RBVSS Review Paper

What is RBRVS? is a Resource-Based Relative Value Scale that's used to determine how much a physician can charge for services, the system represents the resources that are used to perform a procedure or service by giving that procedure a relative value.

The U.S. Department of Health and Human Services researched the effects of harassment. Pupils who have dealt with harassment get unsatisfactory standardized test scores and GPAs compared to what they would have gotten if they weren’t harassed. Their school attendance also decreases greatly because students are more likely to miss, skip, or drop out of school. If they miss a class, they will also miss the lesson that was taught and they won’t be able to improve their grades if they don’t understand any concepts. 160,000 kids stay at home from school every day because they are scared of being bullied. The AAUW studies from 2011 focused on the impact of sexual harassment on students in academic success. Sexual harassment can make students experience an immense downfall in their grades because they have much lower concentration. Children that have been affected by sexual harassment also have a lower quality in their schoolwork than when they haven’t dealt with it. Like bullying, these students also participate much less in

Resource based relative value scale (RBRVS) was designed to determine the cost of the medical providers and the amounts they should be paid. It is ususally used and created by the medicare in the US and by nearlly all HMOs. It assigns procedures performed by the physician or the medical providers. The RBRVS will determine its prices based on some factors such as the physicians work 54%, practices expense 41%, and the malpractice expenses to a 5%. It can relate to insurance through making or deciding o how to pay the physician for their services provided to the patient. With this system the physicians services will be determined based on the RBRVS and payments will be calculated using this method. Both the RBRVS factors and relative values

The statistical evidence of young female juveniles describes by journalist Linda Lowen. Lowen says young girls who were subjected to many different mental health issues and some form of abuse have often led to delinquent conduct. Abuse, such as, physical, mental, sexual, and emotional abuse is the most commonplace behind a juvenile’s girl’s negative behavior. In the United States, seventy-three percent of young girls have been abused. Just over forty percent of young girls have been victims of sexual assault or rape. Girls who have been abused or neglected are twice as likely to be arrested as other girls (Lowen, 2014).

RBVS stands for "resource-based relative value scale", which is a physician based payment schedule. This was implemented by the Omnibus Budget Reconciliation Act in 1989 to fairly represent the resources used to perform a procedure and/or surgery. The three elements composed of the RBRVS are:

Bullying and harassment within the K-12 school setting, based on research studies continues to be a problem with great consequences for the victims such as suicidal thoughts, lower grade point averages, high truancy and high drop-out rates. Research on the connection between bullying and harassment and academic variables demonstrated that students who experienced bullying and harassments are more likely to avoid or drop out of school (Fried & Fried, 1996), have lower academic achievement (Glew, Fan, Katon, Rivara, & Kernic, 2005), have lower self-esteem and have higher levels of anxiety, depression and social isolation (Hawker, D.S.J & Boulton, 2000), and more likely to attempt suicide or have a greater frequency of suicidal thoughts (Rigby, 2003). This study attempts to resolve some conflicting results of previous studies on frequency of bullying of students with marginalized race/ethnic identity. It also attempts to investigate the frequency of bullying and harassments of students with multiple marginalized identities in comparison to students with one or no marginalized identities. There has been research exploring the bullying and harassment of students based on social identities such as race/ethnicity, ability status, gender/sex assigned at birth, gender identity &/or gender

Measures used included the Sexual Orientation Classification, Bullying, and the LBGT Hate Crime Incidents (Hatzenbuehler et al., 2015). The sexual orientation classification measure dealt with sexual orientation, for example, completely heterosexual, mostly heterosexual, bisexual, mostly homosexual, completely homosexual (guy or lesbian), or not sure. In the Bullying instrument questions asked related to these specific types of bullying: verbal bullying, electronic bullying, and relational bullying which looked at bullying either occurring in school or in the community. The LGBT Hate Crime Incidents looked at only LGBT hate crimes types such as threats (22.12%), harassment (30.77%), assault or assault and battery (25.48%) and assault or assault and battery with a dangerous weapon (21.63%) (Hatzenbuehler et al., 2015).

