Title:
Verbal bullying faced by students in schools/college
Authors:
DHARA GALA, SHRADDHA CHURI, PRITI YADAV [MBA- FINANCE]
Introduction:
Verbal bullying is a type of bullying that involves the use of words to harm, intimidate, or manipulate another person. It may include name-calling, teasing, taunting, spreading rumours or gossip, making threats, using offensive language, or mocking someone’s physical appearance, abilities, or personal traits.
Objectives:
To understand the phenomenon of the problems of verbal bullying faced by students in schools/college
Literature review:
1. Bullies
The study looked at three different bullying statuses—perpetrator, victim, and perpetrator-victim—in each of the three categories of bullying—physical, verbal, and social—as well as the direct effects of risk factors (delinquent peer relationships) and mediating effects of social controls. The study’s goal is to offer a significant explanatory test of the applicability of the combined framework of social control and lifestyles-routine activities theories. The results showed that adolescents who hung out with troubled peers were more likely to engage in physical, verbal, and social bullying as bullies, victims, and bully-victims. Even after adjusting for social variables, it continued to be important. Except for teacher attachment for social bullying, adolescents who were close to their parents, friends, and teachers were less likely to engage in physical, verbal, and social bullying. Moreover, among members of the victim group, teacher attachment was not significant for any of the three categories of bullying. (Cho & Lee, 2018)
2. Bully-victims homogeneous
The study aimed to identify subgroups based on student’s verbal, social, and physical bullying and victimization behaviors using latent class analysis (LCA). The 3581 eighth graders who took part in the Seoul Education Longitudinal Study (SELS5th)’s annual survey in 2014 comprise the dataset used in this study. According to a general interpretation of our analysis, there were six subgroups: 31.9% of uninvolved, 7.1% of victims, 10.1% of bullies, 37.8% of bully-victims who demonstrated high levels of verbal bullying victimisation and perpetration (BV-V), 9.0% of bully-victims who demonstrated high levels of verbal and social bullying victimisation and perpetration (BV-VS), and 4.1% of bully-victims who demonstrated high levels of verb (BV-VSP). Our findings suggest that the bully-victim group can be further classified into three distinctive subgroups and may not be completely homogeneous. The identified subgroups could be used to provide more efficient interventions by clarifying the targeted group of students. (Chung & Lee, 2020)
Data collection:
The following questions are prepared on Likert Scale –
1. I was subjected to hurtful verbal teasing.
2. I tried to stand up for myself.
3. I reported the bullying incidents to my school/college authorities.
4. I socially isolated myself.
5. I suffered from mental health issues.
Data analysis:
The following data was collected from Google & collected in Excel by classmates, friends, college and university students.
Question No. Mean Standard Deviation (SD) Standard Error (SE) Z Result
1 2.74510 1.36930 0.13558 -1.88008 H0
2 3.32353 1.33618 0.13230 2.44539 H1
3 2.87255 1.34732 0.13340 -0.95537 H0
4 2.82353 1.32315 0.13101 -1.34699 H0
5 2.93137 1.38063 0.13670 -0.50202 H0
Conclusion:
The following is the conclusion from the above Z table –
1. Students were subjected to hurtful verbal teasing.
2. Students stood up for themself.
3. Students reported the bullying incidents to my school/college authorities.
4. Students socially isolated themself.
5. Students suffered mental health issues.
References:
1. Jae Young Chung and Sunbok Lee (2020), Are bully-victims homogeneous? Latent class analysis on school bullying, Children and Youth Services Review, Volume 112, 104922, May 2020, South Korea.
2. Sujung Cho and Jeoung Min Lee(2018), Explaining physical, verbal, and social bullying among bullies, victims of bullying, and bully-victims: Assessing the integrated approach between social control and lifestyles-routine activities theories, Children and Youth Services Review, Volume 91, Pages 372 – 382, August 2018, USA.