Bullying Victimization Research Paper

“Be careful what you say. You can say something hurtful in ten seconds, but ten years later, the wounds are still there” (Joel Osteen). The bullying rates have increased tremendously since 2000. This is likely because of the increase in technology that anyone can practically do anything without others knowing. But this may not be the case, it could just be that people, since 2000, have been treated differently in this century than in the past. But why would this be?

The concept of bullying in the school system has been linked to many homicides and

According to the article “Tales of Bullying,” students can become a bad bully because you might have your own group of friends you want to impress or try to show off for, or you might have something going on at home. According to paragraph 3 in “Meet the New Sheriff” kids may get bullied because of their hair and/or what they wear. All around the wonderful world good kids are ending their own good lives over bullying. A bad bully is far worse than a lazy bystander because mean bully’s cause suicides, bullies cause/have low self-esteem, not to mention they suffer a large amount of punishment.

This article explores the prevalence rates of bullying victimization among special needs students in the United States. The researchers describe bullying victimization as the misuse and abuse of power to harm or humiliate an individual over time. Investigators have reported a higher rate of bullying and victimization among students with disabilities when compared with mainstream peers. Special needs students are prey for bullies because of characteristics related to their disabilities. Many students diagnosed with developmental delay lack social and communication skills. Disabilities such as autism, specific learning disorders, emotional disorders or attention deficit disorders may cause an individual to behave in a variety of ways. These students behaviors may be perceived as withdrawn,

This book is about bullying and students with disabilities. The author builds on the topic of bullying, bullies, victims and prevention strategies schools need to incorporate into their learning environment. Barry McNamara reveals common sense tips teachers, parents, students, and stakeholders can use to identify and eradicate bullying in their schools and communities. The author describes the characteristics of bullies and victims. Notably, bullies are often quick tempered, easily frustrated individuals who pick on or tease smaller or weaker associates. Bullies feel the need to dominate or overpower other students on a regular basis. The author describes the victim as an isolated student who typically doesn't have many friends, and seems depressed. Moreover, evidence paints the image

In the article by Rose, Swearer, & Espelage (2012) the authors explained that further research should be conducted to determine if anti-bullying programs effectively impact exceptional education students or if modifications were needed The authors also argued that bullying not only affects the regular student, but it possibly puts the special need student at a higher risk. They are at a higher risk due to physical elements, personal qualities, and school related issues. When students with disabilities display age-appropriate social skills and positive self-concept, are academically sound, develop positive relationships, and are involved in school activities, their

At some point in our lives we have either bullied, been a victim of a bully, or known someone that’s been bullied. It affects how we encounter the next person, and how we approach our future. I was very touched by this story and it crushed my heart. The child wanted to fit in so bad, and accepted ridicule just to have friends. How can the kids look in another child’s eyes and not see their hurt? Andy had a hard, rough life and I’m sure when he went to school he forgot about the problems he had to face alone. The “popular” boys found amusement in picking and making a mockery of Andy. Who really is the coward? In my personal opinion the coward are the boys who wronged Andy and the leader of the boys who knew it was wrong from the start.

This article provides insight into bullying and victimization from the perspective of 3,305 students in general and special education inclusive classrooms. Students' self-reported bullying and victimization rates of two to three incidents a month. In addition, mainstream students reported bullying in the form of verbal remarks and relational positioning. Whereas, special needs student's data implicate the same results along with physical and psychological wounds. Surprisingly, researchers report incidents of teachers and support staff participating in bullying by verbally abusing special education students. However, the authors of the article

According to DCSF (2008), bullying is one of the most detrimental forms of discrimination especially seen within children with special educational needs (SEN) and disabilities. For children, bullying can be a barrier to accessing education and succeeding in life however,

In school, at the park, on the streets and any other places, students tend to pick on one another. Results show that over the past decades, bullying has become a serious issue resulting in depression and suicide. In order to decrease bullying, the State or Federal Government should take charge by putting anti-bullying laws into place.

Experiences of bullying victimization can be categorized into direct and indirect victimization and differ between boys and girls (Arseneault et al., 2010; Van der Wal et al., 2003). Many cohort studies have shown that 20-30% of school aged children fall victim to frequent bullying. While studies have shown that both boys and girls are victimized, girls tend to internalize the trauma of their experiences. There are several types of bullying; verbal, physical, relational, and cyber (Wang et al., 2009). Victimization is a leading cause of depression among both boys and girls. Over a two to three year period, using children ranging from ages 13-19, a broad range of ethnic backgrounds, gender, grade, age, and household composition are the

This article examined how psychological distress can be impacted by bullying at school or online. Specifically, it was aimed at investigating how factors, such as sex, sexual orientation, and cooccurrence of both types of bullying, can mediate this relationship. The authors cited research suggesting that cyberbullying is correlated to negative school experiences, lower academic performance, negative perceptions of school, as well as increased emotional distress and anxiety. Of the roughly 20,000 high school students surveyed from an area near Boston, 16% reported suffering cyber bulling, 26% reported suffering school bullying, and 60% reported both. The authors found that instances of cyberbullying were more frequent among girls (18%) than boys (13%), as well as nonheterosexual individuals (33%) relative to heterosexual individuals (14%). The authors also found that school bullying decreases more (from 32% to 17%) than cyberbullying (from 17% to 13.4%) throughout one’s high school career. Having lower school attachment and performance was also found to make an individual twice as likely to suffer cyberbullying (11%) than having more average performance (5%).

There are so many short and long term affects that are associated with bullying. These effects take on both part of the situation; the bully and the victim. John Sheridan has short and long term effects for both the victim and the bully. From his article Short and Long Term Effects of Bullying - The Victim & the Bully, Sheridan come up which a list. His first list concludes five short term effect of the victim. The first short term effect is extreme depression where the victim always feels sad and need to withdraw from others. Second, the loss of self-esteem or self-worth may occur to emotionally attack the victim. Third, anxiety about attending event with peers, who will notice and judge the victim. Fourth, trouble sleeping such as nightmares,

The article entitled National prevalene rates of bully victimization among students with disabilities redefines the seriousness of bullying children within the special needs spectrum. Special needs students are sometimes overlooked and ignored population of learning institutions.

“In the United States, in a study of over 15,000 students attending public and private schools, Nansel, Overpeck, Pilla, Ruan, Simons-Morton, and Scheidt (2001) found that 30% of sixth- through tenth-grade students said that they had moderate to frequent involvement in bullying at school with 13% reporting their role as perpetrators and 10.6% as victims.” (Rivers, Ian, Duncan, Neil, Besag, Valerie E.) According to a more recent statistic by bullyingstatistic.org stated that verbal