Module 03 Content Case Study Ramirez, O. (2013). Survivors of School Bullying: A Collective Case Study. Children & Schools, 35(2), 93-99. Survivors of School Bullying: A Collective Case Study Octavio

Ramirez This article explores the coping strategies of five junior-high school students with a history of peer victimization and how those strategies help them manage the effects of buUying. The data were collected using observations, interviews, and a review of school records. The data were analyzed using categorical aggregation, direct interpretation, constant comparison, and identification of patterns. On analysis, the following categories emerged from the data: identification of supportive systems, in-class strategies, premonition and environmental analysis, thought cessation and redirection, and masking. These categories were amalgamated into two general patterns: preventive and reactive strategies. The results of the study show that although the strategies helped participants to cope with the immediate effects ofbullying, they did not exempt participants firom the psychological and emotional implications of peer victimization. KEY WORDS; bullying; coping skills; school; survivors; victims To examine the growing problem ofbullying in schools, it may be helpful to view the issue from the penpective of the victim and observe how children use various coping strategies to overcome the painful effects of bullying (Hunter & Boyle, 2004). It can also help us understand the implications behind the various strategies (Hunter, Boyle, &c Warden, 2002). This collective case study explored the coping strategies of five junior high school students and how effective those strategies were in dealing with the pejorative effects of school bullying. The findings of this study are of great importance to school social workers because most schoolwide antibuUying programs have yielded limited success, and some have failed altogether (Newman-Carlson & Home, 2004). Moreover, studies have shown that not all coping strategies generate positive outcomes (Kanetsuna, Smith, & Morita, 2006; Mahady Wüton, Craig, & Pepler, 2000). Therefore, the aim of this study was to idendfy the various coping mechanisms used by the participants of the study, describe how those strategies were iniplemented, and discuss the immediate implications of using those strategies. Although it cannot be easuy defined, for the purposes of this study, bullying is physical, psychological, or verbal intimidation or attack that is meant to cause distress or harm to an intended victim (Mizell- Christie, 2003). Bullying is a problem that nearly everyone can relate to, whether as a bully, a victim, or a bystander (Orpinas, Home, & Staniszewski, 2003). In 2010, approximately 2.7 million children were bullied. The problem ofbullying in schools has been notoriously linked to school shootings and suicide attempts (Bullying Statistics, 2010). Coupled with the recent proliferation of cyberbullying, which is the "use of information and communication technologies with the intent to harm others" (Li, 2007, p. 1779), and the tepid success of schoolwide antibuUying programs, children must rely on coping strategies to overcome depression, anxiety, low self-esteem, feelings of vengeance, nightmares, and so forth (Bond, Carlin, Thomas, Rubin, & Patton 2001; Bosworth, Espelage, & Simon, 1999; Storch, Brassard, & Masia-Wamer, 2003; Van der Wal, de Wit, & Hirasing, 2003). There are numerous coping strategies used by children to regulate the Stressors ofbullying. These strategies can be grouped into two distinct clusters: problem-solving strategies that de-escalate and resolve conflicts, and aggressive strategies that perpetuate and escalate them (Mahady-Wüton et al., 2000). Examples of problem-solving strategies include acquiescence, avoidance, and instrumental coping skills. Children who use instrumental coping sküls attempt to befriend btdlies in hopes of decreasing the attacks. They also seek support from family members, friends, teachers, or caregivers (Mahady-Wilton et al., 2000). doi: 10.1093/cs/cdtOOl «2013 National Association of Social Workers 93 When asked about using problem-solving strategies, children responded; "I ignore it, put up with it, forget it, cope on my own, hope it would stop, bottle it up, tell them it hurts, ask them to stop" (Cowie, 2000). ● Although it has been found that children who use the avoidance method tend to have more problems adjusting (Causey & Dubow, 1993), avoidance has also been found to de-escalate and reduce bullying. The outcome is dependent on the bully, the setting, and the type of bullying experienced (Hunter et al., 2002; Kanetsuna et al., 2006; Kristensen & Smith, 2003). Conversely, agressive coping strategies involve verbal and physical retaliation by the victim. Boys