Working Bibliography Associated Staff. “Causes and Effects of Bullying”. Stellar Bully Project. 4 February 2011: Web. 4 Nov. 2016. http://umshw.usd116.org/groups/stellarbullyproject/wiki/542c3/Causes_and_Effects_of_Bullying.html Bully. Dir. Lee Hirsch. The Weinstein Company, 2011. Film. Cornell, Dewey, et al. "Perceived prevalence of teasing and bullying predicts high school dropout rates." Journal of Educational Psychology 105.1 (2013): 138. Kaplan Karen. Victims of bullying live with the consequences for decades, study says. Los Angeles Times. April 18 2014. Web. 4 Nov 2016. http://articles.latimes.com/2014/apr/18/science/la-sci-sn-bullying-victims-middle-age-20140418 Kwan, Grace Chi En, and Marko M. Skoric. "Facebook bullying: An extension of battles in school." Computers in Human Behavior 29.1 (2013): 16-25. Motiuk, Devin. Types and Possible Effects Of Bullying. Munich: GRIN Verlag GmbH, 2015. Print. Polanin, Joshua R., Dorothy L. Espelage, and Therese D. Pigott. "A meta-analysis of school-based bullying prevention programs' effects on bystander intervention behavior." School Psychology Review 41.1 (2012): 47. Stuart, Jeffrey. Personal Interview. 4/11/2016. “The Impact of Bullying”. Victoria State Government Education and Training. 28 November 2013: Web. 4 Nov. 2016. http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/impact.aspx Valdebenito, Sara, Maria Ttofi, and Manuel Eisner. "Prevalence rates of drug use among school bullies and victims: A systematic review and meta-analysis of cross-sectional studies." Aggression and Violent Behavior 23 (2015): 137-146. Bullying in Schools Outline Thesis: “Bullying is one of the most widely-spread and dangerous type of violence especially in high schools. It affects the victims’ psychological and emotional state adversely and may cause terrible long term effects. Bullying in schools has never ended despite the efforts by various partners, students who participate often torment their peers and family; the behavior follows them their entire life." Introduction Violence experienced in almost all schools has over the time had adverse effects especially on the students’ moral behavior which shape their future lives. The schools constitute some of the places which have become the breeding ground for violence such as bullying among students. The efforts put by various schools’ stakeholders to offering a lasting remedy does not seem to bear the expected results. It increases at an alarming rate (Cornell, Dewey, et al., pg. 32). Therefore, the following research paper finds how the issue found its place in schools and its consequences among students. It is also interested in assessing the current statistics to show how it has affected different schools. Background First, bullying involves one form of violence that is initiated by one or more students against another who becomes the victim. It comprises of all forms of physical or psychological intimidation or harm. Bullying could be di.

1. Working Bibliography
Associated Staff. “Causes and Effects of Bullying”. Stellar
Bully Project. 4 February 2011: Web. 4 Nov. 2016.
http://umshw.usd116.org/groups/stellarbullyproject/wiki/542c3/
Causes_and_Effects_of_Bullying.html
Bully. Dir. Lee Hirsch. The Weinstein Company, 2011. Film.
Cornell, Dewey, et al. "Perceived prevalence of teasing and
bullying predicts high school dropout rates." Journal of
Educational Psychology 105.1 (2013): 138.
Kaplan Karen. Victims of bullying live with the consequences
for decades, study says. Los Angeles Times. April 18 2014.
Web. 4 Nov 2016.
http://articles.latimes.com/2014/apr/18/science/la-sci-sn-
bullying-victims-middle-age-20140418
Kwan, Grace Chi En, and Marko M. Skoric. "Facebook
bullying: An extension of battles in school." Computers in
Human Behavior 29.1 (2013): 16-25.
Motiuk, Devin. Types and Possible Effects Of Bullying.
Munich: GRIN Verlag GmbH, 2015. Print.
Polanin, Joshua R., Dorothy L. Espelage, and Therese D. Pigott.
"A meta-analysis of school-based bullying prevention programs'
effects on bystander intervention behavior." School Psychology
Review 41.1 (2012): 47.
Stuart, Jeffrey. Personal Interview. 4/11/2016.
“The Impact of Bullying”. Victoria State Government Education
and Training. 28 November 2013: Web. 4 Nov. 2016.
http://www.education.vic.gov.au/about/programs/bullystoppers/
Pages/impact.aspx
Valdebenito, Sara, Maria Ttofi, and Manuel Eisner. "Prevalence
rates of drug use among school bullies and victims: A

