Annotated Bibliography On Bullying In Schools

Violence Prevention, Reduction, and Elimination Measures to be taken by Law Enforcement and/or School Officials in a Typical School

Background: Many reports show over the last decade, studies demonstrate that a bully culture dominates our schools. In a 2005 national survey, 65 percent of teens reported having been verbally or physically

A sudden increase of youth violence in public schools in early 1990 has caused many to raise concerns about violent behaviors in schools. In the past, the most common form of violence that took place in schools was bullying, physical fights, or

How many of you know someone that has been a victim of bullying? or have been victims of a bully? Statistically schools students have a one in seven chance of being on the receiving end of a bullies rage (NBNBD). In the United States, there is an estimated 160,000 children miss school every day due to fear of attack or intimidation by other students (NEA), but what are the contributing factors in school violence? What and why do bullies to want to inflict pain on someone? We need to find the many sociological factors in a bully that causes them to do harm to others and contribute to violence in schools.

School violence can be prevented by parents, communities, teachers, and even classmates can help reduce violence and improve the overall school environment, Also, education and consequences must occur in the home by parents and educators to effectively help reduce school and youth violence. This strategy stands in contrast to use prevention strategies, such as metal detectors and other security measures to help determine benefits and evidence that may offer knowledge and experience in preventing school violence that can enhance approaches to end school

The school, immediate community and parents must collaborate in order to best prepare school emergency/safety plans. Educators must reevaluate their school safety plans. According to a 2012 study conducted by Patton, Woolley and Hong, students who face violence in-home, in their immediate community as well as at school, create feelings of distrust and anxiety. When students feel safe in their environments, they develop a positive self-image of themselves and student performance outcomes rise as well. Lastly, parents have to take a more direct approach to aiding in the safety of our schools. Community stakeholders must realize two phenomenons; violence enters the school through community conflict and vice versa (p.390). Either way, community members and parents have an obligation not to promote the violence, yet find ways to work together in order to raise our children to a respectable level of humanity.

Bullying is an undesirable form of aggression that is mostly seen in kids of school ages in which one of the parties is less powerful. The aggressive behavior is normally repeated over a period of time. It has the power to have devastating, lasting problems. The purpose of this article is to provide a coherent analysis of the most recent research on bullying and to address the issues that still exist even when school-based programs have been implemented in schools since the 1980s.

The role of bullying encompasses of what actually takes place in school environments and what goes on in communities, families and agencies where children are violent. The authors looks at “A Staging Paradigm” in which the authors divided the violence in patterns and five patterns: repetitive school disruptions (pattern 1), acute case of child aggressor or victim (pattern 2), highly submissive victim or aggressive young student (pattern 3), child with self-injurious or self-defeating behavior (pattern 4), and truants and dropouts (pattern 5). It was noted that bullies are allow to do what they want because bystanders would not intervene and this creates a humiliating experience for the community and the family not to have a peaceful environment ( Weisbroth 2012).

To expect greatness in any field of life, it all starts from a place of quality education and that's what America has constantly strived for. School is the place where everyone is given equal opportunity to learn and shape himself or herself into contributing members of society. At the same time each individual’s academic success defines what it means to have a good life. Unfortunately, schools face lots of problems trying to do the right thing. Among major challenges that schools face, bullying has a strong attribution to the poor academic experience among student victims. Today, students still risk being bullied everyday. This paper studies bullying in secondary school with

Bullying among school-aged children is regarded as a widespread problem in the United States and there is no one-size-fits-all solution to the problem. According to the National Center for Educational Statistics (NCES), over one third of students in elementary and middle schools are impacted by bullying (Klein, 2012). Bullying is defined as “unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time” (Klein,2012). Studies show that the consequences of bullying not only include students who are bullied, but the effects extend to those who bully and

School violence being addressed by school-based programs designed to prevent, stop, and reduce violent and aggressive behavior in students. Many serious forms of violent crime such as sexual assault, murder, or aggravated assault occur in schools and more today. Conditions such as

Prothrow-Stith and Quaday (1995) look to identify risk factors associated with violence and ways to provide intervention strategies in helping overcome the unsafe environments they are exposed to. The identification of 4 factors helps promote support for students exposed to violence: (1) access to coping skill strategies; (2) participation in the coping skills; (3) development of self confidence and self esteem levels for cognitive capability; (4) contact with adults who share characteristics of caring and a strong individual who practices positive prosocial behaviors (Prothrow-Stith and Quaday (1995). Schools are place where the tools for helping children exposed to violence. Authors, Prothrow-Stith and Quaday 1995) state, “Schools are charged

Not only are bullied children anxious, depressed, and underachieving during the months and years of their torment, but even years later, they have lower self-esteem as well as painful memories. 7 The picture is somewhat different, but often more ominous, for bullies. Contrary to the public perception that bullies are actually insecure and lonely, at the peak of their bullying they usually have friends who abet, fear, and admire them, and they seem brashly unapologetic about the pain they have inflicted, as they often claim, "all in fun." But their popularity and school success fade over the years, and especially if they are boys, they run a high risk of ending up in prison. In one longitudinal study done by Olweus, by age 24, two-thirds of the boys who had been bullies in the second grade were convicted of at least one felony, and one- third of those who had been bullies in the sixth through the ninth grades were already convicted of three or more crimes, often violent ones. International research likewise finds that children who are allowed to regularly victimize other children are at high risk of becoming violent offenders as adolescents and adults. 8 Unfortunately, bullying during middle childhood seems to be universal: it occurs in every nation that has been studied, is as much a problem in small

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.

Thesis: Bullying in its many forms affects all people no matter age, gender, and class, but the effects can be very dangerous and very hurtful.