ABSTRACT
The study investigated the effect of self-control therapy and aversive training therapy and their combination on bullying behaviour among secondary school students in Abia State. To guide the study, six research questions were raised and six corresponding null hypotheses were formulated and tested at 0.05 level of significance. The study adopted a pretest, posttest non randomized control group quasi-experimental design with four experimental groups and gender as moderating variable. The population for the study consisted of 832 students. The sample for the study consist of 80 students, Purposive sampling technique was used to select eighty respondents as sample for the study. The subjects in the three treatment groups were exposed to six weeks of self-control therapy (SCT), aversive training therapy (ATT) and a combination of self-control therapy and aversive training therapy (SCT & ATT) and control conditions. The instruments for data collection were a researcher's structured questionnaires titled Students Bullying Behaviour Identification Checklist (SBBIC) and Bullying Diagnostic Questionnaire (BDQ). Face validity of the instruments were determined by two experts in Psychology and Counselling and one expert in Measurement and Evaluation. The reliability of the instruments were determined using Cronbach Alpha which yielded a coefficient of 0.78 and 0.72 respectively. The method of data analysis includes the use of mean and standard deviation for research questions and Analysis of Covariance (ANCOVA) for testing of hypotheses. The findings of the study show that all the three treatment groups were effective in the reduction of bullying behaviour, SCT and ATT is most effective than SCT treatment group while ATT is the least effective amongst the three experimental group in the reduction of bullying behaviour. It was recommended that counsellors should make use of SCT and ATT combination in the reduction of bullying behaviour. Furthermore, counsellors should make use of self-control therapy, since it was more effective than the use of aversive training therapy in the reduction of bullying behaviour amongst others. This study noted worthy implications for school counsellors, school administrators, teachers, students, other stakeholders in education sector and general public as it may significantly help counsellors by referring cases of bullying and bullies to reduce bullying and enhance proper school adjustment that promote teaching and learning and academic success for the benefit of all students.
