Adult Bystander Behavior Summary

Bullying is still in fact a major source of predicaments among many children, adolescents, and young adults; in the cases of schools in particular, “[o]ne out of every four students (22%) report[ed] being bullied during the school year” (US Department of Education, National Center for Educational Statistics, 2015, ¶ 1). Concomitantly, one must accept the fact that bullying is a constant problem that requires more solicitude and awareness from the general public in order to further aid in its prevention. Nonetheless, studies conducted by Hawkins, Pepler, and Craig (2001) have also revealed that more than half of

The purpose of this study is to identify the most prevalent forms of bullying on a high school campus and identify which strategies are most effective to prevent or respond to bullying. The study will also identify the most effective strategies to improve student achievement and attendance for those students who have experienced bullying. Students must feel safe to learn. Students who are bullied have a propensity to avoid the bullies; therefore, they choose not to attend school. Poor attendance often will result in poor grades and even dropping out of school.

Bullying at school is a big problem that is found in all the schools in the United States and across the world. Since the late 1990s there have been several fatal school shootings committed by victims of bullying that have brought bullying major media attention. This has resulted in an increase of awareness about the harmful effects on the kids being bullied as well as the bullies themselves. This has brought a large amount of local, state, and nationwide programs designed to try to prevent bullying or to at least try to contain the problem. “In an effort to adequately address the problem, many schools are taking a proactive approach through prevention and intervention, but how do we know if and when such intervention is effective? First and foremost, we must have an accurate understanding of the dynamic and complex phenomenon of bullying across development and as it spans the multiple levels of the social ecology” (Casper, Meter, & Card, 2015, par 2). Many psychologists, sociologists, and school administrators have been publishing research on school bullying. Bullying is a significant threat to many children because it causes psychological problems not only for those who get bullied but also those who do the bullying. Even though bullying is a significant problem the are few solutions that can help prevent or significantly reducing bullying like reporting bullying, know the characteristics, and passing laws.

Notar and Padgett provide a review of current research on the roles adults play in bullying. Adult roles are divided into three subgroups: parents, teachers and adults in general. There are two common themes demonstrated throughout these groups.

However, their second survey was for the teachers asking them questions such as: how frequently have you seen bullying? What part of the school? And the extent to which they address bullying with their students. On the other hand, the second article had an approach towards school psychologists and nurses. School psychologists were asked to take a deeper leadership in developing “comprehensive approaches to bullying prevention.” And school nurses are asked to to bring a healthier environment to the school and to be able to recognize the victims and the bullies. Nevertheless, both articles were trying to test a way to prevent bullying from

Most of the incident in regards with bullying are either online or on campus. When it occurs in campus most of the students surrounding the occasion of when bullying occurs become the bystanders and prefer not to take action upon it to try to avoid being in it when since the beginning the teens were already part of the problem. The teens believe that being part of the problem is when their is a verbal accusation and believe that just watching the bullying occur will avoid the teen from being involved in the situation. In the survey the students were asked if one of their friends have been bullied and if they were a bystander. Surprisingly 628 students said that seeing bullying and stopping the problems was not a part of the teens experience in high school. In the other hand only 247 students said that they were bystanders. Usually when a teen becomes the bystanders it's to entertain the crowd of kids around causing the bully to feel more in power of the

An appropriate step of a bystander is getting help by telling a friend or a trusted adult. A trusted adult can assess the argument between the bully and the victim. The impartial decision and solution made by the adult may have unwanted consequences for the bully. “When it comes to empowering bystanders, simply telling students to “tell an adult” is not enough.” As another step, the bystander must be vocal by expressing how the victim might feel by being bullied. As a bystander takes the risk of getting involved, a friend is all that may be needed by a victim to share the feeling of being alone, scared, and helpless. With only 63% of students reporting watching a bullying incident, there is still plenty of work to be done by the bystanders, (https://www.psychologytoday.com/blog/beyond-pink-and-blue/201504/bullying-hurts-everyone-even-bystanders). When a bystander decides to take action and acts on the behalf of the victim, nearly 57% of the bullying incidents stop, 4(https://www.psychologytoday.com/blog/beyond-pink-and-blue/201504/bullying-hurts-everyone-even-bystanders). Even all of the ages one through twele grades are getting bullied even adults. It is not easy to stand up to a bully even when the bully does not stop. We, the people, of the United States have the right and responsibility to stop all

This essay will be looking at two different cases of bystander behaviour and the similarities between them and differences. How they compare and contrast with reasoning behind why individuals or groups react in the manner they do. Using two examples from Jovan Byford (2014) ‘Living together, living apart: the social life of the neighbourhood’, in John Clarke and Kath Woodward, G. (eds) Understanding Social Lives, Part Two, Milton Keynes: The Open University. These examples cover two approaches the first explaining why people do not intervene to help others when in danger and the second using the discourse approach to the same situation. Using various discussion evidence the essay will put together an outline of the two examples and then provide

