Influence of Psychological Bullying on Adolescent’s Self-Concept in Secondary Schools in Fako Division, South West Region, Cameroon

Aim: An enabling school environment sets the groundwork for students to study effectively. Therefore, understanding the influence of psychological bullying within the school system is very important as it facilitates the creation of an enabling and inclusive, as well as supportive environment for learning to occur. Thus, promoting a positive self-concept and the development of overall mental health. The objective of this study was to investigate the influence of psychological bullying on the self-concept of adolescents in secondary schools in Fako Division South West Region, Cameroon. Methods: This was quantitative research. Specifically, a correlational study and a cross-sectional research design were employed in 6 secondary schools from Limbe, Buea and Tiko subdivisions. The population of the study was made up of 26044 students, out of which 326 students constituted the sample which was obtained through the simple random sampling technique. Data was collected using pretested closed-ended questionnaires with variables comprising verbal aggression, social exclusion & emotional manipulation, and self-concept assessed using the Likert scale. The validity of the questionnaire was obtained using the content validity index while the reliability of the instruments was obtained using the Cronbach's Alpha coefficient reliability test. Data was entered into SPSS version 21 and was analyzed using descriptive and inferential statistics. Spearman correlation was used to test relationships amongst variables and a statistically significant set at P<0.005. Results: The study found that there exists psychological bullying in secondary schools as many adolescent students strongly agreed with 59.4% that they were psychologically bullied in school. Psychological bullying had a positive correlation with self-concept(r=0.188) which was statistically significant (p= 0.001). Conclusion: These findings suggest a need for increased awareness and policy development targeting psychological forms of bullying. Recommendation: It is recommended that school policies be expanded to recognize and address psychological bullying alongside physical forms of bullying.