TABLE OF CONTENTS
Pages
Title i
Declaration
ii
Certification
iii
Dedication
iv
Acknowledgments v
Table
of Contents vi
List
of Tables viii
List
of Appendices ix
Abstract
xi
CHAPTER 1
INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 11
1.3 Purpose of
the Study 12
1.4 Research Questions 13
1.5 Hypotheses 14
1.6 Significance of the Study 15
1.7 Scope of the Study 17
CHAPTER 2
REVIEW OF
RELATED LITERATURE
2.1 Conceptual Framework 18
2.1.1 Bullying 18
2.1.2 Causes of bullying 20
2.1.3 Types of bullying 22
2.1.4 Effects of bullying 24
2.1.5
Behaviour
modification 27
2.1.6
Self-Control 30
2.1.7 Aversive
training therapy 54
2.1.8
Gender 60
2.2 Theoretical Framework 62
2.2.1 Modification theory by Myron A. Whitman
(1975) 62
2.2.2. The
social learning theory by Albert Bandura (1977) 62
2.2.3. Behaviour management theory by Barry S.
Parsonson (2012) 64
2.3 Review of Empirical Studies 65
2.4 Summary of Literature Review 78
CHAPTER 3
METHODOLOGY
3.1 Design
of the Study 80
3.2 Area
of Study 81
3.3 Population of the Study 83
3.4 Sample and Sampling Technique 83
3.5 Instrument
for Data Collection 83
3.5.1 Bullying Diagnostic
Questionnaire (BDQ) 84
3.5.2 Students Bullying Behaviour Identification
Checklist (SBBIC) 84
3.6 Validation of Instrument 85
3.7 Reliability of Instruments 85
3.8 Method of Data Collection 86
3.8.2 Control
of Extraneous Factors 86
3.9 Method of Data Analysis 88
CHAPTER 4
RESULTS AND DISCUSSION
4.1 Result Presentation 89
4.2 Discussion of Findings 105
4.3
Summary
of Findings 112
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 114
5.2 Conclusion 116
5.3 Educational Implications of the Study 117
5.4 Recommendations
117
5.5 Limitations of the Study 118
5.6 Suggestions for Further Studies 119
REFERENCES 120
APPENDICES 128
LIST
OF TABLES
3.1: 4 x4 matrix representing the combination
of various
experimental groups and the moderator variable and gender 80
4.1: Pretest-Posttest Mean and Standard
Deviation on
Self-Control therapy on the Reduction of Bullying
behaviour
among Secondary School Students 89
4.2: Summary of the 2-Way Analysis of Covariance
(ANCOVA) on Mean Self-Control therapy on the Reduction
of Bullying Among Secondary School Students 90
4.3: Pretest-Posttest
Mean and Standard Deviation on
Aversive training therapy in the reduction of
bullying behaviour
Among Secondary School Students 91
4.4: Summary of the (2-Way) Analysis of
Covariance (ANCOVA) mean score difference of students
exposed to Aversive therapy in the Reduction of Bullying
among Secondary School Students 91
4.4: Summary of the (2-Way) Analysis of
Covariance
(ANCOVA) mean score difference of student exposed to
Aversive therapies and those in control groups 92
4.5: Pretest-Posttest mean and Standard
Deviation in
bullying of students exposed to Self-control therapy
based and Aversive Training Therapy 93
4.6: Summary of the (2-Way) Analysis of
Covariance
(ANCOVA) mean score difference of student exposed to Self-control
and Aversive therapy
94
4.7: Pretest-Posttest
mean and Standard Deviation of effect of
Bullying Behaviour
of students exposed to combined self-control
therapy and
aversive therapy and self-control therapy 95
4.8: Summary of the (2-Way) Analysis of
Covariance
(ANCOVA) mean score difference of student exposed to
combination of
self-control and aversive training therapies
and those in
self-control therapy 96
4.9: Pretest-Posttest
mean and Standard Deviation of
effect of Bullying
Behaviour of students exposed to combined
self-control
therapy and aversive therapy and aversive therapy 97
4.10: Summary of the (2-Way) Analysis of Covariance
(ANCOVA) mean score difference of student exposed to
combination of
self-control and aversive training therapies
and those in
self-control therapy 98
4.11: Posttest - follow up mean and Standard Deviation of
effect of Bullying
Behaviour of students exposed to self-control
therapy and
control at follow up 99
4.12: Summary of the (2-Way) Analysis of
Covariance
(ANCOVA) mean score difference of student exposed to
self-control
therapy and control group at follow up 100
4.13
Posttest - follow
up mean and Standard
Deviation of
effect of Bullying
Behaviour of students exposed to aversive
training therapy
and control group at follow up 101
4.14: Summary of the (2-Way) Analysis of
Covariance
(ANCOVA) mean score difference of student exposed to aversive
training therapy
and control group at follow up 102
4.15: Posttest - follow up mean and Standard Deviation of effect
interaction effect
by treatments by moderating variable at
follow up 103
4.16: Interaction
effect on moderating variable on treatment in the
reduction of
bullying behaviour among secondary school students
at follow up 104
LIST
OF APPENDIX
A Treatment
Stage 128
B Bullying
Diagnostic Questionnaire 154
C Students
Bullying Behaviour Identification Checklist 155
D Reliability
using Correlation of SBBIC 159
E Reliability
using Cronbach’s Alpha of SBBIC 161
F Reliability
using Correlation of BDQ 162
G Reliability
using Cronbach’s Alpha of BDQ 164
H Diagrammatic
representation of subject distribution 165
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Bullying is both behavioural and personality disorder. It remains
a social maladaptive problem. Bullying is a universal problem that principals,
teachers, counsellors and parents deal with daily. Obpida, Ogbeba and Akinde
(2011) opined that school bullying is a disturbing interpersonal social problem
with many debilitating consequences for students. To them, it involves a
perpetrator and a victim.
They maintained that bullying produces short-term and long-term
effects on both perpetrators and victims. They also categorized bullying into
two namely, direct and indirect. Furthermore, BCC Health (2010) defines
bullying as when an individual is repeatedly exposed to negative actions
especially when meted on one who has difficulty defending him or herself. They refers to cases where victims of school bullying are
excluded or left out of a group or having nasty gossips spread about the
targets or victims of bullying. Nwamuo and Ogbonna in Ekoja and Ekoja (2012)
classified bullying under cruel and aggressive disorder.
