SELF-CONTROL AND RELAPSE PREVENTION TECHNIQUES ON REDUCTION OF BULLYING BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN OWERRI ZONE 1 AND 2, IMO STATE

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ABSTRACT

 

This study investigated effect of self-control and relapse prevention techniques on the reduction of bullying behaviour among secondary school students in Imo state. The study adopted a Quasi-experimental design of pretest, posttest and control group using 3x2 factorial matrix. A total of 30 students that were sampled from a population of 483 students identified to have bullying behaviour tendencies in the state were used for the study. These comprised 10 students each for self-control, self-control and relapse prevention and control groups respectively. The study equally adopted multi-staged sampling. The instrument used for data collection was a 22-item questionnaire titled Bullying Identification Questionnaire (BIQ). The instrument was validated by three research experts made up of one from Guidance and Counselling, Educational Psychology and Educational Measurement and Evaluation all in College of Education, Michael Okpara University of Agriculture Umudike, Abia state. Pearson Product Moment Correlation coefficients as well as Cronbach alpha statistic were used to test for the stability and internal consistency of the instrument which yielded indices of 0.78 and 0.83 respectively. Data were collected in three phases of pre-treatment phase, post-treatment phase and the follow-up phase. Data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. The results showed among others that Self-control and Relapse prevention techniques combined significantly reduced the bullying behaviour of students in Imo state. It also showed that gender had no significant influence on the reduction behaviour of students exposed to Self-control and relapse prevention techniques. Finally, Self-control and relapse prevention techniques significantly reduced bullying behaviour of students at 4-weeks follow-up. It was concluded that self-control and relapse prevention techniques significantly reduce the bullying behaviour of students in Imo state. Based on the findings, discussion, implication and recommendation were made. One of the recommendations was that teachers who have some identified students with bullying behaviour in their classes could effectively reduce it using self-control and relapse prevention techniques.





TABLE OF CONTENTS

Title Page                                                                                                                    i

Certification                                                                                                                ii

Dedication                                                                                                                  iii

Declaration                                                                                                                  iv

Acknowledgements                                                                                                    v

Table of Contents                                                                                                       vii

List of Tables                                                                                                              viii

List of Figures                                                                                                             x

Abstract                                                                                                                      xi

           

 

CHAPTER 1: INTRODUCTION                                                                          1

 

1.1       Background to the Study                                                                               1         

1.2       Statement of the Problem                                                                               10       

1.3       Purpose of the Study                                                                                      11       

1.4       Significance of the Study                                                                               12

1.5       Research Questions                                                                                         13       

1.6       Hypotheses                                                                                                     14       

1.7       Scope of the Study                                                                                         15

           

 

CHAPTER 2: LITERATURE REVIEW                                                              16

2.1       Conceptual Framework                                                                                    16

2.1.1    Concept of bullying behaviour                                                                        16

2.1.2    Concept of secondary school adolescents                                                       28

2.1.3    Concept of self-control technique                                                                   31

2.1.4    Concept of relapse prevention therapy                                                            39

2.1.5    Gender and bullying behaviour                                                                       43

2.2       Theoretical Framework                                                                                    46

2.2.1    Psychosocial development theory by Erik Erikson’s (1963)                            46

2.2.2    B.F Skinner’s operant conditioning theory (1948)                                           49

2.2.3    Social learning Theory by Bandura (1979)                                                      51

2.3       Related Empirical Studies                                                                                52

2.4       Summary of Literature Review                                                                                    60

CHAPTER 3: RESEARCH METHOD                                                                 62

 

3.1       Design of the Study                                                                                        62       

3.2       Area of the Study                                                                                           64       

3.3       Population of the Study                                                                                  66       

3.4       Sample and Sampling Techniques                                                                  66       

3.5       Instruments for Data Collection                                                                     67       

3.6       Validation of the Instruments                                                                         68       

3.7       Reliability of the Instruments                                                                         68       

3.8       Method of Data Collection                                                                             69       

3.9       Method of Data Analysis                                                                               101

           

 

