Anxiety and Victims of Bullying among International Students at Schools - Term Paper Example

Research proposal On Anxiety and victims of bullying among international students at schools Name Course Instructor Date Table of Contents Table of Contents 2 2.0 Literature Review 7 2.1 Introduction 7 2.2 Definition of Bullying and Anxiety 8 2.3 Theoretical perspective towards bullying and anxiety among international students 9 2.4 Various theories related to anxiety and Bullying among international students 10 2.4.1 Functionalism 10 2.4.2 Social Disorganization Theory 10 2.4.3 Social Learning Theory 11 2.4.4 Anomie 12 3.0 Methodology 13 3.1 Introduction 13 3.2 Design/Proposed method 13 3.3 Population/Sample 14 3.4 Data Collection 14 3.4.1 Independent variable 16 3.4.2 Dependent Variable 16  3.4.5 Data Gathering plans 17 3.5 Data Analysis 18 3.6 Questionnaire 18 3.7 Pilot Study 19 3.8 Robustness 19 3.9 Ethical Consideration 20 3.9.1 Beneficence and Non-malfeasance 20 3.9.2 Autonomy 21 3.9.3 Justice 22 4.0 Concluding Recommendations 22 4.1 Significance 22  4.2 Limitations 23 5.0 References 23 1.0 Introduction Education is today considered as a basic necessity to all children. The government, together with the school systems, are charged with the main responsibility of ensuring education is accessible to all children. Educational practitioners, including school administrators, headmasters and teachers, are required to establish safe and more comfortable atmospheres for the students. In addition, educational policies related to the teachers’ capacity and curriculum development in accomplishing learning and teaching processes also demand that teachers establish good behavior and character among the students in schools. All together, the responsibility of the parents in controlling the behavior of the students while at home is very important. However, according to the studies, there is a significant population of the children that do not obtain education fully; those that avoid school, attend but do not take part in learning, those that cannot learn as a result of various factors that drift their attention from normal class lessons, and those whose concentration and sense of security are hampered by other students (Astor et al., 2005; Druck & Kaplowitz, 2005). International Students are today encountering various impediments to their education, and as Blumberg (2008) state, bullying is one of the significant challenges that schools must address. A study conducted by Blumberg (2008) reported that about 33 % of the middle school students highlighted that they felt unsafe in school due to bullying and could not report about it. The implications of bullying in schools run deep into our societies, considering the fact that its effects go beyond incidents encountered at an individual level. This is depicted by the increasing interest on the part of the government to support studies and surveys regarding bullying in schools, in an aim to acquire more information for addressing this obstacle (Druck & Kaplowitz, 2005). However, it is important to note that bullying is considered as a practice, which is especially rampant among the youth, reeking destruction on the educational establishment. Educational practitioners are more interested in bullies as they create a sense of fear within other students, and the entire school environment that is unfavorable to the sense of safety and comfort required for effective and good learning to take place. Druck & Kaplowitz (2005) states, that bullying in schools can also result in school-related victimizations. Recent global studies indicate that bullying is a symptom of a wider context of violence. However, it is significant to mention that success in any learning atmosphere is not guaranteed by the nonexistence of bullying, but successful learning settings can be improved when such disruptions are eradicated (Blumberg et al., 2008). It is the main reason as to why bullying within the education system should be understood and tackled. According to Blumberg et al. (2008), behavioral problems such as bullying among the adolescents are viewed as a part of a syndrome. This constant culture of bullying has to be eradicated to ensure effective learning and safety of the students. To address this issue, this research seeks to investigate bullying in schools, looking at the students’ perceptions after the experience. 1.1 problems Statement In reference to the above discussion, one can identify two fold problems that will instigate the present investigation. As it is noted above and clarified in the literature review herein one problem is anxiety among the victims of bullying among the international students at school. Some international students have been able to cross these hurdles through keeping a low profile at school and trying to avoid crossing with bullies while other find themselves vulnerable to bullying despite the level of effort they keep to avoid friction with their fellow students. The second problem concerns better understanding the key course of bullying to the international students and how this predicament can be solved. In essence, bullying to the international students varies considerably with the institutions. This variances lie at the heart of the problem proposed for the study. Establishing a link between the reasons for bullying and how this menace can stopped and mitigated would be a great step towards fulfilling a long lived goal of having violence free institutions. 