Moreover, Odoemelam and Otta (2012), reiterated
that the issue of bullying is one that is better prevented than looking for a
curative measure. The issue of bullying in Nigeria
especially in primary and secondary schools needs to be given prompt and
adequate attention. Nigeria does not need to wait until bullying becomes very
rampant before concrete actions are taken. Odoemelam and Ajoku (2011) and
Ikwuebe (2011) maintained that bullying habits have double effect, the
bullies suffers as well as the victims. Furthermore Umeh
(2011) classified bullying as a maladjusted behaviour that
has harmful effect on the emotional and academic wellbeing of secondary
school students , other maladjusted behaviour include truancy, disrespect for
elders and seniors, noise making, examination misconduct/malpractice and
bullying. Kudurumba and
Uzoka (2009) identified cultism as an anti-social behaviour problem, cultism
possessed some features of bullying, It is a form of
bullying where cultist (bullies) physically, financially and emotionally bullies
her victims.. According to
Ross (2012) many things are involved in direct bullying: acts like; physical
aggression linked to choking, punching, throwing things, heating, pulling
hairs, slapping, stabbing, beating and punishing. Ross (2012) holds that
bullying involves both violent and non-violent behaviour such as beating and
spreading false rumours, gossips. Koonge (2013) declares that bullying is a
universal problem that has generated extensive coverage in public and private
sectors.
For Axisa (2013) on average, school
bullying affects one in four young people. Teachers and principals deal with
all aspects of bullying daily. The effects of bullying can have long lasting
negative impact on the lives of bullies as well as victims of bullying. Axisa
(2013) asserts that, the negative effects of bullying creates an environment
founded on fear, disrespect and negatively affects learning, which undermines
the abilities of students to achieve at their full potential, it’s now a matter
of concern to parents, educators and researchers.
Erford (2013) reiterates that bullying is
a terrible societal concern among our youths and yet still seen in adult, but
are that occurs regularly in the adult population. The humiliation experienced
by victims of any kind of bullying is devastating. People who experience this
kind of bullying do not feel safe in the environmental context. They also feel
depressed, discouraged and displace. He observed that bystanders and witnesses
(youths and adults) unfortunately perpetuate and support this behaviour by failing
to intervene.
According to Husain in Umeh (2011) bullying is an age-long problem
in the lives of school kids. It is a problem that affects most students, the
person who bully, those who are victims, and the person who witness the
violence. He maintains that bullying is redundant, monotonous and destructive behaviour
that leaves its victim academically unstable. The
works of Claire (2011) and Ehow (2011) provided great insights, picture and
information about possible things that may constitute or be responsible for bullying
continuously strive in schools. Bullies engage in the act because they perceive
other children as a threat considering them as smarter, different and more,
intelligent than themselves, so school bullies engage in bullying as a means of
drawing attention and make themselves feel important.
One fundamental truth is that bullying is an anti-social,
unacceptable, deficit and excess
behaviour that monumentally affect and disturb the whole society and
have always posed a serious threat to a conducive and peaceful academic
activities and learning. Ekoja and Ekoja, (2012) opined
that bullied are victims who are generally weak students and those perceives to
be. The effect of bullying on victims, make them anxious, insecure, cautious.
These set of students suffer from low self-esteem and seem unwillingly to
defend or retaliate those who bully them. Bullying is
a global problem that occurs among school age children worldwide. Virginia in
Odoemelam (2012) pointed out that, the increasing incidence of bullying in all
levels of education system is posing a threat to educational stability and
advancement, worldwide for this respect, Ekoja and Ekoja (2012) emphasized that
peer bullying is a common occurrence in educational environments, submitting
that the incidence and its prevalence is frequent among secondary school
adolescents’ in Nigeria which is not only alarming but gravely shocking.
Bullying is said to be taking place or had taken place as well as have been
exhibited by an individual when one individual or a group of persons uses
force, intimidation on any other person or people. Bullying entails exerting
some kind of force, pressure and harsh or unpleasant influence on another
person. Anyone who does this will be regarded, termed or labelled a bully,
whereas the person who experiences, encounters this form of treatment or action
is to be termed the bullied.