As the most well-known anti-bullying program, the Olweus Bullying Prevention Program (OBPP) seems to be an effective program (“Olweus Bullying Prevention Program: Scope And Sequence”). However the effectiveness of this program is uncertain in many countries except in Norway (Simmons). A study even found that OBPP had no effect in general in preventing bullying in American schools (Simmons). Moreover, huge resources are required since OBPP is “used at the school, classroom, and individual levels and includes methods to reach out to parents and the community for involvement and support” (“Olweus Bullying Prevention Program: Scope And Sequence”). A school with limited staff and resources may find it hard to introduce and implement this whole-school program across several levels. Instead, “an on-the-ground, local approach with individual students rather than a broad , mandated program” should be recommended (Simmons). It is important to offer bullied students available and trusted channels to seek help from. From my experience, I was bullied once by a senior student in high school, and I felt embarrassed to talk to my parents about it. Parents should be encouraged to discuss the concept of bullying freely with their children, so that bullied kids do not feel afraid or embarrassed about reporting. Moreover, Students should know who and where to seek help from in school. For example, a teacher can be appointed to be the main contact person about reporting bullying. Furthermore, the program should consist of regular meetings and seminars that educate students, teachers and parents about the implementation of this

According to O’Neil, Kellner, Green, & Elias, bullying has lasting effects on students along with the school. Therefore, both “proactive and reactive strategies” should be implemented when dealing with bullying (O’Neil, Kellner, Green, & Elias, 2012). According to the authors, every school should have a group of “administrators and pupil service personnel” who are trained to deal with incidents of this nature. To properly deal with the problem of bullying in schools, certain measures should be taken. First, according to the US Department of Education Office of Civil Rights, an official investigation must be conducted. Next, the injured party and their parents, along with staff members, should meet to discuss

Bully is the very first documentary film to show how all are being affected by bullying, whether they are the victims, the ones who stood silent, or the wrongdoers. It starts out on the first day of school. School busses across the country are loaded up with students with backpacks full of supplies and the noisy sounds of raging hormones, all riding into the unknown. Bully is a character-driven film that follows five young adolescents. Those who are the most at risk and whose stories each personify a different aspect of bullying are the heart of the film.

Imagine being at your locker and a kid across the hall was being pushed around by a group of big guys, would you just stand there and watch an innocent person being bullied or would you step in and stand up for him? Most teens are bystanders who witness bullying and don’t think to step in and break it up. Some people are too scared or just don’t care about what is happening and what they could have done to stop it. Being a bystander can be either good or bad depending on what they do. Most teens are bystanders who don’t do anything because they don’t want to get hurt or judged for it. Some teens do something because it is the right thing to do and they want to help. " In truth, as many as 25 percent of American schoolchildren continue to be

School bullying and bullying as a whole has become a growing concern. The need for more intervention is more recognized, as incidents of bullying and inappropriate acts towards others occur in places outside of the classroom. This literature takes a closer look at bullying in schools. Olwesus (2013) states “the field of bullying research is to some extent plagued by problems, disagreements, and unresolved issues” (p.752). Whether if anyone will agree on the root of bullying, the fact remains that bullying has to be examined at its very core to remedy the matter before it becomes a bigger concern. There is a dire need for intervention based programs to be set in place to address the fact the act of bullying has lasting effects on the bully and the victim. When intervention programs are put into place to address bullying, the act of bullying decreases due to the gained understanding of the effects.

Bullying is a serious occurrence that is plaguing youth all over the globe. Bullying, a form of aggression, can be experienced in four forms: physical, verbal, social or cyber (Oh & Hazler, 2009; Trach, Hymel, Waterhouse & Neale, 2010). However, all bullying is composed of three specific concepts—causing their victims harm, possessing greater power then their victims and repetition (Oh & Hazler, 2009). Read into the definition of “bullying” and one would simply identify a bully and a victim yet they would likely fail to identify a key influence: bystanders. It is their impact on bullying that can create serious problems therefore understanding the bystander’s role is vital in trying to decrease the occurrence of bullying (Oh & Hazler,

Bullying, a form of aggression, can be experienced in several forms: physical, verbal, social or cyber. All bullying is composed of three specific concepts—causing their victims harm, possessing greater power than their victims and repetition (Oh & Hazler, 2009). Most often it is just the bully and a victim taken into consideration yet this fails to identify a key influence: bystanders. It is their impact on bullying that creates serious problems thus understanding the bystander’s role is vital in trying to decrease the occurrence of bullying (Oh & Hazler, 2009).