CHAPTER 4: RESULTS AND DISCUSSION                                                    103

 

4.1       Results                                                                                                            103

4.2       Major Findings of the Study                                                                          112

4.3       Discussion of Findings of the Study                                                              113

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 117

5.1       Summary                                                                                                         117

5.2       Conclusion                                                                                                      118

5.3       Educational/Counselling Implications of the Study                                       119

5.4       Recommendations                                                                                          120

5.5       Limitations of the Study                                                                                 121

5.6       Suggestions for Further Study                                                                        121

References                                                                                                     

Appendices                                                                                                                                                                                                                

 

LIST OF TABLES

4.1:      Mean and Standard deviation of the Bullying Reduction among

Students Exposed to Self-Control Techniques and Control                          103

4.2:      Analysis of Covariance (ANCOVA) Mean Score of Bullying

Behaviour Reduction of Students Exposed to Self-control Technique

 and the Control group                                                                                    104

4.3:      Mean and standard deviation of the mean difference in the Post-test mean

scores on Bullying Behaviour Reduction between male and female

students exposed to Self-Control Techniques                                                            105

4.4:      Analysis of Covariance (ANCOVA) Mean Score of Bullying

Behaviour Reduction of Male and Female Students Exposed to

Self-control Technique                                                                                    106

4.5:      Mean and Standard deviation of the Bullying Reduction among

Students Exposed to Self-concept and Relapse Prevention

Technique and Control                                                                                   107

4.6:      Analysis of Covariance (ANCOVA) on Bullying Behaviour

Reduction of Students Exposed to Self-Concept and Relapse

Prevention Technique and the Control group                                                 108

4.7:      Interaction Effect of Gender and the techniques (SC+RPT) on

Bullying Behaviour Reduction among Students                                            109

4.8:      Analysis of Covariance (ANCOVA) on Interaction Effect of

Gender and Methods on Bullying Behaviour Reduction among Students    110

4.9:      Bullying Behaviour Reduction mean Scores of Students exposed to

Self-control and Relapse prevention Techniques and Control Group at

Follow-up                                                                                                        111

4.10:    Analysis of Covariance (ANCOVA) of Mean Bullying Behaviour

Reduction Among Students Exposed to self-control and relapse

prevention techniques and Control at Follow-up                                           112

 

 

 

 

 

 

 

 

 

LIST OF FIGURES

 

2.1:      Conceptual Relationship of the variables of the study                                   45

3:1       Diagrammatic Representation of Subject Distribution                                   68

 

 

 

 

 

 

 

 

 

 

CHAPTER 1

INTRODUCTION

1.1       BACKGROUND TO THE STUDY

In Nigeria, secondary school students experience an increase in the rate of repeated acts of disturbances among them. On daily basis, there are a lot of media reports on students hurting their fellow students on several occasions through physical, verbal or cyber means which could lead to suicide action by the victims to escape the seemingly endless negative relational behaviours. Bullying behaviours among students are rampant social vices in schools today carried out through various means as uses of power to suppress the weak seems to be the order of the day in secondary schools here in Nigeria (Aluede, 2011).

The manifestation of bullying seems to be one of the most pervasive problems in schools today. It exists in all levels of the educational system including, primary, secondary and tertiary (Federal Ministry of Education, 2017). Bullying in schools is an age long behaviour problem. The incident is increasing daily and media reports on it are also increasing. Bullying can be defined as repeated aggressive behaviour within a relationship characterized by a real or perceived imbalance of power, in which the student exposed to the bullying actions cannot adequately defend him/herself (Olweus, 2012).

Presently, there exist two types of bullying namely physical and verbal bullying. Physical bullying is any bullying that hurts someone's body or damages ones possessions. Stealing, shoving, hitting, fighting, and intentionally destroying someone's property are types of physical bullying. Physical bullying is rarely the first form of bullying that a target will experience(American Psychiatric Association, 2010). Physical bullying may often escalate over time, and can lead to a detrimental ending, and therefore many try to stop it quickly to prevent any further escalation. Verbal bullying is one of the most common types of bullying (Gini & Pozzoli, 2009). This is any bullying that is conducted by speaking or other use of the voice and does not involve any physical contact. Verbal bullying includes any of the following: name calling, teasing someone in a hurtful way, making fun of someone, being sarcastic in a hurtful way, offensive comments, insults or jokes about someone and their family because of race, culture, religious, disability or sexuality, hurtful comment about the way someone looks or behaves, inappropriate sexual comments, taunting and threatening to cause harm (American Psychiatric Association, 2010).

