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Research Paper Essay Project

Research Paper Essay Project

Research Paper Essay Project

My topic to focus on the impact of bullying behaviors on children both as bullies and victims ., Use references in attachments.

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Research Proposal Paper

In this paper, you will propose a research project that utilizes one of the designs covered in the course. Specifically, you may propose either:

  • Naturalistic observation (please do not propose any of the other methods of observational research)
  • Survey research
  • Between-subjects experimental design
  • Within-subjects experimental design

No matter which type of design you choose, your paper will contain all the sections of a research report put forth in the APA guide – with the exception of the analysis and results. (You are only proposing a study, not carrying one out.) Thus, you should have an APA-style cover sheet, abstract, introduction (including a literature review), hypotheses, method, discussion, and references, as well as any tables/figures you might find useful.

Consult An Easy Guide to APA Style for assistance.

Your paper should be structured as follows:

  • Title page
  • Abstract
  • Literature review
    • Introduce and summarize research that has already been done
    • Should also set up your hypotheses
  • Proposed method
    • Begins with formal statement of hypotheses followed by the proposed method, using the criteria below as it pertains to your proposed method
  • Observation study
    • Behavioral categories you plan to observe – remember, those categories should be defined very specifically – see examples in the text and lecture
    • Method of observation you would use and why (e.g., frequency method, duration method, interval method, time sampling, event sampling, etc.)
    • Sample coding sheet that the observers would use to record their observations (the text should have an example)
    • Description of how many observers there will be
    • Description of how you will deal with disagreement among observers (i.e., if your observers disagree, how will you choose whose observation to use?)
    • Description of how you will assess interrater reliability
  • Survey research
    • Description of the sample
    • Description of the survey itself, included in the measures part of the method section (i.e., how many items, what kind of response scale, what kind of anchors, etc.)
    • Description of how you would assess the reliability and validity of the instrument
    • Include a copy of the actual survey as an appendix. Remember to follow the suggestions in the survey module for good item writing, construction of the response scales, order of the sections of the questionnaire, etc.
  • Experimental study
    • Whether the design is between-subjects or within-subjects (or both)
    • Description of how you will manipulate the independent variable (i.e., a description of the different experimental conditions)
    • If between-subjects, a description of how participants will be assigned to groups
    • If within-subjects, how you plan to deal with possible carryover effects
    • Description of how your dependent variable will be measured
  • No matter which methodology you choose, you will follow the method section with a discussion section. Because you will not have results to discuss, you should discuss the contribution that your study will make to the literature if your hypotheses are supported. (What does your study add to the literature that you already reviewed? What unique contribution does it make?) Be sure to discuss the strengths and weaknesses of your methodology (based on what you learned about that methodology in the course). What kinds of conclusions can be drawn? Which conclusions cannot be drawn? Will you be able to show causation, given the design you chose?
  • Finally, you will include an APA-style reference list. Tables and figures are also okay, but not required. If you do include them, they must be in APA format
  • Your paper must be at least 3,000 words, excluding the title page, references, and tables/figures
  • attachment

    Week5assignment.docx

    Mccusker week 5 assignment

    The Impact of Bullying and Victimization on Students’ Relationships

    This article used correctional study method. The authors used data from the Flemish Educational Assessment (FlEA), consisting of 11,872 students in 85 schools. They then performed multivariate analyses of variance (ANOVA).

    I know this because the authors used data from FIEA which they compared and contrasted in their analysis.

    The research was done in the laboratory because the authors used the data that was already collected by FIEA.

    Conclusions that can be drawn from the study are that accuracy of this study depends on the accuracy of data used. Bullying and victimization have negative impact on students’ relationships. .