1.2 Purpose This proposal seeks to explore way in which bullying among international students can be stopped. The proposal further discusses on the range of bullying from a one to one student bullying to more complex bullying where the bully may have more than one lieutenant who in this case can help the chief bully; To determine the cause of bullying among the international students; Effects of bullying on personal students academics; Effects of bullying on institutions reputation. Hypotheses to the study are as below; As noted in the review of literature in this proposal, there are two critical hypothesis areas that will guide the data analysis. The hypotheses to be tests were: H1-The school administrations are not aware that bullying is going on. Teachers are not always with the students to know what exactly is happening between them. H2-The schools do not believe bullying among international school is a problem H3- There is a positive correlation between being victims of bullying and the level of anxiety among international students. H4- There is a range of differences in the numbers of bullying in boys compared to girls among international students. H5- levels of anxiety is higher in girls as compared to boys. All the hypotheses using .05 level of significance. After carefully formulating of research hypothesis and research questions and the sample selection the following question in research chain is to come up with a collection instrument. This research will make use of structured semi-structured and unstructured questions. The instruments prepared will include questionnaires, surveys and psychometrics (tests, self report questionnaires). 2.0 Literature Review 2.1 Introduction This chapter reviews the documented literature regarding school bullying. However, most of the scholarly literature related to bullying does not consider bullying as a solitary topic, but it is commonly attached with violence. Despite the fact that these subjects are always considered to be broad in scope and can be examined separately, they will have to be addressed simultaneously in some cases. Therefore, when violence and bullying among international students in schools are addressed mutually in this chapter, it is due to the fact that scholarly articles have outlined the two aspects as being closely related. There is a common hypothesis within the literature claiming that the experiences of being victims of bullying at times result in the acts of violence as a form of reprisal (Virginia Foundation for the Humanities, 2005). To begin with, a discussion of the meaning of bullying is provided in order to highlight the key descriptors of the study. A review of literature examining the possible theoretical explanations regarding school bullying will also be discussed. After the theoretical explanations provided, the review will examine three main components regarding bullying, which include the prevalence of bullying among international students in schools, incidents of bullying in schools, and measures that could be adopted to help prevent bullying among international students in schools. 2.2 Definition of Bullying and Anxiety Bullying is always outlined as a form of behavior that could be easily acknowledged when people experience it. It is necessary to note that bullying can be experienced by any individual, regardless of the age, and can take place at any place, for instance, workplace, school, or even at home. So far, defining bullying has been a challenge as it is associated with both a wide range of behavior that constitutes bullying, as well as the characteristics of bullying behavior (Montgomery, 1994). Anxiety on the other hand can be defined as a psychological and a physiological state and it is often characterized by somatic, cognitive, emotional and behavioral components (Moon, et al., 2001). Moon et al. defines anxiety as a displeasing feeling of concern and fear and occur in either absence or presence of dread, worry or uneasiness. 2.3 Theoretical perspective towards bullying and anxiety among international students Some studies have been conducted to establish theories examining the most likely causes that lead to bullying behavior. However, it is important to note that theories are often developed to help generate explanations regarding the world we live in. Therefore, if bullying is considered to be a barrier to effective learning, explanations are required to help generate a deeper understanding regarding this phenomenon. Almost all of the theories that have directly addressed the issue of school bullying link violence and bullying together; therefore, the two topics have been examined together in this study. However, it is worth highlighting that the existing literature regarding school bullying and violence offers very limited theoretical explanations regarding these phenomena. This is why more focus has been directed towards theories of delinquency. School violence and school bullying are all treated as delinquent acts; hence, it is reasonable that delinquency theories are applied in exploring the two topics from a theoretical perspective. Apparently, taking into account the fact that theories have to be drawn from the field of juvenile delinquency since more and more focus is being directed towards school violence and bullying, it is necessary to mention that there is a need to come up with theories, to help explore these phenomena, along with their intricacies in the future. A number of theories will be explored in this study: biological theories, functionalism, social disorganization theory, social learning theory, and anomie. 