Bullying is an excessive behaviour. Excessive behaviours are those behaviours that are called bad behaviours. It causes inconvenience to the person, public and to the society as a whole. People who are involved in this type of behaviour are disregarded and may not be trusted by the family, friends or the society at large. It brings about shame and disgrace to the individual concerned and to the people around who know him/her. Bullying is chiefly manifested by using one’s strength, power and position to frighten or hurt the weaker individual. Such individuals may be of the same age or younger than the bully or may be the bully’s junior in school. It is a misconduct that could be carried out by an individual or group (Nnodum, 2015). In trying to define bullying, Olweus (2012) stated that: a child is being bullied or victimized when he or she is exposed repeatedly and over time to negative actions on the part of one or more other children. Bullying, as defined by the World Health Organization cited in Federal Ministry of Education (2017), is the intentional use of physical force or power, and threat against oneself, another person, or against a group of community that either results in or has a high likelihood of resulting in injury, death, psychological harm, mal-development or deprivation. Bullying, broadly speaking, includes any condition or act that creates a climate in which the individual feels fear or intimidation in addition to being victim of assault, theft or vandalism. This, as a matter of fact, is becoming a growing problem in our schools (Aluede, 2011). 

Bullying is a pervasive problem in schools that affects a lot of students. In recent times, it is becoming a bigger crisis with vicious consequences. Bullying is not just a child’s play, but a terrifying experience many school children face every day (Thornbery, 2010; Aluede, 2011). Schafer and Korn (2010) pointed out that in psychological studies, bullying is regarded as a subset of aggression, whereas educational scientific studies see aggression as subset of violence. In sociological and criminological contexts, bullying is regarded as a form of deviant behaviour. In everyday life, bullying is usually associated with physical assaults or criminal acts. Actions that are perceived as violence by school heads, teachers, pupils and parents are physical attacks, threatening with weapons, blackmailing and vandalism, verbal aggression and bullying. Etiologically, bullying is linked to several factors: it can be learned through modelling processes and can be reinforced and maintained by a number of rewarding conditions, which may be found in families, peers and the general environment. For instance, the kind of movies children watch can motivate bullying tendencies in them. It can also be caused by frustration of needs (Obiekezie & Odomelan, 2018).

Bullying is a subcategory of aggressive behaviour characterized by the following three minimum criteria: (1) hostile intent, (2) imbalance of power, and (3) repetition over a period of time (Burger, Christoph, Strohmeier, Dagmar, Spröber, Nina, Bauman, Sheri, Rigby, & Ken, 2015). Bullying is the activity of repeated, aggressive behaviour intended to hurt another individual, physically, mentally, or emotionally. Meyer (2016) defines a victim of bullying as when individual is exposed, repeatedly and overtime, to negative actions. These negative actions are understood as being intentionally inflicted on someone to cause injury, fear or distress. The goal of bullying is generally to cause distress in some manner and it usually takes place among children who are not friends (Garrity, 2010). According to Federal Ministry of Education (2017), since the last decade, several cases of violence against children such as torture, kidnapping, shooting, sexual, rape, corporal punishment and so on have been reported in various newspapers, magazines and television stations all over the world.

Bullying behaviour infringe on the child’s right to human dignity, privacy, freedom and security. It has an influence on the victims physical, emotional, social and educational well-being (Wet, 2010). Bullies frequently target people who are different from themselves and they seek to exploit those differences. They select victims they think are unlikely to retaliate such as persons who are overweight, wear glasses, or have obvious differences: big ears, noses, eyes or severe acne. Such victims are common subjects of ridicule in the hands of bullies (Fekkes, Pijpers, & Verloove-Vanhorick, 2015). Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm (Jensen, Alipour, Hagberg, & Jensen, 2013). 