Considering the seriousness of the effects of bullying and
victimization, it is not surprising that there have been numerous programmes,
legislations and researches that have attempted to reduce both the impact and
incidence of bullying. The prevention for aggression and violence among
students at all levels should begin as early as possible as it is usually done
with other damaging behaviour. Eziyi in Ekoja and Ejoja (2012) reiterated that
here in Nigeria government has launched far reaching, proactive reforms
currently to revive, revamp and reposition the educational sector by creating
an enabling, decent, orderly environment, one that is free from violence and
capable of managing academic problems.
Odoemelam (2012), attempting to buttress an important and
harmonizing observed that bullying generally is costly; reiterating that unless
something serious is done to arrest it, bullies may continue to bully their
mates. However, Pepler (2011) noted that every day more than 160,000 children
miss school because they fear being bullied. In Nigeria according to Virginia
in Ekoja and Ekoja (2012) studies on peer-bullying revealed that bullying is
preponderant among children and youths in public and private schools.
Ndubuaku (2012) and Chima (2012) maintained that inspite of the efforts to
reduce the problem of peer-bullying as evidenced by the numerous foreign and
Nigerian studies on the problem, a new and insidious development of bullying
towards peers and equally parents by adolescent children is observed in
families. Moreover, there are no fascinating regards or fantastic proofs
showing or depicting that bullying of students in secondary schools has reduced
or is reducing tremendously but rather, it is worsening.
Hasan and Husain (2015) maintains that bullying is difficult to
eradicate in schools because it is often used by students. Teachers as professionals
have to deal with the consequences of pupils and students bullying. He cautions
that the impact of prejudice-related bullying should not be underestimated. He
suggested that bullying be recognized, understood and taken seriously.
Cognitivists are of the view that due to development changes, it
is very difficult to reduce bullying among individuals (adolescents and
students inclusive) because, they usually and naturally, gain skills of where,
when and how to show aggression against others. Developmental changes bring
about challenges of interaction and prevention can be experienced with two
examples such as: the individual may become more confident about who they
target, where to show aggression and in which way and adults may be less, aware
of negative social interaction.
Hasain and Husain (2016), assert that bullying is not a result of
large or small class sizes or academic competition. He opined that the
underlying factors of violent conduct are that of beliefs and attitudes of all
the persons involved, be they affection, regard, satisfaction, friendship, team
work or tolerance as well as dispute discrimination, favoritism, omission and
tolerance. Andrea and Andrea (2013) observed that bullying is an unacceptable
anti-social behaviour that is learnt through influences in the environment for
example, the home, school, peer group and even the media. They have maintained
it usually leads to loss of self-esteem, no longer wanting, desiring or pleased
to go to school. They insist that emotional, psychological and physical harm
and trauma would set in certainly as a result of the abuse of peers.
It is glaring that those who are directly or indirectly involved
in bullying behaviour are at increased risk of physical abuse and absenteeism
from school. Bullying among students not only decreases their academic
performance but also causes mental health problems and physical injury. In any
case, bullying creates barriers to learning with negative outcomes on the part
of both students and school. Nnachi and Eze (2010) observed that aggressive and
delinquent behaviour such as bullying is a serious and nagging social problem
in the Nigerian society, describing it as one of the challenging social
problems plaguing the society and as a result had attracted the attention and
outcry of well-meaning individuals and groups. Along this line, Onukwe and Eze
in Ekpo (2017), identified several vices, the adolescents, students and youths
indulge in which are worrisome and dangerous such as vandalism, bullying,
cultism, stealing, armed robbery, ritual killings, wanton destruction of the
lives and properties. It is therefore unsafe, suicidal and unhealthy to
abstain, ignore, or discontinue investigation into this hydra-headed syndrome
and phenomenon that has taken the shape, form or model of a cankerworm and
terminal disease in schools across the globe.
This must have informed the reason why Nwadinigwe and Nwachukwu
(2013), is of the strong conviction that effective teaching and learning could
be hampered as a result of increase in students, youths and juvenile delinquent
and aggressiveness (bullying) especially if not curtailed and reducing
solutions proffered and put in place by all and sundry. The researcher strongly
feels that in today’s society, particularly in Nigeria, bullying is quickly
taking over as one of the biggest concerns when it comes to students’ development.
