FOREIGN STUDIES

In the section of my thesis I reviewed articles thematically. Bond,

Carlin,Thomas Rubin and Patton (2016) establish relationship repeated peer
bullying and the indication on anxiety and depression in early ten years. A cohort
study over two years period was done in Victoria, Australia. The participants were
2,680 students survived twice in 8th grade and once in 9th grade. Students complete a
survey at school via laptop computers supplied by the researches. Overall survey
talks about 40 minutes to complete (bonds et al.,2016).

Reported victimization on the first survey –was 49%, 51% on the second, and
42% on the third survey. The respondents reported the following: 33% reported
recurrent victimization, 33% indicated being bullied at one time, and 33% reported
not over being bullied. The frequency of stated anxiety and depression at all three
survey in American school and in United Kingdom, bullying is a widespread
numerous studies and research that are ongoing to effectively respond majority of
available literature on bullying come from these countries both their educational
system continue to study this phenomena specially on how to have proactive stance
toward it. (Mania,2005 cited by Tangalin 2015).

In defining what bullying is, many researches defines bullying as occurring

when a student is exposed to negative actions repeatedly and over time by or more
students (Ross,2002, p.106). while the definition is widely accepted around the
world. It leaves some researches wanting more clarification. If the same person
repeats similar.

The problem with this definition is that this can become a very blurred line of
intent versus perception and the power differential that was experienced by both
parties in this one-time event. For school that are implementing zero tolerance
policies for bullying when do the teachers and administrator action these behaviors?
As ross points out (2002,p,106), “the problem with the repeated occurrence
requirement is that the waiting period heightens the negative effects on the victim,
allows the bully to feel rewarded , increase fear in onlookers, and makes intervention
a more lengthy process”. Therefore, more diligence in acknowledgement negative
behaviors and language in the hallways and classroom is needed by staff and
students. Perhaps by pointing out a one-time behavior, it will prevent it from
becoming a bullying behavior.

The researchers found 67% of gifted students had encountered bullying by

eight grade, 16% defined themselves as bullies and 29% has aggressive ideation.
Interviewed participants identified un expressed violence, depression, and missing
days of school as a reaction to bullying. Teasing about appearance, intelligences
and grades, name calling, and pushing and shoving are the most frequent kind of
bullying throughout the first nine years of school. Mocking students about
appearance had the most damaging outcome psychologically (Peterson & Ray,
2006).

The second survey was done on 57- bullied students throughout six states
who were mailed individual surveys that conducted in depth- follow up question. The
quantitative survey consists of our questions: having been bullied, has been a bully,
thinking of being violent, and done any violence. The results of the take home survey
found males were most likely to be the bullies, they bullied, think violently, and
conduct violence over females 9Peterson and Ray, 2016).