NAME: FELIPE, JONALYN M.
GRADE: 12-FREUD
AUTHOR’S, YEAR TITLE METHODOLOGY
The Effect of Bullying The study was conducted using
Vignettes on Negative descriptive design and convenience sample
Joy Longo and Affect was used. Fifty participants completed the
Michael A. DeDonno (Sep Negative Affect Scale after reading written
2019) bullying vignettes and completed the
Transportation Narrative questionnaire.
Effects of Bullying on the The study was conducted in the Sarah
Eleanor Alvira Hendricks Psychological Functioning Baartman District Municipality in the
and Pius Tangwe Tanga of Victims Eastern Cape, South Africa. A qualitative
(April 2019) approach and an exploratory research
design were used in conducting this study.
A purposive sampling technique was
employed to select 40 participants for the
study, made up of 25 learners, 5 social
workers, 5 educators, and 5 community
members from schools mostly affected by
school-based bullying. 
The Effects of Bullying on The level of bullying is estimated from the
Cynthia van der Werf Academic Achievement answers of 9th grade students in Saber test
(December 2014) (2005-2006), while student performance is
measured both in Saber 9º test (short term)
and Saber 11º, a standardized test
answered by students two years later (long
term). Because of the existence of reverse
causality, the relationship is estimated
through instrumental variables.
Perry C Brown and Yussif Effects of bullying on Data was collected from the Youth Risk
Dokurugu (February, 2019) suicide among lgb Behavior Survey (YRBS) with a sample
adolescents in florida size of 6,359. Only twenty-six variables
were used and analysis through SAS
Studio 9.4.The population included 9-12
graders, blacks, whites, heterosexuals,
gays/lesbians, bisexuals, those who were
unsure, Hispanics/Latinos and all other
race. Bivariate and multivariate analysis
were used.
FINDINGS
The findings indicate that written vignettes can
provide a means to better understand how workplace
events can impact cognitive performance. Practical
and theoretical implications are discussed.
The findings revealed that bullying within the school
environment negatively affects the psychological
functioning and academic progress of learners.
Exposure to bullying impairs learners’ emotions and
cognition and it ultimately leads to increased levels
of anxiety and depression. Hence, it was revealed
that low self-esteem, thoughts of self-destruction and
severe behavioural conditions are long-term effects
that victims face.
The results indicate that bullying´s effect is stronger
for younger students in the short term but that there
are no differences by gender. However, in the long
run the existing differences disappear. Additionally,
this document finds that there are differences in the
relationship between the level of bullying and
academic performance depending on student´s
academic achievement.
 The findings of this research is to understand the
effects that bullying has on the suicide rate among
adolescent LGB in Florida. 
NAME: FELIPE, JONALYN M.
Hector Alberto Botello Effect of bullying on the
Peñalosa (January 2016) reading performance in
Colombia
Janet Villaroya (August Effects of bullying on the
2019) self-perception and school
performance of junior high
school students
Nicolas Hoertel and Lavaud Gender effects in bullying:
Pierre Results from a national
sample
Mattias Persson and Mikael Evidence of Class-size
Svensson (January 2010) Effects on Bullying in
Swedish Schools
Peter Holland (July 2014) The effect of bullying on
burnout in nurses: The
moderating role of
psychological detachment
The methodology involves a descriptive
analysis to calculate incidence while
through a linear regression model the
impact on the test results of those having
been bullied is estimated.  subjected to verbal or physical aggression have a
This study used the qualitative-
phenomenological approach hence, used
qualitative analysis of narrative data. This
involved the participation of ten (10)
junior high school students as co-
researchers.
Data were drawn from the National
Epidemiologic Survey on Alcohol and
Related Conditions (NESARC), a
nationally representative sample of U.S.
adults. Face-to-face interviews of more
than 43,000 adults were conducted during
the 2001-2002 period. The present study
compared 2460 respondents who ever
bullied with 39,501 respondents who did
not, stratified by gender. 
The study was conducted using an
instrumental variable approach. We use
self-reported individual level data from
approx. 3 100 Swedish adolescents in the
9th grade (aged 15-16) regarding their
experience of bullying in the school
environment. The data covers 40 schools
containing 159 classes.
The study was conducted in 2011 with 762
Registered Nurses in Australia. Two
hypotheses were tested with validated
measures of bullying, psychological
detachment and burnout. The hypotheses
were tested using hierarchical regression.
GRADE: 12-FREUD
 Findings show that bullying affects 66% of fourth
grade students, especially male students from low
socioeconomic level urban schools. Regarding the
performance, estimates show that students constantly
score 3,7% lower than their peers who are not
victims.
 Findings from this study, therefore, could reflect that
bullying phenomenon in junior high school and the
result can be used as a reference for further bullying
investigation in other schools in the region.
The results indicate that bullying in women may be a
