Bullying Behaviors: Article Analysis

Bullying is unwanted, aggressive behavior among people of all ages, but mostly school-age children. Society has been aware of bullying since around 1693, but it was not viewed as a real problem until the 1970s. “While overall incidents of school violence, such as assault and theft, have declined in the last decade, bullying is on the rise.” (qtd in Tyre) The percentage of middle and high school students that have been victimized by bullying went up from 14 percent in 2001 to 32 percent in 2009. (Tyre)

Bullying is a very negative offense that is described as “repetitive behavior that harms or hurts another person physically, socially or emotionally; and is an imbalance of power in which the target cannot stop the behavior and defend themselves” (National Bullying Prevention Center, 2016e, para, 2). Additionally, it creates major problems for everyone in general, and all those who are involved, principals, social workers, teachers, and the schools. According to NBPC, research and statistics have proven that bullying tends to change, if not ruin the lives of many people in a harmful or tragic manner. Many long or everlasting detrimental effects occur as a result of bullying. Poor mental health, behavior disorders, and loss of academic interest or skills have been associated to bullying. Additionally, there is a strong correlation between school violence and suicide. It is crucially important for students and their families to understand that there are many resources and help available. According to research, the effects of bullying can distort or destroy the lives or future of many innocent victims. To broaden the perspectives and knowledge on bullying, this paper will focus on its definitions, roles of bullying, characteristics and environmental factors that influence and develop bullying. Finally, I hope to describe prevention or intervention resources and programs, which have been effective in teaching parents and students how to

Bullying is defined as “verbal, physical, or psychological abuse or teasing accompanied by real or perceived imbalance of power” and is usually targets what children perceive as different (Olweus, 1993). Bullying is prevalent across the nation. It has devastating effects on students each day. Bullying is a problem for all students, regardless of race, gender or class. The National Education Association reports that 160,000 children are absent intentionally from school each day because they fear being bullied whether it is an attack or just intimidation by other students. This accounts for 15% of all school absenteeism (Hunter, 2012). Dan Olweus (1993) from the National School Safety Center tells us that bullying includes three parts: (1)

Bullying has become a larger issue in schools across the nation. Schools have noticed the pattern that bulling takes place on their campus. School districts are trying to decrease the amount of bulling by creating anti-bulling programs, teaching students respectful manners, and create fun methods to keep positive attitude.

Moreover, behavioral and emotional differences intimidate many people. This study provided the many different definitions of bullying and is a great jumping point for teachers to understand the causes and effects of bullying, both in school and legally. However, the nine helpful recommendations fail to be truly applicable to a classroom and may even raise more questions than answers. Most would agree that policies that apply to schools are a state-level issue, as per our Constitution. However, if the available definitions of bullying are too broad and students do not report issues or teachers fail to advocate for victims or fail to be strong moral agents and correct issues as they see them then all the other recommendations in the article have substantial

Bullying cannot be accomplished with one or two people; many others contribute. In this book, I will discuss in further detail four roles that are played in bullying: the victim, the bully, the bystanders, and the teachers. Each role is different, and each contributes something that factors into the issue of bullying.

The article broke bullying into three main characteristics: behavioral, psychological, and physical. When looking into statistics of the physical characteristics, the children being bullied seemed to be smaller, and appeared weak to the bullies. As for the bullies, this allowed them to feel stronger and to have more power. When breaking it down to gender differences, boys seem to be more affected by bullying than girls do. Boys are also more likely to bully girls than girls bully girls. According to the articles statistics, being bullied can cause a great amount of psychological issues, as depression being the number one illness.

The Chapter 13 article emphasizes that teachers hold the key to change through successful prevention and treatment of bullying. Teachers are essential where their own behavior and interactions with students are critical to enhance their development. In order to eradicate or prevent bullying, teachers need to be aware and recognize that bullying is a serious problem. Although appropriate action is taken when bullying occurs, this topic will continue to be a painstakingly issue to solve.

Adult bullying is another types of bullying, but it is not less harm than the others. Weber wrote this article trying to explain that bullying is almost everywhere in work, school and even in streets.it isn’t only between children and teenager, but it’s also between adults and especially at work. As she provided four types of bullies and how they reacts, and some methods how to deal with them. It’s showed that if the bully was not able to put his victim in the right spot, they will just leave them alone as thinking that it isn’t fun harassing this person. Bullies behavior sometimes come as a way the person is trying to relieve something on them; it could be psychological thing or something happen with them before that give them to act this

"When you think of a bully, you might not picture a young child. While bullying is most

As I continued to contemplate each individual topic given in class, I found myself drawn to the topic of bullying in the work environment. I searched through the various bullying articles in the Leatherby Library, which ensured the credibility of the source. When I came across the article Relationships Between Machiavellianism, Organizational Culture, and Workplace Bullying: Emotional Abuse from the Target's and the Perpetrator's Perspective I was immediately intrigued. In reading this article, I found it will be very helpful when writing my research paper. I was able to obtain information on how the culture of an organization can ultimately support aggressive behaviors among employees, if those behaviors are deem to bring about productivity.

Williams and colleagues (2017) discuss the different forms of bullying such as physical, verbal, social or relational, and cyber bullying. The article has subtopics such as bullying based on gender, the mental health effects of bullying, bullying victimization, and suicide attempts. The gender section provides insight on how differences based on one’s gender have changed over the years. There is no concrete evidence about the differences in bullying based on whether one is male or female. However, Williams suggests from research that males tend to be involved in the more verbal and physical bullying and females more social and relational bullying. Both genders are prone to being bullied via cyber bullying (Williams, S. G., Langhinrichsen-Rohling, J., Wornell, C., &

School administrators and personnel have long been tasked with handling the bullying culture that is so prominent in and out of the classroom. While the concept of bullying is certainly not new, its reach has expanded in a number of ways—and more and more recently, schools are being called to action after incidences of repeated bullying have beckoned students to flirt with the idea of taking their own life. Before entering a discussion on bullying, it’s important to come to a common definition of what it actually is. Dan Olweus offers such a definition in his journal “Bullying at School: What we know and what we can do”—“a student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one of more other students” (Olweus 9). This definition still offers some ambiguity, but it lays the framework for when to consider instances of conflict in school as bullying as opposed to daily confrontation. In the following, I will analyze a number of methods of intervening in cultures of bullying both by their inherent thinking and their practical effectiveness.

Children are bullied through many methods, including being picked on or made to feel insecure by other peers due to their physical appearance, choices of friends, gender, gender identification, and/or other differences. Dan Olweus (as cited in Kaiser and Rasminsky, 2012) defines bullying as “A person being exposed repeatedly and over time, to negative actions on the part of one or more other persons” (Kaiser & Rasminsky, 2012, p. 253). According to Smith (2016) “The main types of bullying have been verbal, physical, indirect relational (rumor spreading) and social exclusion (which can be direct or indirect)” (p. 400) Bullying is an issue that continues to plague school and families. Often, literature is used by teachers to open the conversation about bullying and being respectful of differences in people. “Portrayals of bullying in countless books. and movies depict bullying victims as inevitably resilient and victorious, whereas the bully eventually meets with justice” (Rettew & Pawlowski, 2016, p. 235). Building social issues, such as bullying, into academic activities is a wonderful way for teacher to ensure that students are exposed to appropriate ways to treat each other. This

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.