Bullying Behavior In School In Dallas Case Study

Bullying Behavior in Non-Native Disable School in Dallas

Introduction

The purpose of this study is to determine the effects of bullying behavior in the non-native disabled children of The Rise School of Dallas. This study has much significance, because from the past ten years the bullying behaviors in schools are increased drastically. In USA from 2012-2013, 8% of the schools children under 18 faced the bullied behavior in school on weekly basis (CDC Bullying Fact Sheet, 2015). This was not just physical, but also on electronic (Cyber) basis. The victims which are physically disabled faced more difficulties as the result of the bullying behavior. My study is done in The Rise School of Dallas, which is giving the highest quality of education

Approximately 20,000 questionnaires were designed to complete this study. The authors reported that the humiliation, loss of self-respect and racism in class rooms are the basic causes of bullying. Their analysis has the set of independent variables in the form of study year, gender, age, living areas, religion, family background and country (Nordhagen, Nielsen, Stigum, & Köhler, 2005, p. 695). The results have significant difference with the respect of different geographical locations. The developed areas are more likely to face bullying effects then the under developed areas (Nordhagen, Nielsen, Stigum, & Köhler, 2005, p. 697). The boys were more involved in bullying than the girls of 2 to 17 years of age. Those children which were non-native and disabled were faced more troubles in bullying. This paper investigated the results on the basis of perents’ answers of the questioners. Those parents, who were unaware of the fact that their children were bully victim or bullied others, responded wrongly. The children who were facing chronic disease or psychiatric disorder, had more risks of tolerating and terribly losing the control by bullying (Nordhagen, Nielsen, Stigum, & Köhler, 2005, p. 699). The authors were convinced at the end of their research study that those areas in which the schools have strict policies related to

The authors worked on finding the results of “who is bullying whom” percepetive (Tolsmaa, Deurzen, Stark, & Veenstra, 2013, p. 52). They have completed the network information of 36 class rooms in 26 schools of native and non-native students. They expected at initial stage that bullying were common in the students of different ethnic backgrounds then the students of same ethnic backgrounds. The imperical theories in their research supported that the good communication and equal social status between the different ethnic groups could reduce prejudice and bullying. The response rate of the data collection in the research was 94.2%, in which the students who were not available at schools, were not added (Tolsmaa, Deurzen, Stark, & Veenstra, 2013, p. 54). In the data analysis, dependent varible was bullying and independent variables were ethnicity and the class. The result showed that inter-ethnicity bullying was more common than the intra- ethnicity bullying. There are many limitations in the studies. Those non-native children which were from poor countries and were less friendly, faced the bullying behavior more seriously (Tolsmaa, Deurzen, Stark, & Veenstra, 2013). They had less students of same immigrant background in schools to protect themselves from being bullied in the most of the