2.4 Various theories related to anxiety and Bullying among international students 2.4.1 Functionalism The theory of functionalism is a rational choice for investigating school bullying, as it tries to give explanations regarding the perceptions of students on bullying in schools. Looking at his explanation of functionalism, Merton (1968) documents that social activities people are involved in, along with the cultural items possessed have a function or reason for the social society. Merton notes that the items or activities accomplish a sociological function and are indispensable. It is possible to argue that school bullying and violence accomplish psychological functions, for instance, support in the growth of coping skills on the victim’s part, and skills to influence the bullies. It is worth noting that these cannot be considered to be sociological functions, the core of functionalism theory. This implies that the approaches, through which the development of coping skills on the part of the victims and influencing skills of the bullies are attained, are not functional for the cultural or social system. The theory of functionalism explains why incidents take place in the society, such that the given incidents contain specific purposes that are considered valuable in the society. Therefore, as school violence and bullying generate no good social value, it can be deduced that functionalism is not very practical as an explanation; though, it can be applied as a functional gauge of uncertainty and disorganization. 2.4.2 Social Disorganization Theory The main postulation of the social disorganization theory is that a collapse in the institutional controls based at the community level of the society results in delinquency (Shoemaker, 2000). People living in a society that is in a status of disorganization and find them in confusion, are not disoriented personally, but are behaving in response to the disorganization within their surrounding (Shoemaker, 2000). Whereas such people may exist in harmony with their surrounding under ordinary conditions, a drastic alteration of the systems will throw them into a state of disorganization as they lack the knowledge on how to interpret the societies’ new shape. 2.4.3 Social Learning Theory This theory is grounded on the main presupposition that three major factors control an individual’s behavior: the cognitive/affective traits, the behavior, and the environment (Kauffman, 2003). An individual’s ability whether or not to portray aggressive behavior is determined by the reciprocal effects of the three main factors that have been highlighted, along with the social history of the individual (Kauffman, 2003). This theory claims that aggressive behavior is acquired through the direct effects of both aggressive and non-aggressive actions and through examination of aggression, together with its impacts (Kauffman, 2004). Social learning theory highlights that people discover particular aggressive behaviors by observing other people who form the behavior. For instance, when young people observe high rank individuals indulge in aggressive activities, especially when there are evident returns for such activities, they are most likely to take part in similar activities. Empirical studies support the idea that the victims of bullying and violence can also be the aggressors, an idea that is supported by the social learning theory’s modeling component (Rigby, 2003; Druck and Kaplowitz, 2005). However, the victims of bullying are able not only to observe the returns reaped by the bullies, but also go through the pain of being in the position of the victim. It is worth highlighting that social learning theory gives no account of the bullying activities that are considered more common, for instance, teasing or pushing. It does not also generate as much focus on societal influences like it does on the individual influences. Therefore, to deal with bullying, more focus should be paid to the individual, as well as the environment. 2.4.4 Anomie According to Shoemaker (2005), anomie often refers to the larger societal conditions. It highlights the inconsistencies between individual opportunities and societal conditions for growth, productivity, and fulfillment within the society (Shoemaker, 2005). For instance, anomie could be considered to exist when people get themselves at a disadvantage in relation to legitimate and acceptable economic activities, thus, opt to retaliate by indulging in criminal, delinquent, or unlawful activities. A good illustration of this could be when a student demands the same type of expensive clothes like those that are worn by peers, and since the parents are not able to purchase such types of clothes, the student opts to steal as the only way to get hold of them. The correlation between bullying, violence, and the lack of regulation is noted in schools when there is no clarity about the rules resulting in the increased rates of school violence (Morrison & Skiba, 2004). In addition, studies indicate that, in most cases, antisocial students attend schools in crowded and deteriorated school structures (Kauffman, 2005), and may act in response to the disorganization within the environment. Students may consider their school as disorganized suggesting that there is a higher likelihood for them to take part in the delinquent behavior like bullying. It is important to highlight that disorganization within the society can also bring about deviant or delinquent behavior. Unstable political systems, natural disasters, and economic activity not within the norm can generate a sense of disorganization, giving rise to a state of normlessness, anomie. 3.0 Methodology 3.1 Introduction In the literature review, an introduction to the proposed area research has been indicated. This has included a description of the research problem, the purposes of the research, and hypotheses that will give direction to the data analysis. Additionally, there has is a review of major variables - the determinants of bullying among the international students, effects of bullying on personal students academics and effects of bullying on institutions reputation- which have established a background of support to this study. These three variables have been analyzed extensively. The intent of this chapter is to analyze the methodology proposed for a comprehensive research effort. The chapter contains a description of the study setting, the research design that has been proposed, study sample, methods of data collection proposed, procedure and analysis efforts. 