Therefore something has to be done to ameliorate or completely eliminate this
before it becomes a whirl wind that will not do any good to any one and our
nation. No doubt, the problem aforementioned creates anxiety, fear,
perplexities and curiosity in the minds of the teachers, parents and society at
large. It constitutes a serious stumbling block in our goal aspiration and
desire, pursuits to have in place, a well-informed, reformed, articulate
citizenry, youths, students and adolescents who are perceived and are being
helped and prepared for as leaders of tomorrow.
Bullying in all ramifications could be termed an excess behaviour.
Odoemelam and Otta (2012) described excess behaviours as a kind of act or
action that exceeds proper or lawful bounds. This causes inconvenience to the
person, public and to the society as a whole. It brings about shame and
disgrace to the individual concerned and directly or indirectly disturb them
especially to the people around who know him. Wikipedia (2011) posited that
maladaptive behaviour is never good because they prevent people from adapting
to the demands of life. It also explains that maladaptive behaviour inhibits a
person’s ability to adjust to particular situations. The need to investigate on
other behavior modification therapy such as self-control therapy, relapse
contingency management, aversive training has been seen empirically to be
significant in reduction of malady dive behavior; Azu (2010), Ojeme (2017)
Asogwa (2016). Bullying behaviour is a maladjusted behaviour that requires
modification. According to Obi (2015), behaviour modification as any practice
that alters human behaviour. It can also be viewed as application of
experimentally established principles in resolving behavioural problems. One
behaviour modification therapy is self-control therapy, there is need to
understand what self-control implies before diving into self-control therapy.
Self-control according to Fudenberg and
Levine (2012) is defined as a person's control over his or her responses so as
to pursue goals and live up to standards. In the same vein Uchendu (2015) sees
self-control as self-management that occurs when a person engages in activities
at a time to control the occurrence of such at another time. Duckworth & Kern, (2011)
see self-control as a coherent but a multidimensional construct. He asserted
that self-control is a process through which an individual becomes the
principal agent in guiding, directing or regulating those features of his own
behaviour that might eventually lead to desired positive consequences. It is a
systematic procedural approach involving mastery of specified techniques.
Exercise of self-control is a conscious effort acquired through learning and
practice (Ojeme, 2017). In the process of acquiring the tactics of
self-control, the therapist encourages the client to apply his own resources in
order to gain control of his own behaviour by using self-control techniques. These techniques are relevant to this
present study. Self-monitoring involves careful observation and recording of
antecedent and consequent events surrounding the target behaviour aimed at
gaining an immediateness of actions and in turn receive cumulative feedback on
such actions (Essuman; Nwaogu and Nwachukwu, 1990). This resilience enables the
client to utilize his strengths to manage his life
events proactively without relying on external help (Obi, 2015).According
to Ajoku (2012), self-evaluation as a process of taking stock both emotionally
and intellectually and addressing the problem. Bullies compare their response
with established standards to see if it reflect the person they want to be
while Ayenibiowo and Akinboye (2011) see self-enforcement as an action, event
or stimulus that tends to increase the frequency of occurrence of behaviour. It
entails providing oneself with positive consequences contingent on
accomplishing a particular desired behaviour.
Modification of the environment can be summarized under the
concept of stimulus control is caused by an event outside the individual, this
event is what is known as stimulus. A stimulus is accompanied by a
response-this stimulus can be attended to, aborted or nipped in the bud
according to the desirability. To ensure change, this stimulus should be
controlled. According to Karfan (1975) and Kazdin (1979) stimulus control can
be defined as those procedures that set up environmental conditions that either
makes it impossible for unfavorable target to occur. Stimulus control method
includes such extremes as physical prevention of the target. This form of
stimulus control is temporal, ineffective and could result in hospitality or
development of avoidance towards the agents who now control the target. Another
self-control techniques is Orientation
for change deals with the familiarization of individual/clients to become
conversant with change regarding behaviour exhibition and modification. According
to Duckworth and Kern. (2011), client’s perception of change as
self-improvement increases his character in change processes and the behavioural
contract is the agreement and/or deal made between two or more individuals
regarding a particular behaviour exhibition leading to behaviour modification.
