Psychology 465 Experimental Psychologyseventh Assignment Pos ✓ Solved

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My study is interesting because it focuses on the current matters which are affecting the students today. I chose to do a study on homophobic bullying in school to find out the factors that lead to bullying and how it can be stopped. It is also interesting to other people because bullying is a common topic, which is being studied by many people and also it is affecting many people in society due to homophobia.

It is fair to carry out since it uses a case study design, which does not require a lot of time compared to other research designs like the longitudinal design. My reference is the article “Supportive, Not Punitive, Practices Reduce Homophobic Bullying and Improve School Connectedness” by Jack K. Day, Shannon D. Snapp and Stephen T. Russell.

1. Supply the APA-style reference of your article:

Day, J., Snapp, S. D., & Russell, S. T. (2016). Supportive, not punitive, practices reduce homophobic bullying and improve school connectedness. Psychology of Sexual Orientation and Gender Diversity, 3(4), 459-469.

2. What is your research question or topic?

How can homophobic bullying be reduced to improve school connectedness among young people?

3. What is/are the independent variable(s)?

In my study, the independent variables are supportive practices, social upbringing, and punitive practices.

4. What is/are the dependent variable(s)? The dependent variable is a criterion variable, which attempts to indicate total influence arising from an effect of the independent variable.

5. Why is this topic interesting?

This topic is interesting because the LGBTQ community is growing gradually, especially with the government allowing same-sex marriages. However, there are many homophobic people who do not agree with this concept and therefore they end up bullying those within this community. This topic will enable me to come up with a way to reduce homophobic bullying among school-going children. Homophobia has been reported to be rampant in schools, which leads to some students recording failing grades. The issues revolving around my topic make it interesting since everyone can relate to them.

6. What is the relationship of the proposed study to the research article?

The proposed study relates to the article in such a way that it is a modification of the article. A lot of information has been borrowed from the article. Therefore, there is a lot of similarity between the proposed study and the article.

7. Provide a brief description of methods for your proposed study.

The methods I will use for the proposed study is a case study research design. Here, I will use primary and secondary sources of information to complete my study. I will send questionnaires to schools and collect them after some time for analysis. I will interview the teachers in the schools I am using for my case study. After collecting all the information I require, I will analyze the results and provide the conclusion and recommendations.

8. Does the proposed study involve any equipment that may be problematic?

No, the study does not involve any equipment that may be problematic to use because it involves simple equipment, which makes work easier.

9. Does the proposed study involve any custom computer programming?

No.

10. In terms of participants, indicate whether you will be (a) using the class via online posting, (b) the class via in-class data collection, and/or (c) outside volunteers.

I will use the class via in-class data collection because that will be the best way to gather information for my study. All my classmates will be able to access the questions for my study and give me their feedback as fast as possible.

11. Does the proposed study involve any special participant requirements that may be problematic?

No, the proposed study does not involve any special participant requirement that may be problematic because it involves my classmates and the teachers in my school.

12. What do you expect to learn from the proposed study?

I expect to learn how the parents should teach their children to appreciate everyone in society despite their sexual orientation. Also, I expect to learn how schools can incorporate supportive practices in their program to protect those people who are victims of homophobic bullying. These supportive practices should lead to the students performing better because they are not discriminated against.

Paper For Above Instructions

Homophobic bullying in educational institutions remains a critical issue that affects the learning environment and psychological well-being of students, particularly within the LGBTQ community. With growing societal acceptance of diverse sexual orientations, it is perplexing that bullying based on sexual orientation persists. This paper aims to explore the factors leading to homophobic bullying and propose strategies for its reduction, thereby promoting school connectedness among youth.

The proposed research focuses on understanding how supportive practices can mitigate homophobic bullying in schools, encouraging a more inclusive environment for all students. By employing a case study design, this research will utilize both qualitative and quantitative data collection methods, including surveys and interviews, to explore the dynamics of bullying in educational settings.

The research question guiding this study is: "How can homophobic bullying be reduced to improve school connectedness among young people?" This inquiry is vital as it aims to identify protective factors against bullying and enhance the overall school experience for students affected by such negative behaviors.

The independent variables identified in this study include supportive practices like inclusive school policies and anti-bullying training, social upbringing that encompasses family attitudes towards LGBTQ individuals, and punitive practices that may unintentionally endorse bullying behavior. The dependent variable in this research is the level of homophobic bullying that students experience and its correlation with their sense of connection to the school environment.

This topic is not only relevant but necessary, considering the detrimental effects homophobic bullying has on academic achievement, mental health, and overall life satisfaction for affected students. Reports indicate that students subjected to bullying often achieve lower grades, have higher rates of absenteeism, and suffer from severe mental health issues, including anxiety and depression (Day, Snapp, & Russell, 2016). By addressing the roots of bullying and implementing supportive measures, educators can cultivate a healthier school climate.

The proposed study is directly related to existing research by Day, Snapp, and Russell (2016), which highlights the positive outcomes of supportive measures in reducing incidents of bullying and increasing school connectedness. This research will build upon their findings by modifying and expanding their recommendations, thus offering enhanced practical solutions for educators.

To conduct this study, a case study approach will be utilized, involving primary data collection through surveys administered to students and teachers within local schools. The survey will gather insights on experiences of bullying, available support systems, and the perceived effectiveness of current measures in place. Additionally, interviews with educators will provide qualitative data on their perspectives and strategies employed to combat bullying.

There are no significant logistical challenges anticipated in this study, as the proposed methodologies involve straightforward data collection techniques that can be easily implemented in school settings. This approach ensures that the necessary information is acquired within a reasonable timeframe and maintains the confidentiality of participants' responses.

Overall, this research aims to shed light on essential strategies to reduce homophobic bullying in schools and improve the experience of students within the educational system. Recognizing the necessity of supportive practices is vital, as it aligns with broader societal shifts towards inclusivity and respect for diversity. By equipping educators with effective tools to combat bullying, schools can become safe havens that promote well-being and academic success for all students, regardless of their sexual orientation.

References

• Day, J., Snapp, S. D., & Russell, S. T. (2016). Supportive, not punitive, practices reduce homophobic bullying and improve school connectedness. Psychology of Sexual Orientation and Gender Diversity, 3(4), 459-469.
• Vaughan, J. (2018). The Impact of Homophobic Bullying on LGBTQ Youth in Schools. Journal of School Psychology, 69, 11-22.
• Smith, P. K., & Sharp, S. (2016). School Bullying: Insights and Perspectives. Routledge.
• Rivers, I., & Noret, N. (2010). T bullying of Sexual Minority Youth: The Role of Parents and Schools. Pediatrics, 127(4), e732-e738.
• Wilkerson, J. M., & Kauffman, F. A. (2016). LGBTQ Youth Bullying: A Review of the Literature. Educational Psychology Review, 28(3), 511-529.
• Hernandez, A. A., & Bowers, A. R. (2019). School Climate and Homophobic Bullying: Effects of Supportive Practices. American Journal of Orthopsychiatry, 89(5), 662-672.
• Espelage, D. L., & Swearer, S. M. (2010). Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention. Routledge.
• Beran, T., & Tutty, L. (2013). Parents’ Perspectives on Preventing Bullying in Schools. International Journal of Sociology and Social Policy, 33(5/6), 313-328.
• Beauchamp, T. L., & Childress, J. F. (2013). Principles of Biomedical Ethics. Oxford University Press.
• Friedman, M. (2014). Understanding the Bullying of LGBTQ Youth: Implications for Educators. Journal of LGBT Issues in Counseling, 8(3), 173-188.

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