Specifically, bullying as a sub-set of school violence among school-age children occurs in many schools across the globe (Aluede, 2016). Despite lack of documentation of incidences of bullying across the globe, studies conducted in various countries have indicated that a growing percentage of student population is being bullied everyday across the globe and that the rates of bullying vary from country to country (Duncan, 2009). In Canada, self-report data indicate that 8% to 9% of elementary school children are bullied frequently (i.e., once or more a week) and about 2 to 5% of students bully others frequently. In addition, among adolescents, at the secondary school level, that rate is somewhat higher, with 10 to 11% of students reporting that they are frequently victimized by peers, and another 8 to 11% reporting that they bully others (Rocke-Henderson & Bananno, 2015).

In the United States of America, bullying behaviour occurs in many American schools and is perhaps one of the most under-reported safety problems (Batsche & Knoff, 2014). Specifically, Rigby (2011) in his study found that 81% of their sample reported at least one act of bullying behaviour during the last month. Another study found that 82% of the respondents were bullied at some periods in their academic lives. In addition, several studies from different parts of the US have reported 10-29 percent of the student surveyed were either bullied or victimized (Kenny, 2015).

In the United Kingdom, bullying behaviour is also a pervasive problem. For instance, McEacherns (2015) study of 6,758 students in 24 schools in all areas of the city of Sheffield, UK, revealed that 27% of the elementary and middle schools sampled reported being bullied sometimes during the term. In a similar vein, in another of his study of 7000 elementary and secondary school students in the UK, he observed that 29% of boys and 24% of girls in the elementary schools experienced some form of physical bullying. The study further revealed that approximately 41% of boys and 39% of girls experienced verbal bullying.

In the Scandinavian countries, research indicates that approximately 10% of children are frequently victims of bullying. Specifically, in Norway, 14% of the children are either bullies or victims. In Denmark, though little systematic research on

bullying has been conducted, one significant study published in that country revealed that in comparison to 24 other countries, Denmark scored high (top three) on bullying behaviour and in the top half for students who reported being bullied (McEaschern, 2015).In Africa, Zindi (2014) revealed in his study of bullying at boarding schools in Zimbabwe that 16% of the sampled students were bullied now and then, and 18% were bullied weekly or more often.

In Nigeria, even though cases of bullying had been reported in many schools, this deviant act is not always given any desirable attention. Furthermore, there are no available statistical facts to show the actual number of students that are bullied or victims in Nigerian schools. This lack of statistical facts and absence of well documented evidence have made it difficult to appreciate the prevalence of bullying behaviour in Nigeria (Aluede & Fajoju, in press; Umoh, 2010).Despite the absence of documented evidence of the prevalent rate of bullying in Nigeria, Egbochuku’s (2017) study on some Nigerian students in Benin City revealed that almost four in every five participants (78%) reported being bullied and 85% of the children admitted to bullying others at least once. Using moderate criteria, the study further indicated that more than half of the students (62%) were bullied and 30% bullied others. Ehindero (2010) also observed four types of peer victimization among secondary school students in Osun such as: physical victimization, social manipulation, verbal victimization and attack on property. In a somewhat first ever nation-wide situational analysis survey of school violence in Nigeria conducted by the Federal Ministry of Education (2017), it was revealed that physical violence and psychological violence accounted for 85% and 50% respectively of the bulk of violence against children in schools. Across school location, physical violence was more prevalent in the rural (90%) than in the urban areas (80%). Across region, physical violence in schools is higher in the southern Nigeria (90%) than in the Northern region (79%). So it is the case with psychological violence, which is 61% in Southern Nigeria and only 38.7% in Northern Nigeria. Furthermore, across gender, physical and psychological violence are almost evenly distributed among males and females in Nigerian schools. Nnodum (2015) availed that the victims of bullying especially females report school phobia, fear of bullying, feeling of anxiety, physical symptoms of illness, progressive lower levels of self-esteem, high levels of depression and diminished ability to learn in school. Such reports indicate that bullying could lower the academic achievement of the victims and others irrespective of gender.