    Strengths of correlational study is that a correlational study can be conducted on variables that can be measured and not manipulated, for example when an experimental method would be impractical or unethical to conduct. While its limitation is that No cause and effect can be established in correlational research as it is not certain that one variable caused another to happen, it could be one or the other or it could even be an unknown variable that causes the correlation. Research Paper Essay Project

    Areas for future study are:

    1. How students can use relationships to end bullying and victimization

    1. Impact of bullying and victimization on academic performance

    An Exploration of Effects of Bullying Victimization from a Complete Mental Health Perspective

    This article used experimental study method. I know this because the authors contacted research and collected data by themselves instead of relying on the people’s data or research. This study was conducted in the field.

    It can be established from this study that bullying and victimization is a major problem that is affecting many people across the world.

    Strengths of experimental study are that: It is a basic, straightforward, efficient type of research that can be applied across a variety of disciplines. Experimental research designs are repeatable and therefore, results can be checked and verified. Due to the controlled environment of experimental research, better results are often achieved. Its limitations are that: human error also plays a key role in the validity of the project as discussed in previous modules. It may not be really possible to control all extraneous variables. The health, mood, and life experiences of the test subjects may influence their reactions and those variables may not even be known to the researcher. Research Paper Essay Project

    Based on the article, the two areas of future study are:

    1. Can bullying and victimization cause mental illness?

    1. Can preventing bullying and victimization help to end or reduce mental illness?

     

     

    References

    Demanet, J. & Houtte, M. (2013). The impact of bullying and victimization on students’ relationships. American Journal of Health Education Volume 43, Iss. 2, 2012, 104-113.

    Fullchange, A. & Furlong, M. (2016). An exploration of effects of bullying victimization from a complete mental health perspective. SAGE Journals Vol. 6, No. 1, 2016,

  • attachment

    Week2.docx

    Tyrone McCusker Week 2

    I have changed my topic to focus on the impact of bullying behaviors on children both as bullies and victims

     

    Copeland, W. E., PhD, Wolke, D., PhD, Angold, A., MRCPsych, & Costello, E. J., PhD. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1324573596?accountid=27313

    This study examines the outcomes of bullying and being bullied in childhood and its correlation to psychiatric problems.

    · Was the study correlational, experimental, or some combination of both?

    -The study was a combination correlational and experimental

    · How do you know?

    -Correlational in answering Bullying predicts psychiatric problems, Experimental by manipulating age groups and communities.

    · Was it done in the laboratory or the field?

    -This study was in the Field in North Carolina Population based study.

    · What conclusions can be drawn from the study?

    – After controlling for childhood psychiatric problems or family hardships, we found that victims continued to have a higher prevalence of agoraphobia, and panic disorder and that bullies/victims were at increased risk of young adult depression , panic disorder , agoraphobia , and suicidality

    · What conclusions cannot be drawn from the study?

    -Since this study determined the effects on kids into young adult hood, the study could not conclude the effects into adult hood.

    · What are some strengths and limitations of the research design?

    -The strength in the study is variety studied from bullies to victims to both, the weakness lies in the variable added as they chose families with hardships. I feel that variable can disprove the correlational aspect as the study cant determine if the bullying is the cause or the hardship is the cause of the psychiatric problems.

    · Name two areas for future research based on the article (either those listed in the paper or your own ideas)

    -For future research I would take out the hardship variable or have a control study. Second I would like to see a more spread out study spanning across the US and not focus on town or area and study the psychological effects that lead to violence.

     

     

     

     

    Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M. (2011). Bullying perpetration and victimization as predictors of delinquency and depression in the pittsburgh youth study. Journal of Aggression, Conflict and Peace Research, 3(2), 74-81. //dx.doi.org.portal.lib.fit.edu/10.1108/17596591111132882 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/874328763?accountid=27313

    · Was the study correlational, experimental, or some combination of both?

    -This study is correlational

    · How do you know?

    -The study investigate whether bullying perpetration predicts later criminal offending and whether bullying victimization predicts later depression.

    · Was it done in the laboratory or the field?

    -This study was done in the field, Pittsburgh

    · What conclusions can be drawn from the study?

    – The paper provides useful evidence which leads to the conclusion that bullying perpetration is followed by an increased risk of delinquency, and that bullying victimization is followed by an increased risk of depression.

