ABSTRACT
This study investigated the role of school counselor in addressing bullying and cyber bullying in secondary school students in Iba Housing Estate junior secondary school. The population of this study consisted of junior secondary school students in Iba Housing Estate of which comprise of two hundred (200) students. However 70 (students) was selected from jss1, 65 was selected from jss2 and jss3 by adopting simple random sampling techniques to select a sample size of two hundred respondents. A descriptive Survey research design, data were collected from respondent through the administration of (RTCBQ) was used as a data collection tool and it is subjected to reliability test of + 0.73 coefficient, PPMCC was used to test statistics, the findings revealed that school counselor has a role in addressing bullying and cyber bullying in secondary school students in Iba Housing Estate junior Secondary Schools, Lagos State simple percentage distribution was used to present data ,it is Recommended that Develop and implementation of specialized training programs for school counselors should be allowed and Implement comprehensive and evidence-based prevention programs within schools.
Word Count: 178
Key words: Investigate, counselor, cyber bullying, and Secondary School.
TABLE OF CONTENTS
TITLE PAGES
Title page
Personal Ethics i
Certification ii
Dedication iii
Acknowledgements iv
Table of Content v
Abstract vi
List of Table vii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study……………………………………………………………….1
1.2 Problem Statement………………………………………………………………………3
1.3 Purpose of the study…………………………………………………………………….4
1.4 Research Question……………………………………………………………………….4
1.5 Research Hypotheses…………………………………………………………………….4
1.6 Significance of the Study……………………………………………………………….5
1.7 Scope of the Study………………………………………………………………………6
1.8 Limitations of the Study……………………………………………………………….7
1.9 Operational Definition of Terms………………………………………………………7
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1.1 Concept of Cyberbullying…………………………………………………………..9
2.1.2 School Counselors and Cyberbulling……………………………………………….12
2.1.3 Bullying and Cyberbullying…………………………………………………………14
2.1.4 What Causes Cyberbullying and how Does it Affect Students’ Behaviours, Well-Being and Performance?………………………………………………………………………………………..16
2.1.5 Three Myths About the School’S Role in Anti-Cyberbullying Action……………19
2.1.6 Why is it Difficult to Assess Cyberbullying and Fight against it? Notes from Real Teachers……………………………………………………………………………………….21
2.1.7 How to Evaluate Cyberbullying and Work with the Victims, the Aggressors, and the Witnesses………………………………………………………………………………………23
2.1.8 School-Level Prevention and Intervention Programs Targeting Cyberbullying….25
2.1.9 A Short Guide of the Steps a Counsellor can Take to Prevent Cyberbullying (Based on Bhat, 2008)…………………………………………………………………………………28
2.1.9 In their Specific Work With Other Teachers, A School Counsellor Must…………31
2.2 Theoretical Framework…………………………………………………………………..31
2.2.1 General Strain Theory…………………………………………………………………31
2.3 Empirical Review…………………………………………………………………………34
2.4 Summary of Literature Review………………………………………………………….38
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design………………………………………………………………………40
3.2 Population of the Study……………………………………………………………..40
3.3 Sample and Sampling Technique…………………………………………………..40
3.4 Research Instrument…………………………………………………………………40
3.5 Validity of the Instruments…………………………………………………………41
3.6 Reliability of the Instrument………………………………………………………..41
3.7 Procedure for Data Collection……………………………………………………..41
3.8 Procedure for Data Analysis……………………………………………………….41
CHAPTER FOUR: DATA ANALYSIS, INTERPRETATION AND SUMMARY OF FINDINGS
4.1 Analysis of Respondents’ Bio Data…………………………………………………42
4.2 Analysis of Research Questions…………………………………………………….44
4.3 Test of Research Hypotheses……………………………………………………………48
4.4 Discussion of Findings………………………………………………………………… 49
CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Major Findings………………………………………………………….51
5.2 Conclusion………………………………………………………………………………53
Top of Form
5.3 Recommendation………………………………………………………………………53
5.4 Suggestion for Further Studies……………………………………………………….56
REFERENCE……………………………………………………………………………………….58
APPENDIX…………………………………
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Bullying and cyberbullying have emerged as critical concerns in the educational landscape, impacting the physical and emotional well-being of students, as well as their academic performance (Patchin & Hinduja, 2020; Volk et al., 2019). Bullying refers to repeated aggressive behavior that involves a power imbalance, while cyberbullying entails the use of electronic communication to harass, intimidate, or harm individuals (Olweus, 1993; Smith et al., 2008). Both forms of aggression can have severe consequences, leading to psychological distress, decreased self-esteem, increased absenteeism, and even suicide (Kowalski et al., 2012; Hinduja & Patchin, 2018).
