Journal of Psychology & Behavioral Science

The Interactive Effect of Gender on the Effectiveness of Contigency Management and Cognitive Self Instruction on Bullying Behaviour of Secondary Students in Nigeria
Adeoye, Ayodele. O; Okonkwo,Elizabeth, N.; Makinde, Bose, O.

Abstract
Bullying constitutes a significant threat to the mental, social and physical wellbeing of school children. As an old phenomenon and worldwide problem, it has defied several efforts to curb it. This study examined the interactive effect of gender on the effectiveness of contigency management and cognitive self -instruction on bullying behaviour of secondary students in Nigeria. The population for the study consisted of bullies in public secondary schools in Ogun state. Stratified random sampling technique was used to select three schools and purposive sampling was used to select the participants. The study adopted a 3x2 pre-test and post test experimental research design consisting of two treatment groups and one control group. Adolescent Peer Relation Inventory (APRI) was the instrument used for data collection and a total number of one hundred and fourteen students participated. Analysis of covariance (ANCOVA) was used to analyse the two hypotheses formulated at the 0.05 level of significance. Results revealed a significant effect of cognitive self-instruction, contingency management and control on bullying behaviour (F2, 101 = 6.444: p<0.05). Also gender, (F(2,101) = .041; p > 0.05) did not affect the effectiveness of contigency management and cognitive self -instruction on bullying behaviour of secondary students in Nigeria. Based on these findings, it was recommended that psychologists, counsellors, parents, teachers and social workers should use these treatment packages in controlling bullying behaviour among secondary schools students. Also .the government should sponsor seminars/workshops for school counsellors and educational psychologists on how to use cognitive self-instruction and contingency management techniques in controlling bullying behaviour.

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