2. systematic review and meta-analysis of cross-sectional studies."
Aggression and Violent Behavior 23 (2015): 137-146.
Bullying in Schools
Outline
Thesis: “Bullying is one of the most widely-spread and
dangerous type of violence especially in high schools. It affects
the victims’ psychological and emotional state adversely and
may cause terrible long term effects. Bullying in schools has
never ended despite the efforts by various partners, students
who participate often torment their peers and family; the
behavior follows them their entire life."
Introduction
Violence experienced in almost all schools has over the time
had adverse effects especially on the students’ moral behavior
which shape their future lives. The schools constitute some of
the places which have become the breeding ground for violence
such as bullying among students. The efforts put by various
schools’ stakeholders to offering a lasting remedy does not
seem to bear the expected results. It increases at an alarming
rate (Cornell, Dewey, et al., pg. 32). Therefore, the following
research paper finds how the issue found its place in schools
and its consequences among students. It is also interested in
assessing the current statistics to show how it has affected
different schools.
Background
First, bullying involves one form of violence that is initiated by
one or more students against another who becomes the victim. It
comprises of all forms of physical or psychological intimidation
or harm. Bullying could be direct acts such as teasing,
threatening or hitting. Also, it involves indirect actions such as
spreading rumors or the general social isolation of a person with
a malicious intention.
Bullying is a frequent form of violence in schools and involves
harmful acts that cause psychological, emotional, social or
physical harassment among students. It is often carried out by

3. the senior students who harass the newly admitted students. The
new students seem naïve and therefore, they are the weakest
ones to bullying. Statistics indicate that there about four million
students who become victims of school bullying annually. The
act of bullying causes adverse effects on students. For example,
it destroys the school environment making it unfriendly and
unbearable for most students (Kwan, Grace and Marko, pg. 47).
Therefore, it requires a collaborative effort and strategies that
would eliminate it especially within the confines of learning.
Negative outcomes of bullying in schools
As pointed out, bullying has many adverse effects that derail the
student’s learning despite the parents’ substantial investment
regarding tuition fees. Some of the negative consequences
established are discussed as follows.
Changing student's personality
During admission that marks a student’s entry in school, there
are often great desires and expectations that they hold and
would want to accomplish in the course of learning. For
example, it is indicated that during admission, most students
seem optimistic and hope to achieve their dreams and also meet
new friends. However, after joining, they meet senior students
who intimidate and threaten them. As a result, their desire and
interest towards school and learning change all of a sudden
(Polanin, Dorothy and Therese, pg. 87). Since some of them are
naïve and face constant intimidation from senior students, their
personality about school gets adversely affected.
Dismal academic performance
When the friendly environment that supports and encourages
learning becomes altered, the concentration for learning is
greatly affected. According to the research, bullying in schools
creates an atmosphere of fear for students and makes everything
around to be disgusting. For example, the school set up becomes
like a small prison where a person’s freedom has been curtailed.
Therefore, students are not motivated to study as they struggle
and wonder why they face such kinds of harassments, especially