symptom of a broader syndrome than in men,
including more prevalent impairment of impulse
control and more frequent affective disorders.
The results indicate, giving the same conclusion in all
specifications, that bullying is not less or more
prevalent in smaller classes. However, there are some
results indicating that in smaller classes there is a
higher probability that an adolescent self-identifies as
a bully.
The results indicate that bullying exacts a strong
negative toll on nurses. Ensuring there are workplace
policies and practices in place in healthcare
organizations to reduce the instances of bullying and
proactively address it when it does occur would
therefore seem crucial.
NAME: FELIPE, JONALYN M.
Jehangir Shah (June 2016) An investigation to the
causes and effects of
bullying in secondary
schools of khyber
pakhtunkhwa
Metin Özdemir and Hakan Bullies, victims, and bully-
Stattin (May 2011) victims: A longitudinal
examination of the effects
of bullying-victimization
experiences on youth well-
being
Marloes van Verseveld, Effects of Anti-bullying
Ruben G Fukkink and Ron Programs on Teachers'
Oostdam (July 2019) Interventions in Bullying
Situations; A Meta-
Analysis
A sample of 300 (5principals, 45 teachers
and 250 students) were selected from each
district. The collected data was tabulated,
analyzed, interpreted by using Chi Square
method.  schools.
 A prospective longitudinal design was
used based on data from the Swedish
Seven Schools Longitudinal Study.
The study was conducted a meta‐analysis
into the effects of school‐based
antibullying programs on determinants of
teacher intervention, including teachers’
attitudes towards bullying, their self‐
efficacy and knowledge regarding
intervention strategies, and the effects on
teachers’ bullying intervention itself. 
GRADE: 12-FREUD
As a result there is academic downfall of the students
and finally bullied students say goodbye to the
school. For minimizing this unsocial behavior proper
anti bullying program may be launched in the
Results vary depending on children's participation in
bullying behavior as bullies, victims or bully‐victims.
Results of the meta‐analysis indicate that the
effectiveness of antibullying programs may increase
when components are included to reinforce teachers’
attitudes, subjective norms, self‐efficacy, knowledge,
and skills towards reducing bullying in the school.
NAME: FELIPE, JONALYN M.
Kayla Baker, Sean Healy,
Jeanette Garcia and D. J.
Rice
Gianpiero Greco, Stefania
Cataldi, Francesco Fischetti
and Francesca Latino
Zehra Çalişkan, Meral
Bayat, Derya Evgin and
Nuray Caner (October 2019)
John Goodwin, Peadar
Donohoe, Stephen K
Bradley and Katie Queen
The Effect of Bullying on
Health Behaviors in
Adolescents: 3394 Board
#299 June 2 2
Effects of Shotokan Karate
on resilience to bullying in
adolescents
Peer Bullying in the
Preadolescent Stage:
Frequency and Types of
Bullying and the Affecting
Factors
Bullying in Schools: An
Evaluation of the Use of
Drama in Bullying
Prevention
Multiple regression analysis was used. The
sample consisted of 7, 314 adolescents (13
years of age; 55 % female) who were part
of the Growing Up in Ireland (GUI) study,
a national study that focused
on a broad range of adolescents’
characteristics, experiences, and
development.
Methodology: 50 students, aged 14-16
years, were randomly assigned to
experimental group (n=25) that performed
technical Shotokan karate practice, i.e.
kihon, kata and kumite (60 min., once per
week), or control group (n=25).  to the anti-bullying failing approach of the
Data were collected via individual
information forms and the Traditional Peer
Bullying scale by the researcher through
face-to-face interviews and the data
obtained were evaluated by chi-square,
single, and multiple logistic regression
analysis. A total of 3.059 students were
attending secondary schools in a city
center and this study sample consists of
1.288 students.
Focus group interviews were conducted
with students from six schools. This
qualitative descriptive research aimed to
develop an understanding of young
peoples’ experiences of an educational,
interactive theatre-based workshop (the
Bullying Prevention Session) which
focused on developing strategies to
address school bullying.
GRADE: 12-FREUD
The results indicate that greater attention should be
paid to the prevention of bullying in schools. In
addition to the negative psychological effects on
adolescents, bullying may deter
adolescents from participation in sports, and
indirectly increase time spent in SB.
The results suggest that psycho-social intervention
based on Karate may improve the resilience and
well-being of youth and make them less likely to
engage in aggressive behaviour or be bullied. Thus,
Karate should be considered an effective alternative
institutions.
Findings shows it’s multiple logistic regression
revealed that the most important factors affecting the
bullying of other students were family structure,
attitude towards school, and gender; those factors
affecting exposure to bullying were attitude toward
school, body mass index, and economical status
The findings indicate that students reported that the
workshop improved their understanding of the
complexities of bullying, including appreciating the
situation from the perspectives of both bullies and
bystanders. Students noted their dissatisfaction with
the schools’ efforts to implement bullying reduction
strategies that they suggested at the workshop.
NAME: FELIPE, JONALYN M. GRADE: 12-FREUD