    · What conclusions cannot be drawn from the study?

    -This study doesn’t account for victims of bullies and the correlation of delinquency.

    · What are some strengths and limitations of the research design?

    -The strength in this study range of the study, start at the age of 6 years old nd following till the age of 19 years old. The limitations again fall in the scope and the focus on only boys.

    · Name two areas for future research based on the article (either those listed in the paper or your own ideas)

    -One are for future study would be to include both makes and females and see wich has a greater correlation. And Two follow victims of bullies as well and determine if a correlation lies in victims and delinquency.

     

     

     

    Mishna, F., McInroy, L. B., Lacombe-Duncan, A., Bhole, P., Van Wert, M., Schwan, K., . . . Johnston, D. (2016). Prevalence, motivations, and social, mental health and health consequences of cyberbullying among school-aged children and youth: Protocol of a longitudinal and multi-perspective mixed method study. JMIR Research Protocols, 5(2), e83. //dx.doi.org.portal.lib.fit.edu/10.2196/resprot.5292 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1791706835?accountid=27313

    The objective of this experimental study through surveys is to explore children’s experience with cyberbullying and as they get older explore social, mental health, and health consequences of cyberbullying. This was done in the field using a random sample of 4th,7th, and 10th graders. The strengths in this study lie in the random sampling and wide range f grades. Research Paper Essay Project

    · Was the study correlational, experimental, or some combination of both?

    -Experimental

    · How do you know?

    -Established the cause and effect of cyberbullying

    · Was it done in the laboratory or the field?

    -This study was done in the field using surveys

    · What conclusions can be drawn from the study?

    · What conclusions cannot be drawn from the study?

    · What are some strengths and limitations of the research design?

    · Name two areas for future research based on the article (either those listed in the paper or your own ideas)

     

    Strøm, I. F., Aakvaag, H. F., Birkeland, M. S., Felix, E., & Thoresen, S. (2018). The mediating role of shame in the relationship between childhood bullying victimization and adult psychosocial adjustment. European Journal of Psychotraumatology, 9(1), 1418570. //dx.doi.org.portal.lib.fit.edu/10.1080/20008198.2017.1418570 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1992009818?accountid=27313

    · Was the study correlational, experimental, or some combination of both?

    -Combination of Correlational and experimental

    · How do you know?

    – This study investigated (1) whether childhood experiences of bullying victimization and violence were associated with psychosocial adjustment (distress, impaired functioning, social support barriers) in young adulthood; (2) the unique effect of bullying victimization on psychosocial adjustment; and (3) whether shame mediated the relationship between bullying victimization and these outcomes in young adulthood.

    · Was it done in the laboratory or the field?

    -This study was done in the field using a follow up study group from previous testing.

    · What conclusions can be drawn from the study?

    – This study show that  bullying victimization as a trauma with severe and long-lasting consequences

    · What conclusions cannot be drawn from the study?

    -This study cannot conclude what the long lasting effects will be as they vary from person to person depending on experience.

    · What are some strengths and limitations of the research design?

    -The strength in this study is the continuation with a previous group ad continuing the testing process to strengthen conclusion and results.

    · Name two areas for future research based on the article (either those listed in the paper or your own ideas)

    -One are for future research would be to try and determine which factors play into what the long term effect would be. And second would be to again continue the process with the same study group at a later date to determine how long these effects can last from childhood to adulthood. Research Paper Essay Project

  • attachment

    Week1Assignent.docx

    School Bullying

    Hypotheses: If parents and teachers combine efforts and pay closer attention, and punish accordingly, then bullying in school will eventually cease. Bullying is a constant topic of discussion amongst most parents. However because social media provides secrecy and a wider reach, bullying in schools is still as consistent today as it was before being a part of the discussion. The consequences of bullying in school are not great enough to make an impact in stopping bullying. Research Paper Essay Project

     

