Sample Research Paper on Anti-Bullying

Anti-Bullying

Personal Development Plan

This incorporates a strategic approach that offers guidance in the learning process via immediate supportive needs in the development and achievement of long-term goals. The key aspect that I will focus on is anti-bullying because it will assist in developing current skills at work and in institutions.

Development Objectives

To enhance success during learning and at work, there is a need to stop bullying activities for safety purposes. The second objective is to change behaviors among individuals who practice bullying to allow diversity. Developing anti-bullying activities enables our colleagues in learning institutions and at work to feel secure, valued, and safe. This implies that individuals should engage in decision-making and take responsibility for their choices by avoiding bullying activities. In addition, there is a need to offer support to positive strategies that will put bullying to an end. This can be accomplished by challenging the spread of fear, humiliation, and criticisms to reduce bullying. Furthermore, at work and learning institutions, anti-bullying campaigns enable members to treat each other with courtesy and respect. Another objective is to create awareness about bullying by analyzing its effects on the lives of other people. It is significant to create an environment that will convince everyone to agree that bullying is not a virtue (Cottrell, 2007). We intend to ensure that all anti-bullying practitioners possess knowledge and skills that combat effectively the bullying practices.

To set the anti-bullying priorities right, we identify if they are critical to current and future roles. We also assess if the major concern lacks criticisms and is beneficial both to the present and future activities. This can be achieved via advocacy work and policy that enhances development and builds partnership. It will require practices that have evidence and are encouraging to collect and share effective information that supports the research on anti-bullying. Another way of setting the priority property is through sharing of information. This functions effectively in learning institutions and at work organizations where the majority of victims who suffer from bullying are adolescents, children, and women (Saks & Haccoun, 2013). The priority that will be beneficial to current and future roles is that the anti-bullying initiative will protect young offenders and victims by promoting a healthy working and learning environment.

Furthermore, handling social issues that increase bullying will be a good strategy to unite individuals. This implies that measures have to be taken against this illegal crime to prevent and combat it from taking place. It is also a priority to set posters that create awareness on anti-bullying in public venues and enforce laws that will aid in solving this matter. Through this priority, individuals will benefit from education by going through procedures and anti-bullying policies. However, if members at job organizations and at school fail to cooperate by reducing bullying behaviors, this increases criticisms that affect their current and future roles.

Activities

The actions I need to take to achieve the development objectives are starting a positive talk that will boost self-acceptance. This will benefit the minors in the organization by building their self-confidence through talks that are positive. There is a need for employers and teachers to lead by example by avoiding bullying activities. To attain development objectives, it is also relevant to apply formal training as a way of helping and offering advice. Through formal training, learning institutions will encourage anti-bullying behavior among children, teachers, and parents to enhance safety. For instance, parents gain skills on how to handle the situation by speaking to their children and meeting relevant authorities. This means that the issue of bullying can be sorted when the accuser makes a formal complaint with help of the right procedure. Formal training will develop objectives that will reduce depression, boost academic achievements and create good relationships at workplaces (Saks & Haccoun, 2013).

The support and resources that will contribute to achieving my objectives depend on whether they are from a learning institution or from a workplace. For instance, if it is in a school setting, I will achieve my development objectives by first consulting the head of the institution for some time off. I will also request my colleagues to contribute funds towards this initiative that will be of assistance to create anti-bullying posters to spread awareness to the entire school. Conversely, if it is in a work organization, I will request time off the job to prepare a speech that will motivate all members of the organization against bullying activities. The support that I will require to fulfill this role is to ask the manager permission to set aside a day. This will allow me to speak to all members of the organization about bullying activities, their effects, and the benefits of putting the behavior to an end. Through this support, it will assist me in achieving my objectives by educating my colleagues to stop bullying and work in harmony. As a result, all employees will treat each other with respect hence promoting good performance at the company.