This contract according to Hayaki, Stein, Lasor, Herman, and Anderson, (2005) is
an effort which guides behavior change. In summary, self-control is seen as self-restraint, to adopt a
desired lifestyle that is socially acceptable.
The process of disciplining oneself to stop an excessive behaviour
is not always easy hence the services of a guidance counsellor can be very
beneficial to the victim. The use of other therapies such as aversive training
in reduction of bullying behavior based on works from Azu (2010), Ojeme (2017),
Chen and Hong (2013) etc should be encouraged. Aversive training therapies have
successfully addressed issues in counselling and behaviour modification in
recent times.
According to Azu (2016) aversive training therapies employs
conditioning an unpleasant emotional reaction to the undesired behaviour. It is
used where there is some behaviours one wishes to stop, such as drug abuse,
sexual deviations, over eating, alcoholism, bullying and others. The technique,
in its therapeutic programme, attempts to foster alternative acceptable
behaviour. This involves the therapist introducing other suitable forms of
satisfying behaviour, as it is not sufficient only to eliminate the unsuitable
behaviour but should foster pleasant forms of behaviour. She pointed out that
the aim of the therapist is to eliminate deviant behaviour and attempts to
generate satisfactory alternative behaviour. Ojeme (2017) upheld that aversive
therapy is one in which punishment or aversive stimulation is used to eliminate
undesirable behaviour.
Asogwa, Ojogbane and Idoko (2016) define aversive therapies as
those medication techniques which are associated with pain and comfort. In the
use of punishment (in relation to aversive therapy) those that are involved in
the contingent administration of an aversive stimulus such as electric shock
are referred to as contingent punishment procedures (punishment by application) while those that are involved
in the termination or withdrawal of position stimulus/event or reinforcers are
given specific names. Example is response cost. This is an inappropriate
behaviour that is exacerbated by the application of punishment which includes
certain aggressive responses such as temper tantrum. Using punishment in such
cases portrays it as counter aggression and inappropriate model and will
invariably increase the occurrence of the delinquent behaviour.
Consistent with the foregoing, aversive training therapy is a
therapy that involves the use of pain and punishment to get a desired behaviour
change. There is need to inquire if this modification therapy that has proven
to solve behavioural problems can help curb or reduce the problem of bullying
behaviour in Nigeria secondary schools. Technique used in aversive training
therapy includes use of punishment, relaxation, rationalization, abstinence, self-rebuke.
Self-control and aversive training therapies have successfully
been used to address issues in counselling and behaviour modification Azu
(2010), Ojeme (2017), Chen & Hong (2013) and Uchendu (2015) found out that
these therapies are effective in eliminating or reducing behaviour disorder ,
thus the combination of two techniques
may seem promising in the reduction of excessive behaviours of which bullying is one. The present study
deals with effect of self-control and aversive training therapy and
intervention of gender on the reduction of bullying among secondary schools
students.
Gender is used as the moderating variable for the study and it is
defined as the array of socially constructed roles and relationships,
personality traits, attitudes, values, relative power and influence that
society ascribes to the two sexes on a differential basis (Uzoka, 2018).
Whereas biological sex is determined by genetic and anatomical characteristics,
gender is an acquired identity that is learned, changes over time, and varies
widely within and across cultures. Gender is relational and refers not simply
to women or men but to the relationship between them (International Research
Institute for the Advancement of Women, 2010).
It is pertinent to enquire if bullying is more frequent with male
students than female, the need to find out if gender difference has effect on
the rate of bullying is one of the purpose of this study (Asogwa, 2016). Scholars
maintained that bullying is still on the increase based on some empirical
studies such as Makinde, Mustapha and Okesina (2016)
who investigated on effectiveness of client-centered therapy in reducing
bullying. Ayenibiowo and Akinbode (2011) investigated on pathological effects
of bullying, Maguji, Esare, Onyinye and Amar (2019) worked on effective ways of
handling bullying but yet not much studies have combined treatment packages
like this current study. The researcher is therefore
motivated to carry out this study on the effect of self-control and aversive
training therapies and their combination on bullying behaviour.
