Brady, Caitlin M., et al. “Comparing the Impact of Bullying Victimization on Drug Use and Weapon Carrying among Male and Female Middle and High School Students: A Partial Test of General Strain Theory.” Deviant Behavior, vol. 41, no. 12, 2019, pp. 1601–15, Web.
Summary: The research article by Brady and co-authors illuminates the corresponding impacts of bullying victimization among students. The text uses a partial test experiment of the general strain theory to determine the depth of drug use and weapon carriages among female and male students in middle and high schools. According to the journal of deviant behavior, students cope differently with bullying depending on the sources of such victimizations.
Evaluation: The source is relevant to the course because it analyzes the obstacles faced by students in learning environments. Brady et al. (1608) suggest that traditional bullying is among the common crimes committed by school-aged individuals. In addition, the report highlights that male students in high schools get affected more mentally after a persistent encounter with bullying in schools than females. According to the journal, bullied students possess weapons at school to protect themselves against oppressors (Brady et al. 1602). The mental torture associated with bullying leads some learners to drug use in schools, affecting the affected populations’ emotional intelligence. The article’s strength lies in isolating psychological health effects as a primary influence of traditional bullying. Even though the article discusses the effects of bullying in schools, the research is limited to general strain theory that does not cover the real experiences of bullying.
Eroglu, Mehtap, and Birim Gunay Kilic. “Peer Bullying among Children with Autism Spectrum Disorder in Formal Education Settings: Data from Turkey.” Research in Autism Spectrum Disorders, vol. 75, no. 14, 2020, pp. 101–572, Web.
Summary: The group research completed by Mehtap and Kilic connects to the class theme of life changes and analyzes the impacts of bullying in special schools. The source introduces learners to evaluating primary data in a Turkey-based school system. Assessing the relationships among children with autism spectrum disorder (ASD) exhibits the effects of bullying in the formal education settings in the research.
Evaluation: Peer bullying is dominant among students with special needs. The main argument in the text involved the association of ASD with school bullying. The research suggested that mentally challenged children have higher risks for peer bullying than typically developing ones (Mehtap and Kilic 298). The methodology encountered in the experiment created room for comparison. Incorporating inclusive formal education structures in the study exposed participants to the emotional and verbal influences of bullying. The article’s strengths relied on the correlation between the severity of autism spectrum disorder and victimization of bullying. Mehtap and Kilic (356) educated their audience on the significance of teacher presence in classes; physical injuries resulting from bullying increase with the absence of teachers in school. Parents and teachers have a role to play in awareness creation regarding ASD to realize the reduction of bullying among students.
Forrest, Danequa L., et al. “Autism Spectrum Disorder Symptoms and Bullying Victimization Among Children with Autism in the United States.” Journal of Autism and Developmental Disorders, vol. 50, no. 2, 2019, pp. 560–71, Web.
Summary: The journal of autism and development disorders targets students living with mental disabilities. Realizing the study’s objectives exposed Forrest and joint authors to survey six children living with ASD and bullying victims. The motive of identifying the relationships between traditional bullying in schools and the physical and mental damages created by such actions guided the research
Evaluation: Children’s Social Behavior Questionnaire survey template incorporated in the experiment denoted the differences between bullying and mental stability. According to Forrest et al. (564), children diagnosed with autism spectrum disorders have lower self-esteem; as a result, they feel isolated among their peers, even in the absence of bullies. The study’s conclusions compared the subscales of victimization and stated that formal schools championing inclusivity experience challenges in ending bullying. Children living with ASD are exposed to greater risks of anxiety and depression originating from bullying. Children living with ASD struggle with resistance to change and acceptance of their conditions. Bullying triggers the mental implications of such disorders leading affected learners to social withdrawals.
Kennedy, Reeve S. “A Meta-Analysis of the Outcomes of Bullying Prevention Programs on Subtypes of Traditional Bullying Victimization: Verbal, Relational, and Physical.” Aggression and Violent Behavior, vol. 55, no. 10, 2020, pp. 101–485, Web.
Summary: Reeve Kennedy is a research assistant and a graduate student from Vassar College. The scholar acquired a master’s degree in social work from the University of New Hemisphere, and she is interested in research associated with educational inequality. The personal study about aggression and violent behavior inspired Kennedy to document the journal on child victimization.
Evaluation: Kennedy’s formal and quantitative research focused on developing a conclusion on the impacts of traditional bullying among children in middle school. The study’s policy highlighted the impacts of bullying in three main categories. First, verbal bullying exposed students to mental disorders like depression. Some words hurt people more than physical damage; abusing an individual verbally, for instance, causes some form of pain that interferes with the emotions, values, and self-esteem of affected people (Kennedy 268). Anti-bullying programs should train learners on the dangers of verbal harassment to meet the dreams of ending traditional bullying in schools. Secondly, the research exhibited distorted relationships between learners as a primary symptom of bullying (Kennedy 301). According to the writer, physical damage created by bullying threatens individuals living with disabilities because they are the most targeted population.
Liu, Yanhong, et al. “Victimization and Students’ Psychological Well-Being: The Mediating Roles of Hope and School Connectedness.” Children and Youth Services Review, vol. 108, no. 17, 2020, pp. 104–672, Web.
Summary: The journal targets youth and children who are optimistic about ending the fight against bullying. Reviewing the article exposes readers to understanding the responsibility of youth in minimizing bullies in schools and other social gatherings. The text addresses the bold steps needed by learners to read, interpret, and practice inclusivity in learning institutions.
