The Impact Of Bullying In School On Students' Mental Health: A Psychological Essay.

Negative impact of bullying on students' emotional, physical, and schoolwork

Bullying in school can hurt the kids emotionally, physically, and schoolwork, resulting in fear, low self-esteem, and anxiety. According to the case study, the kids who got bullied can be afraid to go to school and other places. Thus, I can state that the impact on school function as well as on the well-being of the children is quite negative, and it hampers the mental health of a student. Therefore, Palmer and Abbott (2018) stated that the development perspective of a child’s mental health is cautious and the development of a child in a school is very important. One of the most important factors is the lack of representation in the school, and its consequences represent the school's nurture and wellness. Thus, I can state that it destroys the development in a child's skills. Apart from that, in a school and with proper care and development, a continuous oppression of the children with different mentality of their family and background can be analysed. Concerning the discussion, Nickerson (2019) has opined that bullying in school promotes exploitation and the different methods of exploitation tends to provide the families with insecurity, mental pressure, and stress.

In a primary school context, the consideration of parenting and socioeconomic status area leads to better staffing levels. The facilities of school in the context of culture have to be improved to make a prosperous change. Therefore, Huang et al. (2019) have stated that a family's socioeconomic status affects the parenting style of a child. Throughout the effect on the parental mental health and it relies upon the resources that incorporates the childrearing knowledge on the cultural values. I have generalized that socioeconomic status and its impact on a child can be visualized and observed through the behavioural management.

With the sudden impact on analysing the bullying scenario in the school and accessing the learning theories, the classical behaviourist orientation focuses upon Watson or Skinner’s work. According to Thorkinde (2021), Watson and Skinner believed that concentrating on the behaviour affects the consequences of a mental health of a child. It states that Skinner and Watson spoke of reinforcement as well as punishment. Therefore, I believe that reducing the bullying consequences in the school affects both the children and the educational environment. It hampers discipline maintenance in the school and being a psychologist, it is necessary to witness both children and parenting behaviour. Accordingly, children do have a deem to behave and receive special privileges, thus adopting the Skinner and Watson behavioural approach, the driving behaviour tends to make a difference in my analysis.

Concerning the discussion, Verhaegh (2019), has focused on initializing this theory, focusing on the behavioural impact on society. The development occurs through the interaction of innate capacities that stage both schools' environmental events. Apart from that, I feel that the theory is centralized. It focuses on the children’s intelligence, and children actively build up their knowledge regarding the passive reasoning children and their point of view.

Furthermore, it detects the child's development, and with a complex system, the child’s development and her immediate environment is quite different from others. Therefore, by adopting the theory, I believe that the implication of educational practice is maintained by developing the peace of both family and school. I feel that this particular theory is relevant because according to the age group of the children, contextual factors are observed, and it states that learning the function of change is overt in behaviour. Akpan (2020) has stated that behaviour change results from individual responses and events. Apart from that, one of the most interesting features that attracted me is the focus on reducing or neglecting the situations where bullying is concrete and heavy. It is quite relevant to my case analysis because analysing the bullying in the school hampers both the mind and health of a child. Therefore, relieving the protective factors against the impact of school bullying, perpetration and victimization of reinforcement responses towards the behavioural strength. Apart from that, the profound impact relies on the student behaviour toward the teachers and family due to bullying.

Importance of representation in school and its consequences for students' development

In this section of the discussion, a recommended plan is addressed that helps in enhancing the importance of the problems identified. The major problem states that bullying children of 9 to 12 years can lead to severe mental issues. Henceforth, I can recommend a plan that helps in withdrawing the others to have serious advocacy in dealing with bullying of students and address the promising reduction of bullying and form a position. Therefore, it can also be recommended to initialize the importance of emotional learning to help the students come upfront and make themselves comfortable in front of me. The time for analysing the positive school climate forms different research-tested approaches, and to build a relationship with the student, a minimum of 2 weeks is required. The theory adopted to analyse the change in the student's mental health reveals the basic implication of inspecting the behaviour and attitude of a person.