1.2 STATEMENT OF THE PROBLEM
The school environment is expected to be calm,
conducive in order to promote smooth, meaningful and stable academic
activities. It should guarantee peace, comfort and safety of the lives of the staff,
students and property. At present events and happenings now reveal that the
school system is becoming a theatre of violence, aggression, victimization and
intimidation occasioned and being perpetuated by students especially, against
their fellow students (Azu, 2010). This is
worrisome, unhealthy and frightening.
Bullying is a behavioural problem which affects the bully, the bullied, some
students as well as their families. The humiliation, fear, frustration and
social isolation and loss of self-esteem which students experience when bullied
could result in absenteeism from school, poor or deteriorating school work,
personality disorder, illness, depression, school phobia and other antisocial
behaviours (Ojeme, 2017). This deviant behaviour
is equally not new in the society. The increasing wave of violence such as
bullying affecting the holistic growth and development of the students make
them not to be properly adjusted to learn .The problems of bullying of
secondary school students do not seem to have received the necessary attention
it deserves from stakeholders. Moreover, students who end up being on the
receiving end (bullied) are not folding their hands any more to watch bullies,
who happened to be their schoolmates threaten, terrorize and subjugate them.
They are definitely warming up for a showdown in the schools. This is not a
healthy, safe and secured situation. It means our school systems are under
serious siege, this implies that governments at all levels will have a lot of
upcoming crises to grapple with, especially if this ugly trend is not
immediately nipped in the bud.
Although
efforts by Makinde, Mustapha and Okesina (2016), Ayenibiowo and Akinbode (2011),
Maguji, Esare, Onyinye and Amar (2019) have been made to identify causes and
effects of bullying, there is paucity of research in Abia State especially
among secondary school students using self-control and aversive training
therapies in the reduction of bullying behaviour amongst students. It becomes
expedient therefore to determine how best to eliminate or reduce bullying among secondary school students in order to
ensure that students achieve their set-educational goals and also, develop into
socially and emotionally balanced personalities. Against this backdrop, the
researcher investigated the effect of self-control therapy, aversive training
therapy and their combination on bullying behaviour among secondary schools
students in Abia State.
1.3 PURPOSE OF THE
STUDY
The main purpose
of this study is to determine the effects of self-control therapy and aversive
training therapy and their combination on bullying behaviour among secondary
students in Abia State.
Specifically, the study sought to determine:
1.
the rate of reduction
of bullying behaviour between students exposed to self-control therapy and
control group
2.
the rate of
reduction of bullying behaviour between students exposed to aversive training
therapy and control group
3.
the rate of
reduction of bullying behaviour between students exposed to self-control therapy and aversive training therapy
4.
the rate of
reduction of bullying behaviour between students exposed to combination of self-control and aversive
training therapy and self-control
5.
the rate of
reduction of bullying behaviour between students exposed to combination of self-control therapy and
aversive training therapy and aversive
training therapy
6.
the rate of
reduction of bullying behaviour between students exposed to self-control therapy
and control group at follow up
7.
the rate of
reduction of bullying behaviour between students exposed to aversive training
therapy and control group
8. the
interaction effects of treatment by gender at follow up.
1.4 RESEARCH QUESTIONS
The
following research questions guided the study:
1.
What is the
mean score difference in the rate of reduction of bullying behaviour between
students exposed to self-control therapy and control group?
2.
What is the
mean score difference in the rate of reduction of bullying behaviour between students
exposed to aversive training therapy and control group?
3.
What is the
mean score difference in the rate of reduction of bullying behaviour between
students exposed to self-control therapy and aversive therapy?
4.
What is the
mean score difference in the rate of reduction of bullying behaviour between
students exposed to combined self-control and aversive training therapies and
self-control therapy?
5.
What is the
mean score difference in the rate of reduction of bullying behaviour between
students exposed to combined self-control and aversive training therapies and
aversive training therapies?
6.
What is the
mean score difference in the rate of reduction of bullying behaviour between
students exposed to self-control therapy and control group at follow up?
7.
What is the
mean score difference in the rate of reduction of bullying behaviour between
students exposed to aversive training therapy and control group at follow up?