    References

    Copeland, W. E., PhD, Wolke, D., PhD, Angold, A., MRCPsych, & Costello, E. J., PhD. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1324573596?accountid=27313

    Cornell, D. G., Sheras, P. L., & Cole, J. C. M. (2006). Assessment of bullying. In S. R. Jimerson, & M. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 209, Chapter xxiv, 688 Pages). Mahwah, NJ, US, US: Lawrence Erlbaum Associates Publishers, Mahwah, NJ. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/621167313?accountid=27313

    Cornell, D., Shukla, K., & Konold, T. (2015). Peer victimization and authoritative school climate: A multilevel approach. Journal of Educational Psychology, 107(4), 1186. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1752003033?accountid=27313

    Dake, J. A., Price, J. H., & Telljohann, S. K. (2003). The nature and extent of bullying at school. The Journal of School Health, 73(5), 173-80. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/215678120?accountid=27313

    Dake, J. A., Price, J. H., Telljohann, S. K., & Funk, J. B. (2003). Teacher perceptions and practices regarding school bullying prevention. The Journal of School Health, 73(9), 347-355. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/71473982?accountid=27313

    Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M. (2011). Bullying perpetration and victimization as predictors of delinquency and depression in the pittsburgh youth study. Journal of Aggression, Conflict and Peace Research, 3(2), 74-81. //dx.doi.org.portal.lib.fit.edu/10.1108/17596591111132882 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/874328763?accountid=27313

    Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65, 159. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1491419160?accountid=27313

    Kowalski, R. M., & Limber, S. P. (2007). Electronic bullying among middle school students. The Journal of Adolescent Health : Official Publication of the Society for Adolescent Medicine, 41(6 Suppl 1), S30. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/69009765?accountid=27313

    Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying: Bullying in the digital age (2nd ed. ed.) Wiley-Blackwell. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1355854435?accountid=27313

    McInroy, L. B., & Mishna, F. (2017). Cyberbullying on online gaming platforms for children and youth. Child & Adolescent Social Work Journal, 34(6), 597-607. //dx.doi.org.portal.lib.fit.edu/10.1007/s10560-017-0498-0 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1962564207?accountid=27313

    Mishna, F., McInroy, L. B., Lacombe-Duncan, A., Bhole, P., Van Wert, M., Schwan, K., . . . Johnston, D. (2016). Prevalence, motivations, and social, mental health and health consequences of cyberbullying among school-aged children and youth: Protocol of a longitudinal and multi-perspective mixed method study. JMIR Research Protocols, 5(2), e83. //dx.doi.org.portal.lib.fit.edu/10.2196/resprot.5292 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1791706835?accountid=27313

    Novick, R. M., & Isaacs, J. (2010). Telling is compelling: The impact of student reports of bullying on teacher intervention.Educational Psychology, 30(3), 283. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/208802026?accountid=27313

    Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75, 465-487. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/216966219?accountid=27313

    Smokowski, P. R., & Kelly Holland Kopasz. (2005). Bullying in school: An overview of types, effects, family characteristics, and intervention strategies. Children & Schools, 27(2), 101-110. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/210935318?accountid=27313

    Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27-56. //dx.doi.org.portal.lib.fit.edu/10.1007/s11292-010-9109-1 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/852324202?accountid=27313

    van Goethem, A. A., J., Scholte, R. H., J., & Wiers, R. W. (2010). Explicit- and implicit bullying attitudes in relation to bullying behavior. Journal of Abnormal Child Psychology, 38(6), 829-42. //dx.doi.org.portal.lib.fit.edu/10.1007/s10802-010-9405-2 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/613436773?accountid=27313

    Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36-51. //dx.doi.org.portal.lib.fit.edu/10.1016/j.appdev.2014.11.005 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1650980055?accountid=27313