Gender is defined as cultural differences rather than biological ones. The term seems to be used more broadly to denote a range of identities that do not correspond to established ideas of male and female. Clear difference emerges in the bullying research among females and males. Commonly, boys bully other boys and girls; whereas girls are bullied mainly by other girls (Sampson, 2012). When girls are bullying, they tend to use more indirect forms of bullying (van der Wal, 2013). Boys tend to use physical might and verbal threats. Girls use social and verbal threats, such as spreading rumours about one another and excluding one from the peer group (Hazler, & Oliver, 2011). Girl bullying also includes actions such as social isolation, ignoring, excluding and backbiting. Other actions by girl bullies include manipulating friendships and ostracizing peers. Adolescent girls, particularly, are prone to name calling and gossiping (Vail, 2010).

Several measures have been adopted to minimise bullying in Imo State secondary schools such as suspension to expulsion yet the rate of bullying is still very worrisome. The researcher therefore wonders if otherbehaviour modification procedures such as the use of self-control and relapse prevention techniques could be explored in reducing bullying among adolescents. Besides, evidence from literature tends to suggest that self-control and relapse prevention techniques have the potential of helping in-school adolescents with behaviour behaviours.

Self-control refers to a state wherein one controls his behaviours, feelings and instincts despite motivation to action. Mayer and Salovey (2013) introduced self-control as the correct application of emotions and belief that the power to regulate feelings leads to the increase of personal capacity to soothe oneself and understand anxiety, depression or common impatience. Two different types of self-control are often employed namely internal and external self-control according to Mayer (2013). People with internal self-control believe that success or failure depends on their effort or ability; while, people with external self-control are people who believe that other factors such as luck or difficulty of tasks is causing their success or failure. People with external self-control believe that their behaviours and abilities have no effect on the reinforcements that they receive. They often attach little value to any attempt for the improvement of their own conditions. When they think they have little control over their present or future lives, for what reason they should work hard (Sayed Mohammadi, 2015).

Self-control procedure describes a process of an individual such as a student assessing whether or not he has performed a particular behaviour and then recording the result. In other words, applying self-control requires one to self-assess and self-record accurately ones’ behaviour.  Self-control has been shown to increase accuracy over didactic instruction plus reinforcement. Numerous studies such as Friese and Hofmann (2009); Linhadt (2011) have demonstrated the usefulness of self-control procedures with students such as self-control techniques are meant to be applied by the individual his/her self who lacks self-control but is seriously in need of the techniques to achieve his/her life endeavours. In this study, techniques of self-control include goal setting, antecedent manipulations, behavioural contract, self-monitoring, self-evaluation and appropriate use of self-control skills. Here goal setting included both long- and short-term achievable goals which included specific, measurable, attainable, relevant and time bound (Hofmann 2009; Linhadt, 2011). The individual would specify the activities to be engaged in, which enhanced changes towards the desired direction. Antecedent manipulations often are used by people in self-management programme to influence their own behaviour. Epstein in Chand, Sethi (2012)recalled that in an antecedent manipulation, you modify the environment in some way before the target behaviour occurs to influence the future occurrence of the target behaviour. A behavioural contract is a written document in which you identify the target behaviour and arrange consequences contingent on a specified level of the target behaviour in a specific time period. Social support is a self-management strategy when you specifically arrange for social support to influence the target behaviour. Self- monitoring and its techniques refer to accurate record keeping specifying the class of behaviour to be monitored, selecting appropriate recording instrument; illustrating how to record the graph for visual inspection. Self-evaluation entails spotlighting the strengths and weakness towards behaviour change having monitored their behaviour thus far. Self-control techniques and skills range from goal setting and self-monitoring, to antecedent manipulation, behaviour contract, reinforcement and punishers, social support, and self-instruction or self-praise.(Murtagh & Todd, 2014).

