The Result of Enhancing Self-Preservation Skills Activities from Peer Bullying in Secondary School Students with Special Needs
Keywords:
Peer Bullying , Students with Special NeedsAbstract
This research aimed to study the situation of peer bullying and the result of enhancing self-preservation skills activities for students with special needs at the secondary school level. The sampling group of the study was 32 students with special needs who were at the secondary school level. The research was divided into two phases. The first phase was to survey the incidence of peer bullying in school by using Olweus Bullying Questionnaires. The second phase of the research was to apply the designed activities to the students: Positive Self-talk and Circle of Trust activities. Single-stage cluster sampling is used to collect the data in both phases. The survey found that about 56.2% of students with special needs experienced peer bullying in school. Moreover, the most frequent types of bully are being excluded from the group and ignored by their classmates about 28.1% each. Furthermore, the place of bullying that happened most frequently is in the classroom when the teacher was not present, and in the hallway at 18.8% each. Interestingly, the study found that students with special needs also take the act of bullying others. The most frequent type of bullying was calling others bad names at 31.3% and mimicking others at 18.8%. In the second phase, after the students had participated in the activities. It showed that they had a better understanding of how to deal with the bullying situation by thinking and talking positively and learned to ask for help from the people in their trusted circle.
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