3.2 Design/Proposed method In its widest conceptualization, the underlying study intends to address international students in colleges. However, the huge diversity of this population in terms of location of the school and background of the student among other related variables would make an enormous undertaking. As such it essential to delimit the setting from which the sample of this survey will drawn.  In this case the setting of this study will consist of international students in the colleges within the State. The other setting is the student representatives from colleges that enroll international students. The choice of these two settings will provide a sample of victims of bullying and firsthand witnesses of such misconducts within a confined geographical area. This will facilitate easy data collection and at the same time meet the requirements of grouping differences as earlier elaborated in the literature review. . 3.3 Population/Sample The study projects that about 9000 students will be needed to create a 1000 corresponding random sample transversely to the entire United Kingdom. The research will aim at taking thirty students from every school. The numbers of schools that will be included for sampling are 1,012 this will translate to 30,360 students. The sample is taken proportionately across the region. 3.4 Data Collection The study that has been proposed employs an ex post facto research design in correspondence to Kerlinger (1973). Kerlinger (1973) explains Ex post facto research as a systematic empirical analysis in which a person colleting data have no direct control of the variables. According to him, inferences about variable relationships are made from any determined variations between the studied variables. Quantitative methodology will be adopted for this study considering the fact that, as Rossman and Rallis (2004) asserted, there are little facts that make up universal knowledge; to a certain extent, there are various perspectives regarding the world. Therefore, by analyzing the opinions, theories, and considerations of the individuals who have experienced incidents of anxiety and bullying, various perspectives are obtained that can advance the understanding of bullying. As noted from Merriam (2005), quantitative research provides the greatest assurance of generating substantial contributions to the practice and knowledge base of education as it is focused on applying the mathematical models, hypothesis and theories regarding the phenomena. This study is basically concerned over the opinions and perspectives of the students regarding a firsthand experience on bullying, whether they were in the role of the victim, bully, or witness, and aims at clearing out what is their definition of bullying.   In this case the study plan will include gathering information about bullying among international students in seven different institutions. There will be no manipulation of data and any determined differences will be ex post facto in nature because they will stem from differences in results and in the measurement efforts according to the institution, gender and age. The proposed study has two instruments that will be employed to measure one dependent variable and one independent variable and three demographic variables as outlined below. Researcher as previously stated will carry out a quantitative study, to avoid numerous unrestricted answers in the survey the researcher intends to offer questions with choices. Some of the questions will be semi-structured and will require discrete information. With the use of the semi-structured interviews, the researcher will lay out a topic guide on some few questions that will be covered by the participants. The interview will also incorporate face to face interviews in order to depict non-verbal communication from the interviewee and to seek for better clarification where necessary. The survey will comprise of ten questions that are prepared by the researcher for study purpose alone. These questions are estimated to cover about 20 to 25 minutes however; questions and time will not be a guide to the interview session. The participant’s responses are the one to determine the direction of the interview and the length the interview will take. The study will apply the semi-structured interviews. Basing on the application of semi-structured interviews aimed at directing the conversation, and enable the participants to give important information, an understanding of the details regarding the experiences of the people from the point of view is attained (2005). The use of semi-structured interview also illustrates how individuals’ experiences interact with powerful organizational and social forces that pervade the settings in which people work and live. A number of interview questions were used in this process. Basically, the interview questions required the participants to give their previous encounters with bullying. Their perceptions were extracted and recorded in order to evaluate their experience with bullying. The term bullying, had to be mentioned at the final part of the interview to allow them give their definitions of the term. 3.4.1 Independent variable Causes of bullying and victimization among the international students are the independent variable in the study and will be measure by the number of confirmed reports of bullying. 