Bullying And Bullying

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 conducting 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.

Understanding the notion of bullying is undermined by an individual’s point of view, life experience, and personality. What some people declare as bullying others shake off as a typical behavior of kids. Whether the bias also has a base in gender or age the issue that needs to be dealt with is the damage done to the victim and the mental health needs of the perpetrator. The question regarding bullying is about norms and responses to violations of the norms. How students and adults interpret the actions, reactions, and feelings are tied to the level of open communications that exist. Adults often believe it when the student says ‘I’m fine’ because they want to believe it. Students are quite skillful about saying what they think adults want to hear. This lack of communication at home and school leaves a student who is being bullied isolated and vulnerable.

In recent years, we have heard more and more about bullying and the alarming effects it has on our society. Bullying is defined by the Center for Disease and Control (CDC) as “any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated.” (“Featured Topic: Bullying Research” ) There are many forms of bullying, including but not limited to physical bullying, verbal bullying, and cyber and text bullying. The adverse effects can cause severe damage to the victim, including both physical and mental health issues as well as academic issues. Numerous studies

Bullying is a recurrent issue that can be found in many, if not all, schools across the world. It is a universal action. “Bullying is broadly defined as intentional and repeated acts that occur through direct verbal, direct physical, and indirect forms (cyberbullying), and it typically occurs in situations in which there is a power or status difference” (O’Brennan, Waasdorp, & Bradshaw, 2014). In a study done among 876 students in grades 4, 5 and 6, researchers came to the conclusion that nearly 30% of students commit acts of bullying against their classmates, with reports of bullying being two times higher than the rate of bullying itself. “Aggression and peer victimization are significant problems for many elementary and middle school students” (Jensen, Brisson, Bender &Williford, 2013). According to Lindsey M. O’Brennan, Tracy E. Waasdorp and Catherine P. Bradshaw, in their article “Strengthening Bullying Prevention Through School Staff Connectedness, they state

Bullying is a complex human relational attribute that is difficult both to study and understand as regards its motivations as well as proliferation among peers. It is a sociological concept that requires a lot of accuracy, patience and detailed focus in order to unearth the inherent attributes that make it such a subtle and complex phenomenon defining human relationships. The Student’s Guide to Research gives insights on some of the steps that may be good in helping understand this concept by making a reference to combining both qualitative and quantitative research methods as a way of obtaining content to decipher the complexities surrounding this concept. The first step in understanding and analyzing bullying therefore would be to establish

Bullying is a far reaching topic in our communities, and even our homes in some cases, but more importantly bullying has a negative impact on the school atmosphere and on the student’s right to a safe and enriching environment without fear. In a world where boys will be boys and vice versa the climate of bullying is ever more present in today’s society. In fact, over the years, it has been viewed as being so commonplace in schools that it has been overlooked as a threat to students and reduced to a belief that bullying is a developmental stage that most youth will experience then get over (Ross, 2002, p. 107). Bradshaw (2015) explained it by saying the culture of peer bullying and harassment that was [is] a largely neglected problem

“Bullying” has three key features (Olweus, 1978): aggressiveness, repetitiveness, and power imbalance. First, bullying involves aggressiveness intentionally enacted by a group or individual. Next, bullying is repeated over time upon the same victim. Finally, the bully–victim relationship is asymmetrical in power, such that victims are unable to defend themselves by their own efforts. Bullying does not specify the age or life stage of involved parties, although bullying in school is the most talked about. Bullying remains a serious social problem from childhood through early adolescence and adulthood, as college and the workplace provide frequent sites of bullying. In college, 40–45% of students experienced some form of bullying on campus (Lento,

Bullying is a major issue in schools all across America today. According to Gale Student Resources in Context, an organization dedicated to helping students get accurate and credible information, 30% of high school students in America say that they have been bullied at some point in their lives (“Bullying at School”). It causes many problems for the victims such as low self-esteem, lower grades, depression, and anxiety. An article on CNN Wire shares the struggles that victims of bullying deal with

Bullying and victimization in United States schools has just recently begun to be studied(Milsom & Gallo, 2006). Many schools realizing the impact that bullying has on children are quick advocate anti-bullying programs and punish bullies, however victims of bullies are usally given no emotional support. Research on bullying reveals that there are both immediate and future consequences for the targets of bullying (Gottheil and Dubow, 2001). Students are more likely to suffer from academic problems, absenteeism, loneliness and loss of friends especially when the bullying behavior is severe and prolonged (Robert & Coursol, 1996). Children who are targets of aggression are also more likely to be depressed and develop low self-esteem (Gottheil

Peer victimization referred as bullying is known to be an increasing issue for students of all ages in school settings. As noted by Perry, Kusel, & Perry (1988) article studies approximately found that about 10% of children in the United States have experienced extreme victimization by bullying. Most likely, bullying can also impact children throughout their school years all the way through their college years. A study which investigated the continuity of being a bully, victim or bully victim from elementary school throughout college in 119 undergraduates found that out of the 25 students that was bullied in college, 18 students which is about 72% of them had been bullies in high school and elementary school (Chappell et

The purpose of this study was to conduct research on bullying and victimization, to see how it varies by age and gender and to also help with bullying and victimization prevention in schools. The authors published this study so that other researchers and those in the social sciences field can use it for their own purposes. For example, a child psychologist could read this study to further understand the effects of bullying and victimization and help them work with children in that position more efficiently. Also, other researchers or theoreticians may take this research to refer to or help them further conduct their own research and theories. The authors published this study to help the intended audience gain a better understanding on how bullying and victimization is affecting children and adolescents. Their hopes is that with their findings, steps will be taken and the

Bullying behavior is a worldwide phenomenon that has become an urgent public health concern in recent years. The Centers for Disease Control and Prevention (2014) proclaims that in the United States (U.S.), 70.6% of school-aged youths identified at least one occurrence of bullying in their schools. Among these U.S. students, 28% reported experiencing bully victimization, while 30% admitted to bullying other students (Gladden, Vivolo-Kantor, Hamburger & Lumpkin, 2014).

Bullying can be hard to define, because research has shown that it comes in many forms which makes it difficult to find one set of characteristics that will describe a bully. Conclusively, studies have defined bullying as a set of repeated aggressive behavior that is intended to harm someone, which usually involves an imbalance of power between the victim and the perpetrator (Morgan, 2012, p. 174). Studies have shown that there are two distinct types of bullying, which is a direct form of verbal and physical aggression, and indirect, which often results in name calling, rumors and exclusion (Aluedse, 2006, p. 38). This form of peer victimization can have devastating effects on a child 's academic work and their physical and psychological well being (Limber, 2003, p. 23). In terms of gender, boys are more likely to be involved in physical bullying (direct) as for girls are more likely to be involved in indirect bullying (Wang et al, 2009, p. 371). Previous research indicates, that parents and friends are two important factors of social interaction associated with bullying and victimization among adolescences. Bullying is quite common among middle school children, because it is during this time that children go through puberty and hormonal changes. During this time students are looking to be accepted and fit into a specific group; however, when there is a lack of acceptance and esteem due to victimization, this can cause children to isolate themselves from those around them

Bullying is defined as unwanted or aggressive behavior that causes someone to feel afraid or intimidated. This behavior could be something physical, verbal, or something done electronically or through social media. If someone feels threatened by someone’s actions or words, it could be considered bullying, even if that was not the intent.There are many types of bullying, how to recognize bullying, how to report bullying, what to do if you see incidents of bullying, and what resources are available to persons who have been bullied.

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.