The purpose of this paper is to explore, in two separate studies, the impact of one comprehensive treatment and one curricular treatment on bullying behaviors within the context of a southern New Jersey school district. In the first study, 1280 middle school students were surveyed in the beginning of the school year and again at the end, after comprehensive treatment methods were applied. In the second study, a single high school writing class was observed both before and after the teaching of an anti-bullying curriculum. The first study showed an increase of students reporting that they were victims of bullying behavior in sixth and eighth grade with an 8% and 17% rise respectively. The seventh grade reported a reduction of 7.7%. The second study showed a decrease in bullying of 35% after the teaching of the anti-bullying curriculum, but external circumstances raise questions about the validity of that result.
","abstract_html":"<p>The purpose of this paper is to explore, in two separate studies, the impact of one comprehensive treatment and one curricular treatment on bullying behaviors within the context of a southern New Jersey school district. In the first study, 1280 middle school students were surveyed in the beginning of the school year and again at the end, after comprehensive treatment methods were applied. In the second study, a single high school writing class was observed both before and after the teaching of an anti-bullying curriculum. The first study showed an increase of students reporting that they were victims of bullying behavior in sixth and eighth grade with an 8% and 17% rise respectively. The seventh grade reported a reduction of 7.7%. The second study showed a decrease in bullying of 35% after the teaching of the anti-bullying curriculum, but external circumstances raise questions about the validity of that result.</p>","abstract_has_math":false,"creators":["Hinkle, Lynda L."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Monahan, Thomas"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-07-13T07:00:00Z","date_published":"2003-07-13T07:00:00Z","updated_at":"2026-07-24T04:14:13Z","subjects":["Bullying; High schools--New Jersey; Middle schools--New Jersey; School discipline","Junior High, Intermediate, Middle School Education and Teaching","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1322","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Monahan, Thomas"]},{"key":"dc:creator","label":"Author","values":["Hinkle, Lynda L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bullying; High schools--New Jersey; Middle schools--New Jersey; School discipline","Junior High, Intermediate, Middle School Education and Teaching","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1322"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this paper is to explore, in two separate studies, the impact of one comprehensive treatment and one curricular treatment on bullying behaviors within the context of a southern New Jersey school district. In the first study, 1280 middle school students were surveyed in the beginning of the school year and again at the end, after comprehensive treatment methods were applied. In the second study, a single high school writing class was observed both before and after the teaching of an anti-bullying curriculum. The first study showed an increase of students reporting that they were victims of bullying behavior in sixth and eighth grade with an 8% and 17% rise respectively. The seventh grade reported a reduction of 7.7%. The second study showed a decrease in bullying of 35% after the teaching of the anti-bullying curriculum, but external circumstances raise questions about the validity of that result.
"]},{"key":"dc:title","label":"Title","values":["An exploratory study on the impact of alternative approaches to the treatment of bullying at the middle/high school level in a southern New Jersey public school district"]}]}],"canonical_facts":{"dc:contributor":["Monahan, Thomas"],"dc:creator":["Hinkle, Lynda L."],"dc:date.available":["2016-05-08T07:00:00Z"],"dc:description.abstract":["The purpose of this paper is to explore, in two separate studies, the impact of one comprehensive treatment and one curricular treatment on bullying behaviors within the context of a southern New Jersey school district. In the first study, 1280 middle school students were surveyed in the beginning of the school year and again at the end, after comprehensive treatment methods were applied. In the second study, a single high school writing class was observed both before and after the teaching of an anti-bullying curriculum. The first study showed an increase of students reporting that they were victims of bullying behavior in sixth and eighth grade with an 8% and 17% rise respectively. The seventh grade reported a reduction of 7.7%. The second study showed a decrease in bullying of 35% after the teaching of the anti-bullying curriculum, but external circumstances raise questions about the validity of that result.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1322"],"dc:subject":["Bullying; High schools--New Jersey; Middle schools--New Jersey; School discipline","Junior High, Intermediate, Middle School Education and Teaching","Secondary Education and Teaching"],"dc:title":["An exploratory study on the impact of alternative approaches to the treatment of bullying at the middle/high school level in a southern New Jersey public school district"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:14:13Z"}