Marianne Simonsen, The Effects of Bullying This study conduct survey and register- The results indicate an additional mechanism
Helena Skyt Nielsen and in Elementary School based data for children born in a can arise through teacher perceptions of short-
Tine Louise Mundbjerg region of Denmark during 1990-1992, run abilities and behavior.
Eriksen (January 2012) which allows us to carefully consider
possible confounders.

Tyece Cherry, Amanda The Effects of Bullying The study conducted this research using The  results will show that bullying and stress
Rampersaud, Michele and Stress on Middle an empirical non-factorial design, the have an equally negative effect on middle
Petrakian and Yashira School Academic researchers will test the theory of how school academic success. Also, stress is an
Turcios (May 2018) Success bullying and stress negatively affect effective mediator between the link of bullying
middle schoolers' academic success. and poor academic success. Future results will
stress the immense impact that bullying and
stress have on middle school students,
especially on their academic success. Our future
data will pave ways for improving academic
success in middle schools by offering coping
strategies and bulling interventions.
Susan Louise Penning, Bullying boys: The The stidy was conducted using Statistical The findings indicated that learners presented
Anil Bhagwanjee and traumatic effects of analysis (correlational analysis and with elevated levels of internalising trauma
Kaymarlin Govender bullying in male MANOVA) produced evidence to outcomes. Depression demonstrated the
(November 2010) adolescent learners suggest that there was a statistically highest correlation with the victim role, followed
significant relationship between by Posttraumatic stress. In addition, 22.4% of
bullying and trauma, and this was learners could be clinically and sub-clinically
strongest for the victim role. diagnosed with post-traumatic stress and 21.0%
with dissociation. Overall, the findings
corroborate the argument that repetitive
stressful events (such as bullying) are related to
symptom-clusters of ongoing trauma.
Funda Kutlu (January The effect of bullying In the development of the Bully Scale a pilot The results of repeated measures ANCOVA
management training on (N=453, sixth grade students) and a main
2005) analyses were not significant, except for the
study (N=519, sixth grade students) were
bullying behaviours of victimization scores of the peer nomination
conducted to examine the validity evidence
elementary school and the reliability estimates. Exploratory and form. The post hoc analyses did not indicate a
students Confirmatory Factor Analyses were used to significant difference for the victimization
analyse the validity evidence and the score between the training and two control
reliability of the Bully Scale, which is used for
groups. The Bullying Management training
NAME: FELIPE, JONALYN M.
the selection of the subjects. In the second
phase of the study, an experimental 3 x 2
design with one training and two control
groups was used to investigate the
effectiveness of Bullying Management
Training Program. The 19-item Bully Scale
including a self-report (N=367) and peer
nomination (N= 396) forms were
administered to a sample of the 7th grade
students.
Leila A. Rahey The direct and Three studies were conducted to
moderating effect of explore the association between
bullying on adolescent bullying and adolescent positive and
health negative health behaviours. Using an
ecological model, we examined the
influence of bullying and
victimization on physical activity and
health status, risky sexual
behaviours and sexual coercion, and
dating violence perpetration and
victimization. Each study explored
how bullying influenced the
relationship between environmental
factors and adolescent health.
Aileen Fullchange and An Exploration of This study was then used as an
Michael James Furlong Effects of Bullying independent variable in a series of
(January 2016) Victimization From a planned comparisons with a
Complete Mental Health dependent variable represented by
Perspective constructs addressed by the Social
Emotional Health Survey–Secondary:
belief-in-self, emotional competence,
belief-in-others, and engaged living.  seen with even higher frequencies of
GRADE: 12-FREUD
was not found as an effective technique to
reduce bully/victim students’ bullying and
victimization.
These results support a model of co-occurring
health behaviours in youth, including
involvement in bullying. Hence, we propose
that teen health promotion programs target
overall lifestyle choices rather than solely
focusing on individual health behaviours. As
well, we recommend that bullying prevention
programs need to address engagement in
unhealthy habits during adolescence, while
being sensitive to the complex relationship
between environmental and bullying factors
that can influence physical health in
adolescence.
The findings indicate that, constructs, belief-in-self,
engaged living, and depression, there were
significant differences found between
individuals who had experienced frequencies
of bullying as low as less than once a month
and those who did not experience bullying at
all but no further detrimental impacts were
victimization, indicating that being victimized
at all is significantly worse than not being
victimized for these variables. Implications
NAME: FELIPE, JONALYN M. GRADE: 12-FREUD