The ACA’s Code of Ethics and the Ethical Standards for School Counselors are great resource tools to describe confidentiality, responsibilities to the student, school, community, and families; student records, technology, collaboration, social justice advocacy, professional responsibility, relationships, supervision, evaluation, assessment, and interpretation. In a high school counselor meeting I attended, the speaker explained one noteworthy recommendation; counselors should act as if they are being

Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. “Bullying and peer victimization at school: Perceptual differences between students and school staff.” School Psychology Review, 36(3), 361-382. www.stopbullying.gov/media/facts/index.html. Accessed 2 March 2017.

The children also answered questions about bullying in another test asking questions like if bullying is okay and when it would be okay or is it never okay. Results that boys are more likely to bully and people are more likely to dehumanize non-friends than friends. The Victim is targeted by being an out-group member rather than an

Brown, E.C., Haggerty, K.P., Low, S., & Smith, B. H. (2011). Outcomes from a school-randomized controlled trial steps to respect: A bullying prevention program. School Psychology Review, 40(3), 423-443. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000296892700006&site=eds-live&scope=site

School psychologists must help create and foster an environment that educates administrators, teachers, and non LGBT students. Many lesbian, gay, bi-sexual, and transgender youth do not feel safe in school. Sexual minority students may suffer harassment (verbal and/or physical) from teachers and peers. As a result, they may experience more absences than heterosexual students. In addition, LGBT youth may turn to drugs and alcohol as a means of coping with the stressful school environment (Patterson 2013, p.192). Many will contemplate or even commit suicide.

Bullying is defined as the prolonged malicious act of harming peers by abusing their own--or an existing imbalance of--power, and has become one of the most common sources of trauma among adolescents. One report shows that one of three children were victims of bullying during some point in their life, and that 10-14% of all adolescents were victims of chronic bullying for at least six months prior to participating in the survey. Children who were victims of bullying are also found to be at a higher risk of diagnoses for anxiety disorders and depression during young and middle adulthood. These victims are reported to be more likely to have lower levels of general/physical health, and lower educational acquirements than young and middle-aged adults who were not bullied (Wolke & Lereya, 2015). Because bullying is such a prominent problem, citizens, policymakers, and social scientists alike, should feel or have some social and moral obligation to address, and hopefully avert bullying. The state of bullying, and how it is enacted, is constantly changing and adapting to social frameworks. Because bullies can adapt to social changes and regulations, we, as a society, should be equally adaptive in how we perceive, address, prevent, and punish bullying.

Students experience many negative effects from bullying which effect their mental, emotional, and physical health as well as their social well being and academic performance. (Berger, 2007). Diversity and bullying are often linked. Learning to respect diversity means that we as a school district and community must eliminate bullying (San Antonio & Salfass, 2007). Much research has been done on student perceptions of bullying but few have examined the issue from the perspective of school counselors.

Bullying is more than the physical act that many individuals first think of such as punching, kicking, or hitting. There are many forms of bullying that has evolved over time which includes verbal, physical, psychological, and electronic. According to the New Jersey’s Anti-Bullying Bill of Rights Act (2012), harassment, intimidation, and bullying is any gesture, written, verbal, or physical act, or electronic communication. It can be a single or series of incidents that is motivated by a characteristic of race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity, expression, or a mental, physical or sensory disability (p. 9). The National Bullying Prevention Center (2016) found that one in every five students have reported being bullied. With this high number of affected students, there has been an exceptional amount of support of parents, educators, and legislators that are determined to stop the issue against this diverse population. This paper will provide extensive research of the ethical issue of bullying. It will examine bullying and discrimination of race, sexual orientation, and disabilities in schools through New Jersey legislation, anti-bullying organizations as well as peer-reviewed journals.