4. from their fellow students. As a result, they end up performing
dismally because they cannot concentrate and pay attention due
to fear and lack of motivation.
Increased school drop outs
When a particular environment does provide a good support
system required, the inhabitants tend to move in search of a
better place (Valdebenito, Sara, Maria and Manuel, pg. 339). In
the same way, the research findings indicate that bullying in
schools creates an unfriendly and unbearable place for many
students. Some students have never gone through any
harassment from home and would not adapt or tolerate bullying
anywhere. For example, they have lived not knowing that
stealing exists. As a result, when they cannot tolerate stealing
and beating from other students, they have no other alternative
but quit school. They may not join any other school as they still
suspect there will be bullying.
Low self-esteem
The environment where an individual has been raised has a
significant contribution on his or her self-esteem. By self-
esteem, it refers to how an individual feel about himself or
herself, for example, if a person has a high self-esteem then he
or she will feel a sense of value and importance and behave
confidently (Polanin et al., pg. 204). Therefore, bullying in
schools has been discovered to make some students feel that
they are weak and not liked or appreciated. For example, a
student can force his classmate to clean his or her clothes. As a
result, students who are victims develop a low self-esteem and
lack confidence in what he or she does or says before people.
Dysfunctional families in future
Lastly, every effect in a person’s life leads to subsequent
repercussions. The experience could either make him or her or
destroy his or her next life. For example, bullying in schools
creates an unfriendly place for learning, causes harassment and
demotivates a student’s morale. As a result, a student will
change her or his perspective about education, lose confidence
and finally drops out of school. As a result, they join the society

5. without any clear picture of what they should do. The result is
that; they get married and have their family. The families led by
people who never finished school often will face many
challenges such as fighting and lack of stable finances to
support the basic needs. When an amicable remedy is not found,
then the cycle of dysfunctional families continues. It creates a
cycle of poverty and increases the dependency ratio in the
society.
Suicide
According to the research, some of the adverse effects of
bullying in schools among students are permanent thus cannot
be reversed. For example, bullying makes some students
develop suicidal feelings. It is also a fatal outcome resulting
from bullying in schools. Some individuals exposed to bullying
become distressed, terrified, or depressed (Valdebenito et al.,
pg. 342). They lose a sense of self-worth and have no reason to
live thus they strangle themselves to death. Some of these
students do not have parental support systems to encourage
them.
Positive Effects of Bullying in Schools
Anything that has side effects will also result in some benefits
though the benefits are entirely outweighed by the adverse
consequences. Therefore, apart from the negative impacts
bullying in schools has caused, it can have positive effects in
schools. For example, the act of bullying may enable
individuals to stand up and become bold, voice their concerns or
defend themselves (Polanin, Dorothy and Therese, pg. 221).
This way, it makes victimized students enforce equal rights for
all the students irrespective of their seniority, age and year of
admission. Also, bullying enables some bullies to support their
individual interests and enhance their outlook. Bullies could get
recruited to demanding jobs such as the military to defend the
nations against external attacks.
Statistical Data of the Outcomes in Schools
The current statistics indicates that school crime supplement of
deaths among students can be attributed to mental, physical and

6. emotional torture resulting from school bullies. For example, an
estimated fourteen percent of high school students have
considered suicide as a way avoiding bullying while fifteen
percent has attempted to commit suicide. Additionally,
according to studies conducted by Yale University, victims of
bullying in various schools are about three times more likely to
consider suicide as a way of escaping the issue. The British
survey also has revealed that almost half of suicides among
school students are associated with bullying among students
(Kwan et al., pg. 87). The trend is worrying, and it is high time
that a suitable plan designed to curb the menace in learning
institutions.
Conclusion
Finally, bullying in the schools as highlighted is a big challenge
for students that go through it since it interferes with their self-
esteem and leads to the loss of their confidence and, in extreme
cases it causes suicidal feelings that make some succumb to
death. Also, the long-term effects of bullying in school cause
many individuals to have dysfunctional families. There are more
worrying effects of bullying other than suicide and behavior
change and occur uniquely among the victims. The school
management needs to come up with appropriate disciplinary
measures and actions to curb bullying in schools.
Works Cited
Cornell, Dewey, et al. "Perceived prevalence of teasing and
bullying predicts high school dropout rates." Journal of
Educational Psychology 105.1 (2013): 138.
Kwan, Grace Chi En, and Marko M. Skoric. "Facebook
bullying: An extension of battles in school." Computers in
Human Behavior 29.1 (2013): 16-25.
Polanin, Joshua R., Dorothy L. Espelage, and Therese D. Pigott.