8.
What is the interaction
effects of treatment by gender at follow up.
1.5
HYPOTHESES
The following hypotheses
are formulated and tested at 0.05 level of significance.
Ho1: There is no significant mean score difference in bullying
behaviour among students exposed to self-control therapy and those in control
group.
Ho2: There is no significant mean score difference in bullying behaviour
among student exposed to aversive therapies and those in control groups.
Ho3:
There is no significant mean score difference in bullying behaviour among
student exposed to self-control and aversive training therapies.
Ho4:
There is no significant mean score difference in bullying behaviour among
student exposed to combination of self-control and aversive training
therapies and those in self-control
therapy.
Ho5:
There is no significant mean score difference in bullying behaviour among
students expose to combination self-control therapy and aversive training
therapies and aversive therapies.
Ho6:
There is no significant mean score difference in bullying behaviour among
students exposed to self-control therapy and control group at follow up.
Ho7:
There is no significant mean score difference in bullying behaviour among
students exposed to aversive training therapy and control group at follow up.
Ho8:
There is no significant mean score interaction effect of gender at follow up.
1.6 SIGNIFICANCE OF THE STUDY
The findings of this study when published have both theoretical
and practical significance. The findings of this study will authenticate the
basic assumptions of the theories that underpinned this study. For instance,
the social learning theory by Albert Bandura (2000) and Behaviour management
theory by B.S. Parsonson (2012), A.W Myron (1975) will be further validated by
the findings of this study. This study could be of great benefits to students,
teachers, counsellors, school administrators, educational psychologists and
others in helping professions, parents and government when published.
Students would benefit greatly from it. Their gains would be
transmitted to generations coming. It would help the bullies understand the
consequences of their actions. They would come to understand that the society
is against it. The bullies themselves would benefit from the findings of the
study because they would acquire some skills, knowledge and information on how
to overcome this abnormality.
Teachers themselves who are always in better position and daily
contacts with the students would gain a lot of insight on how bullies operate,
in order to identify their characteristics so as to start addressing the
problem. Teachers would also learn better ways to socially, intellectually and
scientific handle cases of bullying. Also knoe he appropriate ways to relate
with bullies as well as how best to encourage, reassure and motivate the
bullied. Teachers would also gain some ideas and techniques that would guide
them to make recommendations to management on bullies and provide an enabling,
safe and peaceful environment to make academic activities easier.
School counsellors will have current information on the use of
self-control therapy and aversive training therapy in reduction of bullying and
other negative behaviour also have many things to gain. Their memories would be
refreshed, rejuvenated the more and other modern techniques and approaches
would be exposed to them, especially those used in the study.
School administrators would have a lot to learn to able types,
causes, effect as well as characteristics of bullying. Furthermore, school administrators
will be able to uphold a school culture that discourages the act of bullying.
They will learn how to collaborate with teachers and school counsellors on
cases of bullying in order to provide a safe and learner friendly environment.
The educational psychologists and others in other helping
professionals will equally have a lot to gain. They would have more insight as
well as be exposed to more techniques to relate, handle, manage and assist the
bullies and the bullied.
Finally, the government and society at large would strongly
benefit. The gains and knowledge to be acquired would go a long way to making
students well-adjusted in school
The society will be better off because violence and crime rate
will drastically reduce leading to economic, political, educational development
and peaceful coexistence.
1.7 SCOPE OF THE STUDY
This research was carried
out in Abia State, specifically Umuahia North Local Government Area. The scope
of the study includes the effects of self-control therapy, aversive training
therapy and their combination on bullying behaviour among secondary school
students in Abia State. The study is limited to senior secondary II students. Self-control
techniques used in the course of the study include self-evaluation,
self-reinforcement, self-monitoring and behavioural contract and also some
aversive techniques used during the study which includes punishment techniques
and response cost. The bullies for the study were identified using a researcher
structured questionnaire titled Bullying Diagnostic Questionnaire (BDQ) and students
bullying behavior identification checklist (SBBIC) was used for posttest and
follow up. The three experimental groups and the control were pre-tested, after
treatment period the post test was conducted and after two weeks a follow up
will be done. The moderating variable for the study is gender (male and
female).
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