3.4.2 Dependent Variable Dependent variables in this study include; victimization data, self report criminal behavior and the rate of state arrests that are related to bullying and victimization among international students. Some of the major question to ask in the study is; does anti-bullying law reduce the rates of bullying in schools. The statistical methods used The study will require t-test for the statistical hypothesis test. In this case the test statistic will follow the t-distribution of the students if the null hypothesis has been supported in the study. A correlation coefficient will be used to indicate; the strength of the correlation between the variables, and the course of the relationship. The below guideline will be used to interpret the coefficients’ correlation in terms of relationship and strength; Correlation coefficient (r) Strength of relationship 0.0 – 0.2 Very weak, negligible 0.2 – 0.4 Weak, low 0.4 – 0.7 Moderate 0.7 – 0.9 Strong, high, marked 0.9 – 1.0 Very strong, very high It is critical to also observe the direction of the correlation. The correlation can only be interpreted in terms of strength when it is statistically significant.  3.4.5 Data Gathering plans The instruments and simple instructions sheet that also enquires the age and gender of the interviewees will be delivered to administrator in every institution who will assist in distributing and collecting the questionnaire. Prior distribution there will be an introductory letter writer from the researcher. These letters are aimed at describing the research and the importance of cooperating with the administrator. Ones the pilot-testing procedures are through, any necessary adjustment in the administration procedures will be carried out and the administrator will then be allowed to distribute the questionnaire. 3.5 Data Analysis According to Polit and Beck (2008), the most important purpose of data analysis is to provide structure, to organize and to elicit meaning from the data. Data analysis in this study will be ongoing in conjunction with the collection of data. Polit and Beck (2008) states that the conducting of the interviews, the gathering, interpretation and communication of data of are all done to provide meaning to that data. A number of sampling procedures will apply for quantitative research. Patton (2002) highlights that sometimes it is beneficial to choose sampling methods that provides room for the identification of samples with diverse experiences. Basically, criterion for sampling will entails studying and reviewing all cases giving surety of some preset criterion of the study (Patton, 2004). The study’s criterion will be the experience of the participants regarding anxiety and bullying. However, identifying a lot of information given by participants will assist to reveal some of the major weaknesses of the system that could be improved (Patton, 2004). From the existing studies, it is apparent that the system improvement is required. Therefore, the findings of this study are anticipated to help in improving schools. 3.6 Questionnaire The study will develop questionnaires to help identify possible participants. The participants’ responses generated insight regarding who satisfied the criteria of having adequate experience regarding anxiety and bullying, either indirectly or directly. Prompts will be provided to help in identifying the participants as victims, witnesses, bullies, or any combination, to be used in the study. 3.7 Pilot Study According to Arain et al (2010) this study is used to assist in further development of a bigger study. Pilot study may be used to test the study measures, test the validity of the tools to be used, estimate interviews to be implemented and the estimation of outcome variables. Researchers benefit from implementing the pilot study before the major study because it allows for identification of all sorts of weaknesses in the laid out plan. The pilot plan also allows rectifying any necessary amendments prior to the major research using 10% of the real sample size. This study will assist to test the tools, reliability, trustworthiness, interview location, time frame, and audio recording sound. The pilot study will be used as a method to discover all flaws in the existing data compilation plan, while at the same time allow enough time for rectification of these before the major research commences. 3.8 Robustness Severity has been associated with honesty, scrupulous observance to theoretical perspective, diligence in data collection and consideration of every data (Burns & Grove, 2009). In keeping with Morse et al. (2004), development of specific principals helps to examine trustworthiness and quality research. These principles include; transferability, dependability, credibility, and conformability. According to Polit and Beck (2008), credibility evaluates quality; it also refers to truth in data. Through carrying out a pilot study, credibility is boosted. Credibility is also increased by clarifying any issue during the time of interview. Polit and Beck (2008), indicates that dependability on the other hand refers to the constancy of data overtime. Conformability according to Polit and Beck (2008) depends on other agreeing with the findings and interpretations by the researcher and the ability to communicate trustworthiness of the data. Lastly transferability, in keeping with Polit and Beck (2008), this is the intent to which the findings are transferred to various settings. These are the principles that will be incorporated by the researcher to enhance robustness in this study. 