Another technique that is suspected to aid in preventing victims from going back to original undesirable behaviour  after treatment is relapse prevention therapy. Relapse prevention therapy (RPT) refers to a behavioural  approach for the prevention of relapse to excess behaviour such as bullying behaviour and suggests coping strategies useful in maintaining change (Marlatt & Godman, 2015). Relapse Prevention Therapy (RPT) was originally designed as maintenance programme for use following the treatment of excess behaviours although it can be used as a stand-alone treatment programme (Parks & Marlatt, 2010). But in this study it is added to Self Control techniques in the treatment of bulling behaviour of secondary school students to find out if it could also help in reducing bullying among the student. In the most general sense, RPT is a behavioural self-control programme designed to teach individuals who are trying to maintain changes in their behaviour how to anticipate and cope with the problem of relapse. In this study, it is going to be used as stated above or in maintaining treatment programme.

Relapse refers to a breakdown or failure in a person’s attempt to maintain change in any set of behaviours. Relapse prevention (RP) intervention strategies can be grouped into three categories: coping skills training, cognitive therapy and lifestyle modification (Kenny, 2015). Coping skills training strategies include both behavioral and cognitive techniques. Cognitive therapy procedures are designed to provide clients with ways to reframe the habit change process as learning experience with errors and setbacks expected as mastery develops. Finally, lifestyle modification strategies such as meditation, exercise, and spiritual practices are designed to strengthen a client’s overall coping capacity.It is on this premise that this study intends to find out how self-control and relapse prevention techniques could reduce bullying behaviours among secondary school students in Imo State.


1.2       STATEMENT OF THE PROBLEM

School has always remained one of the safest places, next to the home in a child’s life. One wonders if this assertion still holds sway in our present society given the ever-increasing spate of bullying in schools. Bullying among secondary school students in Imo State is an issue that has become more prominent in the last few years, as news, articles and whole observations about violent deeds within the school settings are now on the increase.

In most secondary schools in Imo State students tend to exhibit bullying behaviour against others that could make effective learning difficult. Bullying behaviour has potentially damaged many student’s future in Imo State. This is because bullying affects health and well-being of secondary students in schools. Some weak students are damaged physically while others are disturbed psychologically through verbal or cyber harm. Bullying behaviours affect smooth running of school activities. Ideally, no student goes to school to be bullied or become a bully. Parents send their children to school to learn in non-school threatening environments. There is need therefore to establish lasting solution to bullying behaviour among secondary school students.

Many schools have applied disciplinary means ranging from suspension to expulsion, yet the problem of bullying still persist among the secondary school students. Given the prevalence, consequences and increasing use of bullying in Imo State among in-school adolescents, it is important to curtail drastically bullying behaviour among students. It is against this background that the problem of this study as stated in question form is: what is the effects of self-control and relapse prevention techniques in reducing bullying behaviour among secondary school students in Imo State?


1.3       PURPOSE OF THE STUDY

The purpose of the study is to find out the effect of Self-control and relapse prevention techniques on bullying behaviour among secondary school students in Imo State. Specifically, the study sought to:

1.      find out the effect of self-control techniques on reduction of bullying behaviour among secondary school students in Imo State at post-test.

2.      ascertain the effect of gender on reduction of bullying behaviour of the students exposed to self-control at post-test.

3.      determine the effect of self-control and relapse prevention techniques on reduction of bullying behaviour among secondary school students at post-test.

4.      find out the interaction effect of students’ gender on reduction of bullying behaviour of the students exposed to self-control and relapse prevention techniques at post-test.

5.      find out the effect of self-control techniques and relapse prevention techniques reduction of on bullying behaviour among secondary schools at 4-weeks follow-up period.


1.4       SIGNIFICANCE OF THE STUDY

The findings of this study have both practical and theoretical significance. The findings of this study when published would be beneficial to teachers, parents, school counsellors and school administrators.

It is hoped that the findings of this study would help school teachers to acquire effective techniques for minimizing bullying behaviour using less coercive and punitive methods. This means that school teachers would be offered the opportunity for replacing corporal punishment with safe behaviour modification techniques such as self-control and relapse prevention techniques for managing behaviour problems among student bullies.

