DJC200 Civility Survey on Bullying Victims Effects Assignment Please answer the 3 discussions with one completed paragraph. I have uploaded my paper, so pl

DJC200 Civility Survey on Bullying Victims Effects Assignment Please answer the 3 discussions with one completed paragraph. I have uploaded my paper, so please answer these questions based on my paper’s information.

Survey – Main Finding

After conducting your survey, what can you conclude about the Lynn students or your generation regarding civility? In other words, what was your main takeaway?

Survey – Surprise

Were there any answers in your survey on civility that surprised you? If so, what and why? What results were you expecting to find?

Survey – Question

Select one of the questions from your survey (and the set of responses to that question) and tell me (1) the question, (2) the answers to that question, (3) and offer me your analysis of the answers… was this what you were expecting to find? What explains the answers? Running head: DJC 200 CIVILITY SURVEY ON BULLYING
DJC 200 Civility Survey on Bullying
Introduction
When students go to campus, they expect to have an easy time studying and socializing
with their peers. This is usually the perception of individuals brought up knowing the essence of
civility or formal politeness. However, this is not always the case since issues of bullying are
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quite prevalent where students fail to portray acts of kindness and courtesy on others (Cowie &
Myers, 2016). In most instances, students who have undergone childhood violence and poor
parenting lack civil discourse and they end being perpetrators of bullying in schools.
Unfortunately, such incivility incidents lead to adverse implications on the wellbeing of the
victims. Educational institutions need to identify how to improve the campus community by
conducting a civil survey on bullying to establish practical solutions from the outcomes.
Survey Questions
An exploratory campus survey was conducted to unveil the students’ experience of
bullying. The survey contained elaborate questions where based on the outcomes; the
information would help the institution’s administration to take immediate actions to reduce cases
of bullying. The following are the ten questions that students were required to respond to
anonymously.
1. Have you encountered bullying on campus in the last 3 to 6 months?
2. What type of bullying did you experience? (Verbal, physical, cyberbullying, non-verbal such
as exclusion, and others)
3. What factors do you perceive led to bullying? (Race, social status, sexual orientation, religion,
or disability)
4. Who did you inform about the incident and what actions did they take?
5. How did the bullying incident affect you physically, emotionally, and psychologically?
6. Have you ever bullied a student on campus and what reasons triggered such behavior?
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7. How do you know that your actions or words could hurt someone?
8. How do you intend to improve or adjust your behavior to gain trust from other students?
9. What acts of kindness do you intend to promote to enhance cohesiveness in the school
community?
10. What do you think the institution should do to prune out bullying?
Results from the Survey
From performing the study on campus with the semi-structured questions, the results
were generated from 25 students who took part in the survey. Among the participants, 13 males
and 12 females, they were all from different ethnicities including Whites 26%, African
Americans 28%, Hispanics 21%, Asians 18%, and others 7%. With this sample size, the results
showed verbal and non-verbal bullying were prevalent incidences among the victims. In this
case, African American students were highly bullied because of their race followed by the
Hispanics. A significant number of students also encountered bullying due to their sexual
orientation, social status, and disability. Further, 63% of those bullied experienced low selfesteem and this affected their social life on campus. On the other hand, 24% of the students
gained self-confidence since such incidences made them respond aggressively when threatened.
However, this category of students lacked compassion and empathy since the events affected
their emotional and psychological wellbeing. Still, from those bullied, the highest percentage of
71% did not report the incident due to apparent reasons that the administration did nothing about
such incivilities. Overall, 58% of the students reported having bullied students due to reasons
like wanting to gain high social status on campus, stress and as an act of self-defense from their
insecurities.
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Observations
From the results, a significant observation made at the campus is that the administration
failed to take the issue on bullying seriously even after victims reported the cases to relevant
authorities. Still, such incidents affected the students’ academic performance due to issues like
social exclusion in discussion groups which are applicable in boosting performance. From
further evaluation, the perpetrators of bullying had harsh childhoods with experiences of
violence in their childhood, dysfunctional families and stress. Overall, the perpetrators were
eager to change if they gained support in the form of mentorship from the institution on how to
build relationships with peers to promote a cohesive community (Furlong et al., 2004). Further
suggestions like the development of anti-bullying programs and proper reporting mechanisms
were recommended to assist in resolving and preventing future incidents.
Conclusion
In conclusion, bullying has adverse effects on the wellbeing of the victims, and this
includes low self-esteem, depression, suicidal thoughts, and poor academic performance.
Families and friends to the victim are also affected due to the guilt of failing to protect the target.
Nevertheless, apart from establishing anti-bullying programs, the institution should also educate
students on how to respond whenever they encounter such incidences. This is essential in
preventing the targets from provoking a more serious situation that can lead to physical violence.
Reference
Cowie, H., & Myers, C. A. (2016). What do we know about bullying and cyberbullying among
university students?
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Furlong, M. J., Soliz, A. C., Simental, J. M., & Greif, J. L. (2004). Bullying and abuse on school
campuses. Encyclopedia of applied psychology, 1, 295-301.

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