According to the evidence-based situation and concerning the theory, a proper implication to the Watson and Skinner theory was adopted. I can state that my motive is to create a friendly relationship with the school's students. Being a psychologist, I have to analyse the students' mental health and detect them accordingly. Apart from that, I have also adopted the rigorous review, and by preventing bully, creating a safe space for the children will also lead the families to be in peace. Concerning the fact, I have realized that setting up boundaries with technology tends to make the students more comfortable while dealing with the issues of bullying. For instance, a 12-year-old girl was crying in the corridor, and when I confronted her, she was scared that a senior was constantly bullying her and keeping her locked in classes. Such situations terrified her, and when I nurtured her with care and consoled her down, she was shivering and was in terrible condition. I believe continuous care and encouragement will help her come out of the situation, and I decided it would take me more than a week to get comfortable. She was quite normal with time and appropriate classes, and I realized that time management and patience are the two most important keys.

Hawley, P. H., & Williford, A. (2015). Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science. Journal of Applied Developmental Psychology, 37, 3-15. https://doi.org/10.1016/j.appdev.2014.11.006

In this renowned article, the author's research questions mainly interpret the importance of bullying. The paper focuses on the peer appearance in the culture among the adolescents’ friends. The research also focused on the age and gender of the bullied people to have a concrete analysis of the paper.

For analysing the hypothesis, the researchers have focused upon:

H0: There is a relation between the longitudinal study of appearance-based rejection sensitivity and the peer appearance culture.

H1: There is no such relationship between the longitudinal study of appearance-based rejection sensitivity and the peer appearance culture.

The main findings of the journal state that a peer appearance culture in shaping the adolescent’s appearance, and it focuses on identifying and examining the emerging adolescents' appearance-based rejection sensitivity.

The main implications of the findings showed a greater increase in appearance, and showcasing both negative and positive high appearance increases the appearance-based rejection sensitivity.

Hymel, S., McClure, R., Miller, M., Shumka, E., & Trach, J. (2015). Addressing school bullying: Insights from theories of group processes. Journal of Applied Developmental Psychology, 37, 16-24. https://doi.org/10.1016/j.appdev.2014.11.008

The respective journal states the importance of bullying, and it is recognized as a significant problem in a school worldwide. Further, the research questions addressed in the paper are the peer processing involved in bullying, the implication of theoretical concepts, and the importance of the teachers as an invisible hand.

To test the hypothesis, the researchers have focused on analysing the relationship between the bullying sources in school and its response to the limited sources.

H0: There is a relationship between addressing school bullying and its response to anti-bullying programs.

H1: There is no relationship between addressing school bullying and its response to the anti-bullying programs.

The main findings of the paper state the enhanced bystander responses of anti-bullying programs and their insights through group processes. Further, addressing the intervention program is necessary to design a cooperative learning environment.

The implication of the findings is necessary for my plan research because it helped analyse the teacher's responses, which are considered an invisible hand for better prosecution.

Conclusion

From the above discussion, it can be concluded that students experiencing bullying can feel overwhelmed, anxious, or depressed. Thus, the paper executes the troubles the students face and how a psychologist can help in developing confidence and resilience.

References 

 Akpan, B. (2020). Classical and Operant Conditioning—Ivan Pavlov; Burrhus Skinner. In Science Education in Theory and Practice (pp. 71-84). Springer, Cham.

Huang, Y., Espelage, D. L., Polanin, J. R., & Hong, J. S. (2019). A meta-analytic review of school-based anti-bullying programs with a parent component. International journal of bullying prevention, 1(1), 32-44.

Nickerson, A. B., Fredrick, S. S., Allen, K. P., & Jenkins, L. N. (2019). Social-emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization. Journal of school psychology, 73, 74-88.

Palmer, S. B., & Abbott, N. (2018). Bystander responses to bias?based bullying in schools: A developmental intergroup approach. Child Development Perspectives, 12(1), 39-44.

THORNDIKE, E. (2021). BURRHUS SKINNER AND THE BEHAVIOURISTS. Learning Theories for Early Years Practice, 56.

Verhaegh, S. (2019). The behaviorisms of Skinner and Quine: Genesis, development, and mutual influence. Journal of the History of Philosophy, 57(4), 707-730.