Effectiveness of Self-instructional and Bully-proof Strategy on the Management of School Violence Among Transitional Students in Junior Secondary Schools in Ibadan, Nigeria
Abstract
Hypothesis one revealed a significant main effect of treatments (F2, 95 = 18.29; p < 0.05) while bully-proof strategy ( = 25.57) was more effective than self-instructional ( = 27.86). In addition, hypothesis 5 which examines the interaction effect of treatments and locus of control on the management of school violence was significant (F2, 95 = 3.98; p < 0.05). Further results revealed that hypotheses 2, 3, 4, 6 and 7 were not significant.
In view of the findings, suggestions and recommendations were raised for effective utilization of counselling strategies on the management of school violence.
Keywords
Full Text:
PDFReferences
Achieving academic excellence: A self-regulatory perspective. (2002). In M. Ferrari (Ed.), The pursuit of excellence through education. Mahwah, NJ: Erlbaum.
American Academy of Child and Adolescent Psychiatry. (2004, June). Conduct disorder to psychiatry theory: Fact for family. AACAP.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (3rd ed.). Washington, DC: APA.
and men: Implications for the origin of sex differences. Psychological Bulletin, 128, 699-727.
Aremu, A. O. & Oladosu, A. O. (2006). Impact of gender, self-concept, motivation and emotional intelligence on bullying behaviour among school-going adolescents in Ibadan, Nigeria. Personality Study and Group Behaviour, 26.
Asonibare, J. B. & Olayomi, E. O. (1997). Locus of control, personality type and academic achievement of secondary school students in Offa and Oyun Local Government Areas. Nigerian Journal of Clinical and Counselling Psychology, 3(1-2), 15.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Bacon.
Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology, 51(2), 269-290.
Baum, K. (2005). Juvenile Victimisation and Offending, 1993-2003. US Department of Justice, Office of Justice Programmes, Bureau of Justice Statistics.
Bauman, S., & Waldo, M. (1998). Existential theory and mental health counselling: If it were a snake, it would have bitten! Journal of Mental Health Counselling, 20, 13-27.
Berk, L. E. (2003). Child Development. Boston, MA: Allyn and Bacon.
Berk, L. E. (2005). Infants, Children and Adolescents (4th ed.). Boston, MA: Allyn and
Berry-Fletcher, A. J. & Fletcher, J. D. (2003). Victims of school violence. In J. M.
Bowman, P. (2006). The adolescent-to-adult transition: Discouragement among jobless black youth. Wiley Inc.
Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, Mass: Belkapp Press.
Cardwell, M., Clark, L. & Meldrum, C. (2001). Psychology for A2 Level. London: HarperCollins Publishers.
Carlson, N. R.; Heth, C. D.; Miller, H.; Donahoe, J. W.; Buskist, W. & Martin, G. N. (2007). Psychology: The Science of behaviour. Pearson International (6th ed.).
Carney, A. G. & Merrell, K.W. (2001). Bullying in schools: Perspectives on understanding and preventing an international problem. School Psychology International, 22, 364-382.
Centre for Disease Control and Prevention. (2008). Rates of homicide, suicide, and firearm-related death among children: 26 industrialized countries. Morbidity and Mortality Weekly Report, 46, 101-105.
Cooper, D. E. (1990). Existentialism: A reconstruction. Cambridge, MA: Basil Blackwell.
Cowen, E. (1985). Person-centred approaches to primary prevention in mental health: Situation-focused and competence-enhancement. American Journal of Community Psychology, 13, 31-48.
Craig, W. (2004). Bullying and Fighting. In W. Boyce (Ed.), Young people in Canada: their health and wellbeing. Health Canada, HBSC: Health behaviours in school-aged children, a World Health Organization Cross-National study (pp.87-96).
Curran, D. J. & Renzetti, C. M. (2001). Theories of Crime (2nd ed.). Needham Heights, MA: Allyn and Bacon.
Dykeman, C., Daehlin, W., Doyle, S. & Flamer, H. S. (1996). Psychological predictors of school-based violence: Implications for school counsellors. The School Counsellor, 44, 35-47.
Eagly, A. H. & Wood, W. (1999). The origins of sex differences in human behaviour: Evolved dispositions versus social roles. American Psychologist, 54, 408-423.
Eccles J. S. (2005). Adolescence: social patterns, achievements and problems. In A. Kazdin (Ed.), Encyclopaedia of psychology. Washington DC & New York: American Psychological Association and Oxford University Press.
Egbochukwu, E. O. (2007). Bullying in Nigerian schools: Prevalence, study and implication for counselling. Journal of Social Sciences, 14(1), 65-71.
Epstein, L., Plog, A. E. & Porter, W. (2002). Bully-proofing your school: Results of a
Felner, R. D. & Adan, A. (1988). The school transitional environment project: An ecological intervention and evaluation. In Fourteen ounces of prevention: A casebook for practitioners.
Finekelhor, D. (2008). Childhood and victimisation: Violence, crime and abuse in the lives of young people. New York, NY: Oxford University Press.
Finekelhor, D., Omrod, R. K., Turner, H. A., Hamby, S. L. & Kracke, K. (2009). Children’s exposure to violence: A comprehensive national survey. Retrieved from Office of Juvenile Justice and Delinquency Prevention website: www.ojp.usdoj.gov/ojjdp.
four-year intervention. Emotional and Behavior Disorders in Youth, 2(3), 55-56, 73-78.
Gallagher, T. A. & Crump, W. C. (2008). Lac vieux desert tribe and watersmeet township reduce physical and psychological bullying. The IHS Provider, 217-221.
Gboyega, J. A. (2000). Peer education and encounter group strategies in reducing bullying among selected junior secondary school students (Unpublished doctoral dissertation). University of Ibadan, Ibadan, Nigeria.
Gilbert, R. & Gilbert, P. (1998). Masculinity goes to School. Sydney: Allen and Unwin.
Goldfried, M. R., Greenberg, L. S. & Marmar, C. (1990). Individual psychology therapy: Process and outcome. Annual Review of Psychology, 41, 659-688.
Graham, S. & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K.R. Harris & S. Graham (Eds.), Handbook of learning disabilities. New York: Guilford Press.
DOI: http://dx.doi.org/10.3968/j.hess.1927024020130502.2590
Refbacks
- There are currently no refbacks.
Copyright (c)
Share us to: 
Reminder
- How to do online submission to another Journal?
- If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:
1. Register yourself in Journal B as an Author
- Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.
2. Submission
- Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:
[email protected]; [email protected]; [email protected]
Articles published in Higher Education of Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).
HIGHER EDUCATION OF SOCIAL SCIENCE Editorial Office
Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138
Website: Http://www.cscanada.net Http://www.cscanada.org
E-mail: [email protected]; [email protected]
Copyright © 2010 Canadian Research & Development Center of Sciences and Cultures 