The finding of the study would help to reduce the incidences of bullying behaviour and help parents to understand the relevance of paying attention to issues affecting the wellbeing of their children and henceforth contribute in ensuring the provision of enabling environment at home and school for the smooth running of school activities including the social interactions among students.

The school counsellors on the other hand would be sensitized on the need for them to place more emphasis during their counselling sessions towards assisting school bullies to replace their hurtful behaviours with more adaptive behaviours that are acceptable in the society. This could help in enhancing the capability of the bullies to develop and maintain peaceful co-existence with their peers in the school and members of school community. The findings of the study would make school counsellors more proactive in the discharge of their primary roles in behaviour modification.

The school administrators would be awakened to their primary responsibilities of caring for the welfare of both the strong and the weak among the students. The findings of the study would expose school administrators to the happenings of negative excess behaviours such as bullying.

The students would also benefit from the findings of this study because the stakeholders in the education industry would be awakened to their primary responsibility of caring for the children’s health and wellbeing. The students would be awakened to their duty of watching their utterances and actions against others. They would be convinced of the need to develop feeling of empathy with their peers in school who are weak and vulnerable.

Generally, reduction in the hurtful behaviours that could result from this study would help provide the rationale for enabling school environment for effective teaching and learning. The time wasted on attending to cases related to bully/victim episodes would be dedicated to effective teaching and learning as well as provision of welfare services to the students. The findings in this study would also provide future researchers with background information on bullying behaviour among adolescents. Above all, the findings would help to authenticate the assumptions of the theories on which this study is based.


1.5       RESEARCH QUESTIONS

The following research questions were posed and answered to guide the study:

1.      What is the difference in the post-test mean scores on bullying reduction among secondary school students exposed to self-control techniques and the control?

2.      What is the difference in the post test mean scores on bullying behaviour reduction between male and female students exposed to self-control techniques?

3.      What is the difference in the post-test means scores on bullying behaviour reduction of students treated with self-control and relapse prevention techniques and the control?

4.      What is the interaction effect of gender on bullying behaviour reduction among students treated with self-control and relapse prevention techniques and control?

5.      What is the difference in the post-test means scores on bullying behaviour reduction among secondary school students treated with self-control and relapse prevention techniques and the control at 4 weeks follow-up?


1.6       HYPOTHESES

The following null hypotheses were tested at 0.05 level of significance to further guide the study.

H01:  There is no significant difference in the post-test mean scores on bullying behaviour reduction of students exposed to self-control techniques and the control group at posttest.

H02: There is no significant difference betwen the post-test mean scores on bullying behaviour reduction of male and female students exposed to self-control techniques.

H03: There is no significant difference between the post-test mean scores on bullying behaviour reduction among students treated with self-control and relapse prevention techniques (SCT+RPT) and the control.

H04:There is no significant interaction effect of gender and the techniques (SC+RPT) on bullying behaviour reduction of students.

H05:There is no significant difference in the pretest and the post-test mean scores on bullying behaviour reduction among secondary school students treated with self-control and relapse prevention techniques and the control at 4 weeks follow-up.


1.7       SCOPE OF THE STUDY

The study was delimited to finding out the effect of self-control and relapse prevention techniques on reduction of bullying behaviour among secondary school students in Imo State. Four (4) public secondary schools were involved in the study. The subjects were students in 2020/2021 academic session, presently in their senior secondary two (2) classes from the four public secondary schools who have had cases of bullying behaviour in their respective schools as was identified by their teachers, school counsellor and the research instrument-Bullying Behaviour Identification Questionnaire.

The content scope included bullying behaviour among students, self-control techniques such as goal setting and self-monitoring, antecedent manipulation, behaviour contract, reinforcement and punishers, social support, and self-instruction or self-praise, and relapse prevention techniques such as coping-skills training, relapse road maps, strategies to identify and cope and lifestyle modification techniques.

The student participants were grouped into two treatment and one control groups. The groups were self-control, self-control and relapse prevention technique groups. Gender was the moderator variable.

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