Introduction High school bullying manifests in more ways than one. It may be perpetrated through emotional, verbal, or physical abuse. Basically, those who bully their fellow students exert some level of subtle coercion on their subjects and do it repeatedly such that they dominate their subjects in a social or physical manner (Levinson, 2002, p. 1). Bullying is usually outlawed and discouraged in many schools in the United Kingdom (UK) but currently the country does not have any clear legal definition of the term (Oliver, 2003). However, other countries such as the United States (US) have a clear-cut definition of bullying and those proved to have committed the act usually face legal action at a school or state level. High school bullying normally takes the form of group or individual domination over vulnerable targets and usually involves the witnessing of unfair acts by bystanders who most often condone such actions so that they do not become the next victims (Swearer, 2009, p. 4). Nonetheless, USA Today reports that: “school children may not evaluate school-based violence (student-on-student victimization) as negatively or as being unacceptable as much as adults generally do, and may even derive enjoyment from it, and they may thus not see a reason to prevent it if brings them joy on some level” (p. 5). This complicates efforts to tackle high school bullying because some students often see it as a normal occurrence and therefore do not collaborate or take part in initiatives to curb the vice. It becomes extremely surprising that bullying is not only perpetrated by fellow students but by teachers as well. This often occurs because of the imbalance of power between students and teachers that which leaves room for subtle coercion from the teachers (Swanwick, 2010, p. 349). This study further exposes this topic but with the assertion that bullying can only be stopped if student cooperation is fostered and if moderators are introduced into the school system so that dispute resolution can be easily enhanced. This study will however accomplish these goals in a professional context such that the contents of this study can be considered for publication in a professional journal. Considering this unique goal, we will establish the professional journal to be considered and why it is appropriate for this study. Emphasis will also be made on the kind of audience to read this article because the contents of this study need to be at par with other similar articles in the journal to be selected. This therefore means that this article will be developed in close similarity to the similar articles in the selected journal. To achieve a precise outcome, we will evaluate some of the existing articles in the selected journal to establish the development criteria for preferred articles. Lastly, we will also evaluate the author guidelines in the selected journal and in so doing; we will develop a list of guidelines that outlines this study. Journal Selection The Journal of human behavior in the social sciences will be the journal of choice for this study. Considering the nature of bullying as largely a social issue, this journal will best accommodate such a problem because it seeks to analyze developing issues relat