The target and actual date for achieving my objectives will be on 20th November 2014, and I will actually achieve them on the 30th of November 2014. In setting and achieving this strategic plan, the review dates are vital because they reflect on my learning and assess my progress after six months. In this case, the appropriate date will be on 10th October 2014. Transfer of training will touch on aspects such as strengths, opportunities, aspiration, and results of an individual in relation to the strategic plan (Grit, 2006). In this regard, I ought to eradicate bullying and this implies that I need to be strong by portraying the skills I possess to mold other people. Opportunities exhibit potential chances that I will use to develop my skills and they determine factors that can foster experience to enhance progress. Based on transfer in training, I aspire to develop my skills in leadership to convince and create awareness to a mass of people on the benefits of anti-bullying. Results facilitate success meaning I have accomplished my goals and this incorporates positive response of individuals towards my strategic plan that is anti-bullying to enhance equality at schools and workplaces.

Goals

The SMART approach is useful in creating goals that apply in this strategic planning. The first is setting the goals is to ensure that they are specific. This is because when goals are specific, they tend to have a high chance of being achieved contrasted to general objectives. Setting goals in a specific manner incorporates six W questions that will identify the individuals involved. In regard to the anti-bullying initiative, the people involved and assisting to achieve our goals are teachers, students, and parents in a school setting. In an organization, individuals involved are the manager and members of the entire organization. In achieving specific goals, I will also focus on the idea I require to make this successful. This will incorporate the location and a period of addressing anti-bullying to achieve my objective. Furthermore, to set goals that are specific, I will need to note the requirements such as funds to boost it through creating awareness.

In addition, I will identify the limitations that come along with the achievement of the goals such as convincing opponents who detest the anti-bullying initiative. Achieving specific goals incorporates benefits that have an impact both on the current and future role of the organization. Using this approach, the goals have to be measurable by assessing the progress that leads to its achievement by exhibiting the target dates. Furthermore, these goals must be attainable and this can be real by putting into consideration factors such as skills, financial capacity, attitudes, and abilities to achieve them. To be accomplished successfully, these goals have to be realistic to progress in a substantial way. In this case, there is a need to give priority to goals that are of high status because they give motivation in attaining them. The fifth step in setting goals using this approach is to ensure that they are timely. Allocating a time frame gives an individual an assurance that it will be accomplished (Neill, 2009).

Measuring the hurdle to succeed in attaining the goals, it is evident that opponents contribute a lot to bringing down the plan. For instance, a section of colleagues in the organization may be against anti-bullying hence becoming an obstacle in attaining the goals. Another hurdle is the lack of sufficient funds that can assist in achieving my development objectives. This tends to have a negative impact by making it difficult to create anti-bullying posters to aid in achieving the goal.

Appendices

Personal Development Plan

Development Objectives: They exhibit goals that could hinder bullying practices for safety purposes via creating awareness among people. The criteria for selecting these goals depend on the positive impact it creates on members of an institution or organization.

Activities: These incorporate actions that contribute to reducing bullying behavior. They can be accomplished through formal training in learning institutions by encouraging anti-bullying behavior among children, teachers, and parents to enhance safety. Potential barriers in achieving such goals are the availability of opponents who fail to support this anti-bullying initiative. Risk mitigation plans are evident through training members about the benefits of anti-bullying. Regarding timeliness, this project should be ready by the 30th of November 2014.

SMART Approach Goals: It entails targets in strategic planning that are specific, measurable, attainable, realistic, and timely to achieve these objectives.

References

Cottrell, S. (2007). Skills for success: the personal development-planning handbook.             Basingstoke: Palgrave Macmillan.

Grit, R. (2006). Managing your competencies: personal development plan. Groningen: Wolters-  Noordhoff.

Neill, J. (2009). The Power of SMART goals: using goals to improve student learning.             Bloomington, IN: Solution Tree.

Saks, A. M., & Haccoun, R. R. (2013). Managing performance through training and             development (6th ed.). Toronto: Nelson.