In recent years, there has been growing recognition of the pivotal role of school counselors in addressing bullying and cyberbullying within the secondary school context. School counselors, as professionals trained in mental health and student support, play a crucial role in creating safe and inclusive school environments that promote positive relationships and student well-being (Erbay & Kuyumcu, 2017). The purpose of this research is to comprehensively review and analyze the role of school counselors in preventing and addressing bullying and cyberbullying in secondary schools.
To understand the multifaceted role of school counselors in addressing these issues, it is important to examine their various responsibilities and interventions. School counselors are responsible for implementing prevention programs that raise awareness, promote empathy, and develop conflict resolution skills among students (Espelage et al., 2015). These prevention programs often include educational workshops, classroom presentations, and school-wide campaigns that foster a culture of respect, tolerance, and responsible digital citizenship (Ttofi et al., 2012; Mishna et al., 2019).
Additionally, school counselors provide counseling and support services to students affected by bullying and cyberbullying. They create a safe and confidential space for students to express their feelings, discuss their experiences, and develop coping strategies (Sullivan et al., 2012). Individual and group counseling sessions are designed to help victims, bullies, and bystanders understand the impact of their actions, develop empathy, and learn alternative conflict resolution strategies (Burgess-Proctor et al., 2018).
Furthermore, school counselors play a crucial role in mediating and resolving conflicts between students involved in bullying incidents. Through mediation sessions, counselors facilitate dialogue and promote understanding among the parties involved (Espelage & Swearer, 2003). By empowering students to find mutually acceptable solutions, counselors foster empathy and promote a positive school climate that discourages bullying behavior (Rigby, 2016).
In situations where students require additional support beyond the scope of counseling services, school counselors also provide referrals to external support services. These referrals may include mental health professionals, therapists, psychologists, or community organizations specializing in bullying prevention and intervention (Furlong et al., 2017). Collaborating with these resources ensures that students receive the appropriate assistance and that their needs are met holistically.
While school counselors play a crucial role in addressing bullying and cyberbullying, they face various challenges in fulfilling their responsibilities effectively. Time constraints, large student-to-counselor ratios, and limited resources often hinder their ability to provide comprehensive support (Burchett et al., 2019). Furthermore, addressing the complexities of cyberbullying, which extends beyond the physical boundaries of the school, poses unique challenges for school counselors (Hinduja & Patchin, 2015). Engaging parents and the community in prevention and intervention efforts also presents a significant hurdle (Beran & Li, 2005).
To address these challenges and enhance the effectiveness of school counselor interventions, it is essential to review existing literature, surveys, and case studies. By gaining a comprehensive understanding of the role of school counselors in addressing bullying and cyberbullying, this research work aims to contribute to the body of knowledge on effective strategies, impact on student outcomes, and recommendations for further improvements.
1.2 Problem Statement
Bullying and cyberbullying have become pervasive issues in secondary schools, impacting the well-being and academic success of students. While efforts have been made to address these issues, there is a need to understand the specific role of school counselors in effectively preventing and addressing bullying and cyberbullying incidents. Despite the recognized importance of school counselors in creating safe and inclusive environments, there is a lack of comprehensive research that examines their specific interventions, their impact on student outcomes, and the challenges they face in fulfilling their responsibilities. Therefore, there is a need for a comprehensive review to investigate and analyze the role of school counselors in addressing bullying and cyberbullying in secondary schools, providing evidence-based strategies and recommendations to enhance their effectiveness in promoting a positive school climate and supporting students affected by bullying.
1.3 Purpose of the study
The general purpose of this study will be to investigate the roles of school counselors in addressing bullying and cyber bullying in secondary school students. Specifically, the study sought to:
- examine the significant relationship between emotional bullying and school counselor in secondary school in Lagos State, Nigeria
- determine the significant relationship between social bullying and school counselor in secondary school in Lagos State, Nigeria
- examine the significant relationship between physical bullying and school counselor in secondary school in Lagos State, Nigeria
1.4 Research Question
Based on the research objectives the following questions would be raised;
Q1. what is the significant relationship between emotional bullying and school counselor in secondary school in Lagos State, Nigeria?
Q2. what is the significant relationship between social bullying and school counselor in secondary school in Lagos State, Nigeria?
Q3. what is the significant relationship between physical bullying and school counselor in secondary school in Lagos State, Nigeria?
1.5 Research Hypotheses
Based on the research questions the following hypotheses would be tested
H01: There is no significant relationship between emotional bullying and school counselor in secondary school in Lagos State, Nigeria.
H02: There is no significant relationship between social bullying and school counselor in secondary school in Lagos State, Nigeria.
H03: There is no significant relationship between physical bullying and school counselor in secondary school in Lagos State, Nigeria.