7. "A meta-analysis of school-based bullying prevention programs'
effects on bystander intervention behavior." School Psychology
Review 41.1 (2012): 47.
Valdebenito, Sara, Maria Ttofi, and Manuel Eisner. "Prevalence
rates of drug use among school bullies and victims: A
systematic review and meta-analysis of cross-sectional studies."
Aggression and Violent Behavior 23 (2015): 137-146.
To begin to put the Online Casebook together, review the
sources you listed on your Working Bibliography. Choose seven
that look like they come the closest to answering the research
questions you posted in your Research Proposal. If, after
reading and researching further into your topic, you realize that
you do NOT have seven that address the issue you are writing
about, go back to the library databases and find more sources.
Keep searching until you have seven.
Choosing the seven sources for the Online Casebook is
important because you are going to spend considerable time
reading, summarizing, and critiquing these sources. You might
spend as much as eight hours to complete the assignment. Make
sure you take as much time as necessary to read and choose
sources that answer the questions you posed in your research
proposal. The work that you do for the Online Casebook (an
online annotated bibliography) will form the basis for your
research paper. The time you put into this assignment will pay
off when you go to write the paper because much of what you
create for the annotated bibliography can go directly into your
paper to support the ideas that you are sharing with your
readers. This assignment is one of the most important steps in
writing the paper. The more time you give to this assignment,
the better your paper will be.

8. Click here:Annotations and Abstracts, to listen to a tutorial on
how to annotate a text.
Once you have decided on the seven most relevant sources, you
will format a bibliography just like you did in the last topic.
Post a page in your weebly.com portfolio (your e-portfolio that
you created in the first week) and copy and paste the
bibliography in that page. Then for each source, add a direct
link to the source. Remember to list the sources alphabetically
and then beneath each source, you will provide the following
information:
1. A summary of the source. The first sentence of each
annotation should state the author's first and last name, the
name of the source, where it appeared, when it appeared and the
thesis or main point of the source. Then write a summary that
summarizes or paraphrases the main points and ideas of the
article. Don t just tell us what the article is about, but tell us
what it says. Use specifics from the articles. Include relevant
details. Use the guidelines for writing summaries to help you do
this and use your own words. Don't quote the source; instead,
write what it says in your own words.
2. A mini-critical analysis. What is the writer s purpose in
writing this article? (This question will allow you to assess
whether or not you have enough different perspectives on the
topic.) Who is the audience for this piece? Discuss the context
in which this piece was written. In other words, how did where
and when it was written affect what was said in the source?
3. A brief evaluation of the piece. Answer these questions: Who
is the writer? How do you know the author is credible? How do
you know that the author has the adequate information to write
the article? How do you know the source is reliable? This is
especially important for Internet sources. Here you can refer to
the questions on the CRAAP worksheet that you used in the
website critique topic.
4. A brief discussion of relevance. End each annotation with a
brief discussion of how you will use this information in your
research paper. Be specific. Discuss how it will answer the

9. questions you have posed in your Research Proposal or discuss
how it will help you to articulate your position or stance toward
the topic in the final paper. If you cannot use it to answer the
questions or set up a section of your final paper, consider
finding a different source.
If you complete the annotated bibliography correctly, it can be
used to support the claims that you make in your final research
essay. Often the summaries can be cut and pasted from the
annotated bibliography directly into your paper. If this step of
the research process is completed correctly, you will have the
major portion of your research project already written.
If you do not complete this step thoroughly, you will have
difficulty getting the page length required for the final paper.
You may also have to complete more research before you start
writing.