondary schools physically, mentally, and socially. In general, the researcher’s primary goal was to answer the question which impact bullying has on girls in secondary schools?
Bullying and harassment are common issues in many secondary schools in the United Kingdom. In fact, for many years, bullying was viewed as a common feature in schools and was overlooked as a threat to students. In some societies, it was believed that bullying is one of the developmental stages that young people must get over. However, a considerable number of people often fails to get over the personal trauma that results from bullying.
Table of Contents
1. Research Aims, Objectives and Question
2. Introduction and Rationale
3. Theoretical Framework and Literature Review
4. Methodology
5. Data Analysis, Findings, and Discussion
6. Reflection on the Pilot Study
7. References
Research Aims and Thematic Focus
This study aims to investigate the impact of bullying on female students within secondary schools, specifically examining the physical, mental, and social consequences of such behavior. By analyzing existing literature, the research seeks to understand how bullying affects social interaction patterns and the long-term well-being of adolescent girls in an educational setting.
- The perception of bullying among secondary school girls
- Physical, mental, and social health impacts of bullying
- Influence of peer dynamics and social status in schools
- Long-term developmental consequences of school bullying
Excerpt from the Book
Theoretical Framework and Literature Review
Bullying is a pervasive problem in the UK education system though it remains difficult to identify incidents which can be considered bullying as the definition of the term varies from school to school. Even in research, scholars disagree on what should be the universal definition of bullying (Karres, 2004). In one study, bullying was defined as a situation where a student is repeatedly exposed to negative actions from other students. These negative actions are intentionally inflicted to cause discomfort either verbally or physically and sometimes lead to injuries. Based on this definition, female students who are only exposed to aggressive behavior once should not be considered to have suffered bullying. Furthermore, some students find themselves exposed to emotional abuses which do not fall within the scope of the definition. Though there is not legal definition of bullying in the UK, some studies adopted the definition, “bullying is physical or verbal aggression that is repeated over a period and, in contrast to meanness, involves an imbalance of power” (Canty et al., 2016, p. 52). Based on this definition, bullying encompasses actions such as threatening the person, spreading rumors, verbal attacks, physical attacks and exclusion of someone from a group on purpose among others.
Burns et al (2008) showed that there is a significant difference in incidences of bullying between sexes largely due to the fact that sex differences become more conspicuous at the beginning of secondary school. In secondary schools, studies showed that the number of girls who suffers physical bullying considerably decline. At this point, more girls experience emotional or verbal bullying such as spreading rumours about them. Karres (2004) indicated that female bullies were more likely to become malicious or tease other girls indirectly thus causing pain to them socially and emotionally. As a result, female victims define bullying differently after joining secondary school. They perceive bullying to encompass negative actions they view as most harmful to themselves and their peers.
Summary of Chapters
Research Aims, Objectives and Question: Defines the scope of the study regarding the effects of bullying on girls and outlines the primary research question.
Introduction and Rationale: Discusses the prevalence of bullying in secondary schools and the necessity of interventions to break the cycle of trauma.
Theoretical Framework and Literature Review: Explores the definitions of bullying and examines how gender differences influence the methods and experiences of bullying.
Methodology: Details the qualitative systematic review approach used to synthesize existing studies on the topic.
Data Analysis, Findings, and Discussion: Analyzes the consequences of bullying, including academic decline, social isolation, and potential long-term mental health issues.
Reflection on the Pilot Study: Offers a personal evaluation of the research process, highlighting the challenges and lessons learned during the systematic review.
References: Lists the academic sources and peer-reviewed literature utilized in the research.
Keywords
Bullying, Secondary Schools, Female Students, Peer Relationships, Social Interaction, Mental Health, Emotional Abuse, Academic Performance, Systematic Review, Adolescent Development, School Environment, Social Exclusion, Peer Aggression, Trauma, Educational Psychology
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on understanding how bullying impacts female students within secondary school environments.
What are the central themes of the study?
Central themes include the social perception of bullying, its physical and mental health effects on girls, and the role of peer dynamics in school.
What is the main research question?
The primary research question is: How does bullying impact on girls in secondary schools?
Which methodology was employed for this study?
The author utilized a qualitative systematic review, analyzing peer-reviewed articles and books to synthesize knowledge on the topic.
What does the main body of the paper cover?
The main body covers the definition of bullying, the specific challenges girls face, the impacts on academic and social life, and personal reflections on the research process.
Which keywords characterize this work?
Key terms include bullying, female students, secondary schools, peer relationships, and mental health impacts.
How do girls typically experience bullying compared to boys?
The study notes that girls are more likely to experience emotional or verbal bullying, such as rumor-spreading, gossip, and social exclusion, rather than direct physical aggression.
What is the link between bullying and academic performance?
Bullying often leads to a decline in academic performance as victims develop fear of the school environment, avoid class participation, or face increased absenteeism.
Why is the "systematic review" approach considered appropriate?
It allows the researcher to synthesize existing academic evidence objectively and comprehensively, which was a practical alternative to primary fieldwork during the pandemic.
- Quote paper
- Difrine Madara (Author), 2020, Impact of Bullying on Girls in Secondary Schools, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/961657