and future directions for research are

explored.
Siobhan Hugh-Jones and Self‐reports of short‐  This study use a retrospective The findings indicate that A majority of
Peter K Smith (June and long‐term effects of analysis of school experiences respondents had experienced bullying at
1999) bullying on children who related to bullying, and its effects, school, and the likelihood of being bullied was
stammer was conducted through both semi- related to the reported difficulties in
structured interviews and postal friendship-making. Nearly one-half of teachers
questionnaires. and families were reported as not being aware
of this bullying. A majority reported immediate
negative personal effects of this bullying, and
46% reported some long-term
effects. Logistic regression analyses
suggested that the severity of bullying,
together with other factors such as difficulty
with friendships, predicted these effects.
Safi Dakhil Nawam Effects of bullying upon Method: Descriptive design cross- Generally, 13% of staff reported they have
Alzeyadi (February 2016) nurses' job satisfaction sectional study, the data collection tormented by other staff dependably bulled
among nurses who through self-administrated and 29% reported having at some point
working in al-najaf questionnaires. A non-probability harassing in the most recent 6 months.
teaching hospitals accidental sample of (100) nurses Bullying is a determined issue in medicinal
were included in the present study. services associations, which has critical
negative results for people, and associations.

Amjad Al-Nasser (March Examining the impact of In this study, a sample size of 656 The findings indicate that the study
2016) leadership style and participants from 14 different organisational coaching has a significant
coaching on employees’ business sectors in the Emirates was positive effect on transactional leadership
commitment and trust: used. The meta-analysis concept of and has a significant influence on job
Mediation effect of latent variables and non-linear alienation. Interestingly, coaching has a
bullying and job principal components analysis, along significant effect on commitment and
alienation with the corresponding methodology counterproductive workplace behaviours. The
of structural equation modelling, detailed data analysis using F tests and
were implemented.  independent t-tests, when applicable,
indicated that there was a tendency for older
NAME: FELIPE, JONALYN M. GRADE: 12-FREUD

employees to have more favourable attitudes

towards transformational leadership or
commitment but not towards coaching.