1.6 Significance of the Study
The significance of the study on the role of school counselors in addressing bullying and cyberbullying in secondary schools is multifaceted and holds importance for various stakeholders. The study’s significance can be understood in the following ways:
Student Well-being: Bullying and cyberbullying have detrimental effects on the well-being and mental health of students. By investigating the role of school counselors in addressing these issues, the study contributes to understanding effective strategies for supporting and promoting the well-being of students. It highlights the significance of providing counseling, prevention programs, and emotional support to create a safe and inclusive school environment.
Prevention and Intervention: The study examines the proactive role of school counselors in preventing bullying and cyberbullying incidents. By identifying effective prevention strategies, counseling interventions, and support mechanisms, the study provides insights into the most impactful ways counselors can contribute to reducing bullying and cyberbullying instances. This knowledge can guide the development and implementation of evidence-based prevention programs and intervention approaches.
School Policies and Practices: Understanding the role of school counselors in addressing bullying and cyberbullying can inform the development and improvement of school policies and practices. The findings of the study can provide evidence to support the integration of counseling services into school policies, the allocation of resources for counseling programs, and the establishment of clear guidelines for addressing bullying incidents. This can contribute to creating a comprehensive and coordinated approach to addressing bullying within the school system.
Professional Development and Training: The study’s findings can inform the professional development and training of school counselors, empowering them with the knowledge and skills needed to effectively address bullying and cyberbullying. It can guide the development of training programs that enhance counselors’ understanding of the dynamics of bullying, their ability to implement evidence-based interventions, and their capacity to support students affected by bullying incidents.
Collaboration and Stakeholder Engagement: The study emphasizes the importance of collaboration among stakeholders, including counselors, teachers, administrators, parents, and community organizations, in addressing bullying and cyberbullying. It highlights the need for coordinated efforts and shared responsibility in creating a safe and supportive school environment. The study’s findings can promote dialogue, collaboration, and partnerships among these stakeholders to collectively address bullying and cyberbullying and enhance the overall well-being of students.
Research and Knowledge Advancement: The study contributes to the existing body of research on bullying and cyberbullying in secondary schools. It adds to the understanding of the specific role and impact of school counselors in addressing these issues. The findings can serve as a foundation for further research, exploration, and innovation in the field of school counseling and bullying prevention.
Overall, the significance of the study lies in its potential to improve the well-being of students, inform school policies and practices, enhance professional development for counselors, foster collaboration among stakeholders, and advance knowledge in the field of bullying and cyberbullying prevention.
1.7 Scope of the Study
This study would concentrate on issues bothering on principal leadership style, school environment and teachers job performance in Ogun east senatorial district. The focus of this study would be on the extent to which various leadership styles adopted by the principal, a good and conducive school environment can promote and improve education outcome (teachers’ performance and effectiveness) in public senior secondary schools. The scope of this study would be limited to some selected public senior secondary schools in Ogun East Senatorial District, Nigeria to obtain comprehensive result on the principal leadership style, school environment and teachers job performance.
1.8 Limitations of the Study
This study will face some challenges. Some of the limitations would lie on the uncooperative attitude of the respondents to fill the questionnaires. Another limitation would be time constraints, some teachers might be busy with school activities so convincing them to participate and take their time to answer truthfully would be a challenge.
1.9 Operational Definition of Terms
School Counselors: In this study, school counselors refer to trained professionals who hold a master’s degree in school counseling or a related field and are employed by secondary schools. They provide counseling services, support, and guidance to students, parents, and staff members in the school setting.
Bullying: Bullying is defined as repeated aggressive behavior that involves an imbalance of power between the perpetrator(s) and the victim(s). It can be physical, verbal, relational, or psychological in nature. Bullying involves intentional harm, intimidation, or harassment inflicted on an individual or group over time.
Cyberbullying: Cyberbullying refers to the use of digital communication technologies, such as social media platforms, text messages, emails, or online forums, to harass, intimidate, or harm others. It involves the deliberate and repeated use of technology to spread rumors, make threats, engage in social exclusion, or otherwise target individuals or groups.
Secondary Schools: For the purpose of this study, secondary schools refer to educational institutions that provide education to students in grades 6 to 12. These schools may include middle schools, junior high schools, and high schools.
Addressing Bullying: Addressing bullying encompasses a range of activities, interventions, and strategies aimed at preventing, identifying, intervening, and responding to bullying incidents. It includes efforts to create a safe and inclusive school environment, educate students and staff about bullying, implement prevention programs, provide counseling and emotional support to those affected, and enforces policies and procedures related to bullying.
Role of School Counselors: The role of school counselors refers to the specific responsibilities, tasks, and functions performed by school counselors in addressing bullying and cyberbullying incidents. This may include conducting assessments, developing prevention programs, providing counseling and emotional support, collaborating with stakeholders, implementing policies and procedures, and coordinating resources and referrals.
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