Educational Psychology Schools Must Take Thesis

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The results showed that 37% of those responding have had "some type of frequent involvement in bullying"; the data showed that 17.5% of those thirty-seven percent of the student population were victims, 11.7% were bullies, and 8.4% were both bullies and victims (bully/victim). Interestingly, and going back to the Handbook of Educational Psychology's view of bullying as acting out ethnocentrism, "minority youth were significantly more likely to be categorized as bully/victims and bullies, but significantly less likely to be categorized as victims than White youth" (Bradshaw, p. 12).

Moreover, minority youth in the survey had "increased odds" of reporting that "rumors or lies had been spread about them," and that they had been "bullied with sexual comments or gestures" (Bradshaw, p. 12). No surprisingly, youth in the groups that were connected to bullying or being victims reported feeling "less safe and less connected to their school" than youth in the low involvement or "no involvement" categories.
The realistic picture that emerges from a great majority of the data and literature is that bullying is a big problem in public schools, including elementary schools, and alert, bright teachers, parents and administrators should take a stand against bullying by developing specific and mandatory bullying policies.

Works Cited

Berliner, David C., & Calfee, Robert C. (1996). Handbook of Educational Psychology.

New York: MacMillan Library Reference / Simon & Schuster MacMillan.

Bradshaw, Catherine P., O'Brennan, Lindsey M., & Sawyer, Anne L. (2008). Examining

Variation in Attitudes Toward Aggressive Retaliation and Perceptions of Safety

Among Bullies, Victims, and Bully/Victims. Professional School Counseling,

Flynt, Samuel W., & Morton, Rhonda Collins. (2008). Alabama….....

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