Childhood Bullying : A Serious Public Health Problem

The journal article, “Parenting Style Influences Bullying,” focused on the topic of bullying among children. Children, especially with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD), are more likely to bully their peers who do not have these diagnoses. The study examined parenting influence on ADHD/ODD individuals and how they interconnect with bullying between children with these developmental disorders. It has been stated that if the parent shows an inadequate amount of attention towards their child autonomy it is more likely that they become bullies. Meanwhile, children with parents that showed warmth and attentiveness decreased the odds of them becoming bullies because of the positive reinforcement.

* 28% of children bullied in schools are 12 to 18 years old (Boske, & Osanloo, 2015). - There is an urgency to better understand the immediate and long-term impact bullying may have on children’s development because incidents may go unreported and the impact of bullying is often unidentifiable or invisible. The concern lies knowing most children spend at least 30 hours a week in school (Boske, & Osanloo, 2015).

Bullying has always been a very common issue in schools, but not easily recognized or taken care of. It was not until the increased number of s hootings in the 1900's and suicides that attention was brought into bullying in schools or “schoo l-bullying” (“School Bullying” 1). Today bullying impacts up to thirty percent of middle- to high-schoo l students (“School Bullying” 1). Whether or not bullying is more dominant in one’s life i s dependent on the age group: bulling general starts in early preteen years, but subsid es before adulthood.

The ACT-RSK program is a prevention program for parents of young children focusing primarily on family violence and child abuse (Burkhart et al., (2013). The study conducted by Burkhart et al., (2013) examined the relationship among parent characteristics such as hostility, depression, parenting skills, and the child being bullying. The study examined 52 parents that had children between the ages of 4 thru 10 (Burkhart et al., 2013). Twenty-five parents were trained in effective parenting in the areas of nonviolent discipline, child development, anger management, social problem-solving skills, effects of violent media on children, and methods to protect children from exposure to violence through the ACT-RSK program and the remaining 27 parents received the usual treatment (Burkhart et al., 2013). Results indicated decreased bullying for children whose parents completed the ACT-RSK program and parental hostility was found to be the only significant parent predictor for child bullying (Burkhart et al., 2013). Findings of the study suggested that brief intervention that focus on parenting may serve as a prevention effort for bullying (Burkhart et al., 2013). Findings also suggested that parenting may be a predictor for childhood bullying and that reducing parental hostility could be an

This article explores the different patterns on how children become bullies. Victims of bullying are repeatedly exposed to aggressive behavior ( Lereya, Samara & Wolke, 2013). This study involved both children and parents. The research was conducted to know why some children become bullies and others don’t. According to Lereya (2013), children’s family experiences and parenting behavior before entering school help shape their capacity to adapt and cope at school. It is important to identify how parenting styles and parent-child relationship are related to victimization in order to develop intervention programs to prevent or victimization in childhood and adolescence

Bullying has been recognized as a risk factor in improvement and personal growth of children and adulthood. It is a form of hostile conduct in which an individual engages to cause another individual harm or distress (Kirves, & Sajaniemi, 2012).. Therefore, it is vital to be able to detect signs of bullying in order to stop further consequences, such as self-harm, and suicide. Children who have experienced bullying become hopeless, anxious, have low self-efficacy, and have recurrent negative thoughts (Kirves, & Sajaniemi, 2012). Research in bullying has also concluded that children who bully other children are more prone to become anti-social and engage in criminal activity (Kirves, & Sajaniemi, 2012).

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.

Bullying has engrained in American society since the country’s founding. Bred from a capitalistic economy and competitive social hierarchy, bullying has remained a relevant issue through the years. School age children are learning skills and lessons from their teachers as well as through peer interactions. Although schools are great tools that children benefit from, there are some bad experiences, such as bullying, that may negatively affect and remain with these children for the rest of their lives. Some

Bullying is a pervasive problem among children and adolescents, and may take various forms including physical (e.g., hitting), verbal (e.g., name-calling), relational (e.g., social isolation), or occurring in cyber space. Previous studies have consistently shown that depression is associated with exposure to bullying. Bully-victims, a group of individuals who are both bullies and victims, are a distinct group at highest risk for psychosocial problems.

during their development from their childhood to their early adulthood. Sourander et al. (2007) studied the association between bullying and being a victim of bullying at an early childhood age of 8 and the mental disorder impact it has later in early adulthood. Some 2,540 boys born in 1981 were selected for the study. Information regarding bullying and being victims of bullying were captured from their parents, teachers and other children at the age of 8 or in 1989. Than further information was gathered on the subject during their life at the ages of 18 and 23 thru military registry information. Based on univariate logistic regression, children that only bullied frequently showed antisocial personality, issues with substance abuse, and mental

Although schools, agencies and pediatricians can do much at the community level to mitigate bullying and its effects, the problem is clearly societal in scope. Bullying cannot be stopped with a single intervention or by a single social agency. The use of violence to solve problems is repeatedly illustrated through television and other visual media. Many parents of bullies believe that it is appropriate for their children to learn how to compete in the schoolyard and do not see bullying as an issue (Feldman Hertz, Donato, & Wright, 2013). Too many children in our society are exposed to domestic violence directed towards parents and themselves. Too many children are born into adverse family situations, including low maternal age at the birth

The second article by Wang, Nansel, & Iannotti (2011) was a health brief devised to exam four types of bullying, the frequency of bullying, and their association with levels of depression among students in 6th through 10th grade. The researchers also compared the degrees of depression in connection to bullies, victims, and those considered bully-victims. The team concentrated on physical, verbal, relational and cyber bullying constructed from items in the (2005) Health Behavior in School Aged Children Survey.

The first is researching teacher’s views about the nature and incidence of bullying in schools, and direct inquiries with children and adolescence about the levels of bullying and other antisocial behavior present at school. Bullying behaviors begin at an early age. Pre-school teachers report that bullying characteristics are evident in some two and three year olds (Fried and Fried 1996).

The involvement of families in the daily lives of children can make a difference with their social skills development. The series of journals were gathered to find a connection between family/peers and bullies and how a dysfunctional family influence a child in becoming a bully/ bully-victim/ victim. Aubrey L. Springgs journal will cover the relationship between bullying involvement and family, peers and schools, across three ethnicities (African Americans, Hispanics, Caucasians) by using surveys. In journal “Impact of Bullying in Childhood on Adult Health, Wealth, Crime and Social Outcomes, the primary focus is the outcome of the participants that were labeled either as the bully, bully-victim, or victim. In the stand point of either their

The Effects of Bullying on a Child Every day in our schools, children are threatened, teased, taunted, and tormented by bullies. At any given time, about 25 percent of U.S. students are the victims of bullies and about 20 percent are engaged in bullying behavior (Education World, 2000). The National Association of School Psychologists estimates that 160,000 children stay home from school every day because they are afraid of being bullied (Education World, 2000). Bullying is characterized by three criteria(NCPTB, 2003): It is aggressive behavior or the intent to harm,