Case Study Analysis about the Bullied Student

INTRODUCTION

Bullying is one of the most popular forms of peer-related abuse during

the school years. Research on bullying started over forty years ago, when the
phenomenon was described as' violent, deliberate actions committed repeatedly and
over time by a group or person against a victim who cannot easily defend himself or
herself. Three criteria are important to describe aggressive conduct as bullying: (1)
frequency, (2) purpose and (3) power inequality. Given these aspects, peers also
describe bullying as a widespread abuse of power. Globally, it is known as a
complex and severe problem. Menesini, E., & Salmivalli, C. (2017).

High school students are vulnerable to the impact of learning

environmental influences and trigger school bullying; primary and junior high school
students are prone to family-related bullying; schools and teachers ' unreasonable
disposal of emergencies can easily lead to school bullying. Bang, F. E. N. G., &
Shujuan, H. E. (2018).

Effects of the bullying and victimizing behaviors of elementary school

children on their interactions over time. By the end of elementary school, most
children encounter acts of violence or intimidation, and intimidation and peer
victimization is correlated with academic, financial, behavioral, and psychological
challenges. Whitley, M. L. (2016)

BACKGROUND

As what I have researched according to Nickerson, A. B. (2019),

Bullying is a common issue that affects children and young adults in schools who are
involved as offenders, victims and bystanders. This paper synthesizes results from
empirical research, including meta-analysis, with reference to developmental stages
(pre-school, elementary school, middle school, high school) to analyze the evidence
for bullying prevention and intervention strategies.
 Then, Rigby, K. (2017) stated that, Students ' views of the nature and
prevalence of bullying and how to resolve the issue were examined in a convenience
survey of 1688 students attending Australian government schools in years 5–10.

EVALUATION OF THE CASE

In this case, these parts of the study is not working well, based on what
I noted, Omar’s parents did not care at all. The students continuously bully Omar
until he is afraid to go to bathroom that’s why he wrote the letter.

Researchers would also constantly suggest and analyze alternative

approaches which might reduce bullying as a social problem. Another such
suggested approach is the use of police officers in classrooms, better known as the
School Resource Officers (SROs). The current research evaluated the efficacy of
SROs as a tool against bullying in US schools. Devlin et al, (2018)

SOLUTION

As I come up with a solution, in this case the school should do

counseling for both Omar and the students who bully Omar. In this case, the school
should do some action on what to do with the student who is victims of bullying like
Omar and come up of what to do to those who bully the victim. One of the solution
that I think is talk to Omar’s parents and parents of those students who bully Omar.
RECOMMENDATION

Data analysis showed that both students and parents made a number
of suggestions to raise understanding of bullying; strengthen policies and practices
that can be conveyed more clearly to students, teachers and parents; and support
initiatives that promote communication and relationship building in families and
schools, both to deter bullying and to provide coping mechanisms to cope with
bullying. When it does happen, with intimidation. Parents have called on schools to
enforce stricter penalties on criminals, particularly repeat offenders. Such guidelines
for students and parents will lead to the advancement of school and government
policies and practice helping to minimize the occurrence of all types of bullying in
schools.
REFERENCES

Bang, F. E. N. G., & Shujuan, H. E. (2018). Investigation and Analysis of Bullying

Status in Primary and Middle School on Campus in China——Taking H City of Hubei
Province as An Example. Education and Teaching Research, (1), 9.

Carrington, S., Campbell, M., Saggers, B., Ashburner, J., Vicig, F., Dillon-Wallace,
J., & Hwang, Y. S. (2017). Recommendations of school students with autism
spectrum disorder and their parents in regard to bullying and cyberbullying
prevention and intervention. International Journal of Inclusive Education, 21(10),
1045-1064.

Devlin, D. N., Santos, M. R., & Gottfredson, D. C. (2018). An evaluation of police

officers in schools as a bullying intervention. Evaluation and program planning, 71,
12-21.

Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and
effective interventions. Psychology, health & medicine, 22(sup1), 240-253.

Nickerson, A. B. (2019). Preventing and intervening with bullying in schools: A

framework for evidence-based practice. School mental health, 11(1), 15-28.

Rigby, K. (2017). Bullying in Australian schools: the perceptions of victims and other
students. Social psychology of education, 20(3), 589-600.

Whitley, M. L. (2016). Effects of Bullying and Victimization on Friendship Selection,

Reciprocation, and Maintenance in Elementary School Children.