Bullying Victimization Among Peers In Elementary And Junior High School

Unfortunately, bullying is very common during the elementary and middle school years. In one study of 4th – 6th graders, 25% of students admitted to bullying another student several times or more often during the school term. Another study found that 80% of middle school students reported engaging in some form of bullying during the past 30 days; with 15% doing so frequently. In a national study of more than 15,000 students in grades 6 through 10, 17% reported having been bullied “sometimes” or more often during the school term, and 19% reported bullying others “sometimes” or more

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

To deny the existence of bullying throughout the nation, especially within the brick walls of school, is to be ignorant. Bullying is a huge issue that is evident in may schools throughout America. Seventy percent of students throughout schools in America have said that they have witnessed bullying. A total of forty-nine percent of student in grades 4-12 have reported getting bullied at least once a month. Parents have to constantly worry about their child getting picked on while at school. One out of every four students, equalling to around twenty percent, are bullied every year. Around fifty-five million children throughout the United States are attending school this year, many whom are getting bullied.

The article looks at the different groups that are involved in bullying and how they affect the situation. Some are knowingly involved and participating in the act of bullying while others participate without even realizing it. The article shows a good understanding of the issue of bullying and informs the reader of what to look for and how to prevent it. The author helps us to understand the bully and what causes a person to bully, it also shows why some kids get bullied and how bystanders can contribute or prevent it. I think this article gives good incite and ideas on how to combat or prevent bullying. I will add this article to my tool box and will use it in the classroom to create an open and honest conversation about bullying. We will create peer responsibility through peer intervention and will build a classroom culture that encourages team work and group support. Using this article the students will understand the implications of their actions and will know how to change the path of the bullied. They will understand how being a bystander also contributes to the situation. They will know what actions to take in the prevention of bullying in their lives and those around

Bullying can be defined in three aspects: frequency, intentionality, and power differential. “Bullying involves aggressive acts that are repeated over time with intentionality and a power differential between the victim and the perpetrator” (Malecki, et al. 2015, p.116). Bullied victims and peer-victimized youth have different levels of depression symptoms including different coping strategies. In the article they state that bullying rates decreased as students left middle school and moved up to the high school level. Meaning bullying behaviors are more prevalent among students in middle school in grades 6th to 8th. It is said that students in middle school who are involved in bullying are more likely to show impulsive aggressive behaviors

Bullying is not a new problem, it is the most frequent type of victimization encountered by youths, and is a growing public health dilemma (Bradshaw, 2013). Many studies conducted over the last few decades has affirmed that bullying occurs regularly in the United States of American (USA). Statistics have shown about 20% of youths in grades 9-12 in the USA have been subjected to bullying at school (Barrios, David-Ferdon, Hertz, Holt & Jones, 2015; Campain, Goldberg, Hase, Smffith & Stuck, 2015).

Bullying has been around for years, but it has never been taken to the extreme as it has today. According to Berthold and Hoover, Slee, Walker, Ramsey and Gresham, “targets of bullying may suffer greatly in terms of their social and emotional well-being, become anxious, and depressed, isolate themselves from peer groups, and avoid school for fear of being bullied”. With the help of school-based intervention programs, the frequency of bullying has the ability to be minimized greatly. Many theorists and practioners believe programs have already been put in place to intervene bullying, but too many tragedies are still occurring, so there needs to be more of an effective intervention.

Bullying is continuing to grow as a problem in schools today, affecting 1 in 3 children in the United States (Shetgiri, 2013). Studies show that between 15-25% of U.S. students are bullied frequently, while 15-20% of students report that they bully others with some frequency (Nelson et al., 2001).This makes bullying an important public health problem and it is gaining more recognition as a problem affecting the well-being and psychosocial functioning of school-age children. The focus of this paper is limited to bullying during the school-age period, which includes children from six to twelve years of age.

Bullying has become a widespread social issue that continues to affect adolescents as an unwanted and aggressive behavior involving a form of repetition and power imbalance (1). This condition has become widely prevalent in schools and affects students both emotionally and physically with the possibility of long term effects. The common forms of bullying in a school environment can either be physical, verbal, social or technological. Correspondingly, it impacts students despite gender, race, class or orientation. The statistics has become disheartening and perplexed as a large number of bullying amongst adolescents occurs within a school environment or related function. One out of three adolescents has admitted to being bullied or participating

The important characteristics of the sample describe the importance of parents, teachers, and school counselors interacting together to come up with a solution that will help children to feel safe while at school and to also give parents a piece of mind to know that while at school, the school systems have some type of program that will help both the bullied and the bully to overcome the fear of not fitting in because of someone else’s opinion. The result that is being discussed in the context of the research is presented in the literature review section of the

Bullying has been an ongoing and an increasing problem in schools over the past two decades. In the United States of America, “The 2010–2011 School Crime Supplement (National Centre for Education Statistics and Bureau of Justice Statistics) indicates that, nationwide, 28% of students in grades 6–12 experienced bullying. The 2013 Youth Risk Behaviour Surveillance System (Centres for Disease Control and Prevention) indicates that, nationwide, 20% of students in grades 9–12 experienced bullying.

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 during childhood can inject fear into the child, resulting in their deprivation of attendance in school. This fear exists because of how one in every four teachers see nothing wrong with bullying and do nothing, or very little, to stop it from happening(¨11 facts about bullying). With hardly any staff watching out for bullied students, the feeling of safety starts to leave from the students, arising more fear of the bully. With lacking knowledge from missing days of school, to future mental illnesses, bullying is affecting the future just as much as the present by reducing the knowledge needed to run the next

Bullying occurs when one child tries to exert unwarranted influence over another, or the former mistreats the latter in one way or the other often due to a power play struggle between the two. Although schools have made several attempts to fight the vice particularly at the elementary level of education, the problem has persisted in some of the higher grades. According to the research by Swearer, Espelage, Vaillancourt, and Hymel (2010), bullying and teasing incidents increase in middle school environments as they have fewer structures for dealing with the vice. Incidentally, teachers do not see the need to supervise teens as they play, have lunch, or undertake other extracurricular activities as the society no longer considers them delicate. For that reason, middle school children are the most likely to experience or engage in bullying and hence suffer the related psychosocial, physiological, and academic effects.

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