3.9 Ethical Consideration All types of studies at one point present several ethical and moral dilemmas that must be identified and addressed before the study is commenced in order to protect the participants from possible harm. This study will only commence once it has gained ethical approval from the committee of research ethics. Below are the four ethical principles that will be followed to make sure that the participants are free from any form of harm. 3.9.1 Beneficence and Non-malfeasance The aim of the proposed study findings is to benefit but no to cause any harm to the participants and the general society. The main aim of the research is to help in ending anxiety, victimization and bullying of international student in colleges. The study will take the views of international student and other student. The research also seeks to know the prevalence of such cases and the number of bullying cases that have been reported to the authority. The prevailing psychological status of the participants will be monitored since physical harm is not likely. The research will also observe confidentiality and privacy at all time during the study. All the studies will be placed in a confidential manner and no identifiable information or personal will printed or recorded for the study. The research will transcribe verbatim to audio typed interviews so that no name will be recorded during the interviewing process. The transcribed data will then be kept in a password protected folders that have restricted access. The data will then be stored on an external hard disk and only he researcher will have access to the gadget. Most of the interviewees will be students below who are considered as children. Hence, before introducing any instrument of research, the researcher will have to get the approval from both the school administration and the parents or guidance. The willingness of the student in person to take the interview will also be put into consideration owing some psychological factors attached to this delicate exercise i.e. intimidation from bullies that will lead to fear of information disclosure. Considering the fact that it is a sensitive topic, interviews will be carried out in a private office, ensuring participants are comfortable, with minimal distractions. An agreeable date will established together with participants through phone calls. Participants were allowed to give their e-mail addresses on the questionnaires. However, those will not be reached through the phone calls, e-mails messages will be sent asking potential participants to call or reply through the address provided. Participants will give fictitious names, and their names provided in the transcripts were deleted or changed. Besides, this information will be stored in a secure place. 3.9.2 Autonomy The interviewers will respect the interviewee’s rights of free choice. They will ensure informed approval is completed before commencing on any interviews. The researcher will also make sure a regular review of what all the participants have given consent to is implemented; the process is referred to as the procedure of consent. The procedure of consent gives the researcher renegotiating features of the consent form which is derived from the changing description of the inquiry (Sweeting & West, 2008). All the participants in the research will be reassured that the option of withdrawing from the research at will without being penalized or any repercussions will be sustained. In reference to Woolfolk (2003), researchers maintain close consultative and inclusion of their participants all through the process of research since they are some who can feel unreceptive to change. 3.9.3 Justice All the results and findings presented will represent the actual facts as stated in the survey. The participants’ perceptions and experiences are portrayed as they have elaborated in the interviews. The interview will not include any false information nor will the final report project any type of accusations. Almost certainly, ethical issues may arise at any point in the cause of the study regardless of the conscientious planning, in this case, it is paramount that all ethical issues are identified, thoroughly reviewed and prevented in the cause of the study and after the study. All ethical principles provide direction to probable issues but not answers. 4.0 Concluding Recommendations 4.1 Significance   This study is set to make a few contributions to solve the issue of bullying and victimization among the international students. First the study will assist in expanding knowledge base of bullying and victimization among international students. It will be more clear to understand the effects of bullying and why bullying is directed to particular group of student. This proposed research can be viewed as a part of this puzzle.   Finally, the definitive issue underlying the survey is attainment of comprehensive knowledge on what are the major courses of bullying and victimization and what are the possible remedies to the situation that continuously put the life of international students at the balance. The proposal gives direction to any other study that may be done on a similar issue.  4.2 Limitations This study has three limitations. To begin with this study will be limited in terms of generalization of all types of bullying and victimization among international students. Like any other group, students form a very heterogeneous population. The proposed study sample will be very diverse; however there are some segment of simple bullying that will not be considered. The other potential limitation in the study is that both the dependent and the independent variables are measured as subjects’ perceptions rather than actual behaviors. 5.0 References Astor, R. A., Meyer, H. A., & Pitner, R. O. (2005). Elementary and middle school students’ perceptions of violence-prone school sub contexts. The Elementary School Journal, 101(5), 511-528. Blumberg, F.C., Bierwirth, K.P., & Schwartz, A. J. (2008). Does cartoon violence beget aggressive behavior in real life? Early Childhood Education Journal, 36, 101-104. Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, (36)3, 361-383. Bureau of Justice Statistics and the National Center for Education Statistics. (2003). Indicators of school crime and safety: 2003 [On-line], Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004004 Druck, K., & Kaplowitz, M. (2005). 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Yoo, J., & Johnson, K. (2007). Effects of appearance-related teasing on ethnically diverse adolescent girls. Adolescence, 42 (166), 353-380. Read More