b ullying: effects and intervention
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B ULLYING: EFFECTS AND INTERVENTION. Mary Zoulis Midterm Project & Presentation ED. 7202T. Table of Contents. Research Design- Slide 3 Threats to Validity - Slide 4 Pre- Survey and Post- Survey- Slides 5-7 Congruent Graphs And/Or Charts Using Proposed Data- Slides 8-11 - PowerPoint PPT PresentationTRANSCRIPT
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BBULLYING: EFFECTS AND ULLYING: EFFECTS AND INTERVENTIONINTERVENTION
Mary ZoulisMidterm Project & Presentation
ED. 7202T
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Table of ContentsTable of ContentsResearch Design- Slide 3
Threats to Validity - Slide 4
Pre- Survey and Post- Survey- Slides 5-7
Congruent Graphs And/Or Charts Using Proposed Data- Slides 8-11
References- Slide 12
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Research DesignResearch DesignOne-Shot Case Study: Single group exposed to a treatment (X) and post surveyed (O).
Symbolic Design: XO
Independent Variable: Implementing role-playing and reading stories about character education to six first grade students will improve classroom environment and reduce bullying occurrences.
Dependent Variable: Bullying Occurrences and classroom environment.
The same treatment will be given to one group, three times a week, in late morning, for a period of three weeks.
Data: Pre and Post student surveys which aim to show what students already know or have experienced about bullying, as well as what they have learned as a result of intervention.
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Threats to ValidityThreats to ValidityThreats to Internal Validity: History, Maturation, Testing/Pre-test Sensitization,Instrumentation, Mortality, Selection- Maturation Interaction, Statistical Regression, Differential Selection of Subjects
Threats to External Validity: Pre-test Treatment, Specificity of Variables, Experimenter Effects (Active Elements), Reactive Arrangement, Compensatory Rivalry Effect
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Data: Student SurveyData: Student SurveyPre and Post SurveyPre and Post Survey
Demographics
• What nationality best describes you?
• 1. Caucasian
• 2. African American
• 3. Asian
• 4. Hispanic
• 5. Other _____________
• Gender
• 1) Boy
• 2) Girl
• What is your age?
• 1. 6
• 2. 7
• What grade are you in?
• 1. First
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Pre and Post Survey Pre and Post Survey (Cont.)(Cont.)
Self- Attitude Rating Scale
1- Strongly Disagree 2-Disagree 3- Agree 4- Strongly Agree
1. I have been bullied at school.
2. When I am bullied, I should go tell the teacher or another adult right away.
3. There are NO rules against bullying.
4. If I see someone being bullied, I will step in to help them.
5. Teasing and bullying are the same thing.
6. I know what to do if I am being bullied.
7. Bullying is part of growing up.
8. I think everyone should respect each other and treat each other with kindness.
9.Bullying is a problem at our school.
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Pre and Post Student Surveys Pre and Post Student Surveys Cont.Cont.
III. Frequencies
Rating Scale:
1- Never 2- Rarely (1-2 times a week) 3-Sometimes(2-3 times a week) 4- Usually (3-4) times a week 5- Always (5 or more times a week)
1) I help a student that I see being bullied.
2)I tell a teacher or another adult when I see someone being bullied.
3) I am kind to people and respect them by not hurting their feelings.
4) I talk to my parents when I have been bullied.
5) Other students have said hurtful things to me.
6) Other students have said bad things about me to my classmates.
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Pre-Survey and Post-Pre-Survey and Post-SurveySurvey
Results (Proposed DataResults (Proposed Data))
xStudents
Resultsy
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Analysis of Bar GraphAnalysis of Bar Graph• Prior to intervention,
I propose that 83.33% of my students will not realize that bullying is a problem at school. After intervention, I believe that the majority of them (50%) will strongly agree will become aware of what bullying is and be able to detect it right away.
1)BULLYING IS A PROBLEM AT SCHOOL
PRE-SURVEY POST SURVEY
STRONGLY DISAGREE 2 33.33% 0 0.00%DISAGREE 3 50.00% 1 16.67%AGREE 1 16.67% 2 33.33%STRONGLY AGREE 0 0.00% 3 50.00% TOTAL 6 100.00% 6 100.00%
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Correlation (Pre-Survey)Correlation (Pre-Survey)If I see someone being bullied, I will step in to help them.If I see someone being bullied, I will step in to help them.
X -axis Student Answers Pre-Survey
Y -axis
Bystander Occurrences
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Correlation Post-SurveyCorrelation Post-Survey
X -axis Student Answers Post-Survey
In this chart, there is a positive correlation of .975. Therefore,
after intervention, students are more likely to intervene and thus are less likely to be bystanders. Hence, after my intervention, I
predict bullying occurrences with decrease as students intervene
in bullying incidents.
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ReferencesReferences
O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity [PowerPoint slides].Retrieved from https://bbhosted.cuny.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_50_1&url=%2Fweba pps%2Fblackboard%2Fexecute%2Flauncher%3Ft ype%3DCourse%26id%3D_829166_1%26url%3D