have a tendency to use this strategy when they themselves have experienced ph)^ical abuse (Andreou, 2001). Girls prefer to use avoidance and intemalization when they have experienced physical and verbal abuse (Roecker, Dubow, & Donaldson, 1996). When asked about the use of aggressive strategies, children responded, "I hit them back, beat them, threatened to get my big brother, shout back, and threaten to tell the teacher" (Cowie, 2000). There are differences in the use of coping strategies at different academic levels. For example, elementary school children are inclined to share their experiences with caregivers and teachers, whereas secondary school children depend on self-reliance (Borg, 1998), with the exception of girls, who have been found to share their experiences with friends (Griffith & Dubow, 1993; Hunter & Boyle, 2004;Laursen, 1993). As children grow older, it becomes more challenging for them to share their experiences with adults. This is because they either lose confidence in themselves or believe the bullying will become worse (Kanetsuna et al., 2006). However, this has not been the case with children who care for a parent with a disability. It was found that these children shared their experiences with ease. It is believed that the bond established between them contributes to this phenomenon (Polkki, Ervast, & Huupponen, 2004). Another problem-solving strategy that has shown promise in alleviating the effects of bullying is forgiveness. Forgiveness has been known to placate vengeful feelings (Egan & Todorov, 2009). Children who have been victimized have a natural tendency to feel angry or depressed and often develop vengeful thoughts. Forgiveness is a strategy that has been known to help manage feelings of shame, humiliation, embarrassment, vengeance, and low self-esteem. The biggest advantage of forgiveness is that it has been found to help children manage their shame by acknowledging their feelings rather than displacing them (Ahmed & Braithwaite, 2004). Foi^veness, as proposed in this context, does not mean denying, ignoring, minimizing, tolerating, condoning, or forgetting the offense (Witvliet, Ludwig, & VanderLaan, 2001). Rather, it is viewed as a source of strength. Although research has indicated that children who are victimized use problem-solving and agressive coping strategies to overcome the effects of school bullying (Hunter & Boyle, 2004; Naylor, Cowie, & del Rey, 2001; Salmivalli, Karhunen, & Lagerspetz, 1996), this study adds to the existing body of knowledge by depicting how participants use their coping strategies to successfully get through the school day. METHOD The collective case study design was selected because it allowed for detailed, extensive data collection through multiple sources of information. In this study, the researcher observed the participants in their natural setting, conducted interviews, and analyzed their progress through a review of their academic records. Five cases were selected, and the researcher became immersed in the lives of the participants. The participants of the study were selected on the basis of a history of peer victimization. The school principal made the initial referral. The participants' caregivers corroborated the referral and their academic records supported it. According to Drake and Jonson-Reid (2007), the number of participants selected for this study is appropriate for this qualitative tradirion. The intent of this study was not to generalize the findings or to theorize them or to reach saturarion; the intent was to explore the intrinsic value that each of these participants could contribute through their experiences. The focus on reliability was not on acquiring similar results but on assuring consistency in the process. The use of triangulation served to strengthen the reliability of the data, by using interviews, observations, and a review of school records, for example. Validity was attained by the measures taken to assure the participants were students who had a history of peer victimization. The participants consisted of two female African American, one male Hispanic, one female Hispanic, 94 Children & Schools VOLUME 35, NUMBER X APRIL 2013 After reading the above article, write a case study analysis that describes the micro and mesosystems of each child discussed. For each of the 5 individuals highlighted, discuss their individual dimensions, variables from their microsystems and mesosystems, and how their systems' connecting relationships affect how they cope with bullying. Use the case study analyses and what you know about an adolescent's physical, cognitive, and emotional/social development to provide suggestions to human services professionals when working with bullying among children. 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