  • attachment

    Week3Assignment.docx

    Mccusker Week 3 Assignment

    The two research studies can be defined as being correlational. This can be said to be true because the researchers had an opportunity to investigate the aspect of bullying and how this process occurs. Moreover, the two studies also wanted to understand the impact of bullying on the victim and the one who commits the act of bullying. From the two studies it is evident that the researchers focused on a number of given variables in order to determine how these variables relate to the aspect of bullying. Therefor the research study wanted to determine if there exist a correlation or a relationship between these variables and the aspect of bullying. These studies were carried out in the field. The researchers in these two cases had to collect data from the field in order to come up with clear conclusions about this particular matter at hand. Additionally, trying to understand the aspect of bullying required the researchers to be on the field and understand the various aspects associated with bullying (Jaana & Sandra,2014). Research Paper Essay Project

    From the two studies it is evident that bullying includes the aspect of humiliation. This means that a bully uses his prominence or his physical appearance to intimidate and humiliate another individual. This causes the individual being bullied to develop low self-esteem and thus ends up being a social misfit. It is also evident from the two studies that bullying can also lead to the development of social problems and that there is nothing good that is associated with this particular aspect. Additionally, it is also evident that bullying also leads to problems related to emotional factors of an individual and when in extreme bullying can result to physical pain. There are a number of conclusions that cannot be drawn from the two studies. To start with, the studies do not give a well outlined approach on how to end bullying in schools, instead the studies have only provided possible interventions. This means that more should be done in order to come up with conclusive measures of dealing with menace. Moreover, the two research studies did not also focus on how bullies can be integrated into the society after they realize that their actions are not acceptable (Dake, Joseph,Price, James Telljohann,& Susan,2003).

    There are a number of strengths associated with this method of study. The fact that the two researches were conducted on the field means that the researchers were able to have firsthand information on bullying. Moreover, the fact that the researches were correlational, means that the researchers were able to understand how bullying relates to other various factors. Limitations on this research design may have included the fact that correlation does not necessary imply causation. This means that bullying cannot be justified by trying to imply that it is caused by various reasons. Secondly, this type of research design depends entirely on data provided and it does not go beyond that. In future research, such studied should focus more on trying to understand how this menace can be handled without having to bring out the aspect of discrimination. Moreover, the research should also focus more on the causes of bullying and this can help come up with preventive measures especially at the school level. Research Paper Essay Project

     

    References

    Dake, Joseph A;Price, James H;Telljohann, Susan K The Journal of School Health; May (2003). The nature and extent of bullying at school

    Jaana Juvonen & Sandra Graham, (2014). Bullying in Schools: The Power of Bullies and the Plight of Victims

  • attachment

    4references.docx

    Topic-The impact of bullying behaviors on children both as bullies and victims

     

    · Copeland, W. E., PhD, Wolke, D., PhD, Angold, A., MRCPsych, & Costello, E. J., PhD. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1324573596?accountid=27313

     

    · Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M. (2011). Bullying perpetration and victimization as predictors of delinquency and depression in the pittsburgh youth study. Journal of Aggression, Conflict and Peace Research, 3(2), 74-81. //dx.doi.org.portal.lib.fit.edu/10.1108/17596591111132882 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/874328763?accountid=27313

     

     

    · Mishna, F., McInroy, L. B., Lacombe-Duncan, A., Bhole, P., Van Wert, M., Schwan, K., . . . Johnston, D. (2016). Prevalence, motivations, and social, mental health and health consequences of cyberbullying among school-aged children and youth: Protocol of a longitudinal and multi-perspective mixed method study. JMIR Research Protocols, 5(2), e83. //dx.doi.org.portal.lib.fit.edu/10.2196/resprot.5292 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1791706835?accountid=27313

     

    · Strøm, I. F., Aakvaag, H. F., Birkeland, M. S., Felix, E., & Thoresen, S. (2018). The mediating role of shame in the relationship between childhood bullying victimization and adult psychosocial adjustment. European Journal of Psychotraumatology, 9(1), 1418570. //dx.doi.org.portal.lib.fit.edu/10.1080/20008198.2017.1418570 Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1992009818?accountid=27313