Evaluation: Psychological wellness of students depends on the connectedness of schools in fighting traditional bullying. The research concluded that bullying is directly proportional to students’ well-being. On the one hand, students are encouraged to network without limits. On the other hand, the outcomes of such interactions create social dissatisfaction among minority groups. The life satisfaction of learners determines the weight of bullying in schools (Liu et al., 132). Victims of bullying develop immunity to healthy mental statuses while oppressors build confidence in stereotyping their juniors or disadvantaged populations. The journal’s main argument links students’ emotional effects to traditional bullying. Hypothetically, victims of bullying are emotionally weak compared to non-bullied individuals. Moreover, the emotional difficulties of learners originate from internal factors like bullying. Future research on bullying should incorporate the aspects of school connectedness, hope, and sanity to address the trending issue of traditional bullying.
Okumu, Moses, et al. “Gender-Specific Pathways between Face-to-Face and Cyber Bullying Victimization, Depressive Symptoms, and Academic Performance among U.S. Adolescents.” Child Indicators Research, vol. 13, no. 6, 2020, pp. 2205–23, Web.
Summary: The group research is relevant to the course topic because it echoes the relationships between environmental transition and behavioral attitudes in children. A cross-sectional analysis of bullying portrays the author’s position on the controversial topic. Analyzing the academic performances and depressive symptoms among children builds the foundations of comparing the effects of bullying in various schools.
Evaluation: Unlike other resources, the reference takes a different pathway in assessing the effects of bullying in schools. The comparative evaluation of physical and online bullying makes the research more reliable and accurate. Okumu et al. (2217) illustrate that American adolescents are active on social media; however, the population contributes to over 20% of cyberbullying cases on online platforms. The authors believe that the increased depressive symptoms among social media addicts originate from cyberbullying. The data only cover the interests of youth and adolescents; therefore, further research should be conducted to analyze the demographic distributions of the most affected groups. The research recommendations on ending psychological instabilities created by bullying attract positive reviews from readers. Anyone experiencing depressive symptoms can use the article to improve their emotions and perceptions about bullying. The research concluded that adolescents who experience physical and online bullying depict low academic performances.
Trigueros, Rubén, et al. “Relationship between Emotional Intelligence, Social Skills, and Peer Harassment. A Study with High School Students.” International Journal of Environmental Research and Public Health, vol. 17, no. 12, 2020, pp. 420–38, Web.
Summary: Trigueros and co-writers participated in a primary investigation to analyze the relations between peer harassment and social skills. The practical studies united the researchers and high school systems in different settings. The feedback given by students regarding their social skills exposed the pioneers of the study to linking the challenges of bullying to emotional intelligence.
Evaluation: The article discloses the cons of peer harassment in high schools and issues its audiences with solutions to the highlighted problems. Trigueros et al. (428) stress that the social skills of physically harassed students are lower than the innocent category. In addition, learners with higher emotional intelligence interact with zero or reduced cases of bullying. As a result, the study’s findings target bullies to change their narratives about oppression in social settings. High trends of peer harassment in junior schools dictate the rise of more bullying cases in colleges and universities. The negative social skills reflected in affected students can be sorted in the future by understanding control measures. High schools should adopt curriculums prioritizing inclusivity to help students understand their social skills better at tender ages. Otherwise, the study projects increased bullying in colleges caused by poor training systems in high schools. The reading is connected to the topic since it upholds the freedom and association of learners without limitations.
Works Cited
Brady, Caitlin M., et al. “Comparing the Impact of Bullying Victimization on Drug Use and Weapon Carrying among Male and Female Middle and High School Students: A Partial Test of General Strain Theory.” Deviant Behavior, vol. 41, no. 12, 2019, pp. 1601–15, Web.
Eroglu, Mehtap, and Birim Gunay Kilic. “Peer Bullying among Children with Autism Spectrum Disorder in Formal Education Settings: Data from Turkey.” Research in Autism Spectrum Disorders, vol. 75, no. 14, 2020, pp. 101–572, Web.
Forrest, Danequa L., et al. “Autism Spectrum Disorder Symptoms and Bullying Victimization Among Children with Autism in the United States.” Journal of Autism and Developmental Disorders, vol. 50, no. 2, 2019, pp. 560–71, Web.
Kennedy, Reeve S. “A Meta-Analysis of the Outcomes of Bullying Prevention Programs on Subtypes of Traditional Bullying Victimization: Verbal, Relational, and Physical.” Aggression and Violent Behavior, vol. 55, no. 10, 2020, pp. 101–485, Web.
Liu, Yanhong, et al. “Victimization and Students’ Psychological Well-Being: The Mediating Roles of Hope and School Connectedness.” Children and Youth Services Review, vol. 108, no. 17, 2020, pp. 104–672, Web.
Okumu, Moses, et al. “Gender-Specific Pathways between Face-to-Face and Cyber Bullying Victimization, Depressive Symptoms, and Academic Performance among U.S. Adolescents.” Child Indicators Research, vol. 13, no. 6, 2020, pp. 2205–23, Web.
Trigueros, Rubén, et al. “Relationship between Emotional Intelligence, Social Skills, and Peer Harassment. A Study with High School Students.” International Journal of Environmental Research and Public Health, vol. 17, no. 12, 2020, pp. 420–38, Web.