Determining the Cause of Bullying by Using Three Main Criminological Theories

The debate between nature versus nurture keeps coming out these years whenever people talk of children’s developmental issues. In the topic of bullying, there are both nature and nurture reasons to make a child acts aggressively. According to Klahr, Klump and Burt (2014), children’s antisocial behaviors are strongly affected by the environmental factors. These factors included negative parenting styles and parent-child relationships. In this way, if a child sees his or her parents act aggressively toward others, so it is predictable that the child is likely to bully his or her peers to some extent.

In recent years, bullying has gained attention due to school shootings and the increased awareness of mental illnesses. It has led people wanting to know why people become bullies and why others become victims of bullying. To answer those questions, it is important to look at bullying from a sociological perspective.It shows what behavioral patterns and norms occur between individuals and their society that leads to bullying.

Bullying has been a problem for a very long time; however in these present times bullying is becoming an epidemic. Maybe the reason behind this is the new occurrence of social media in our society, and the new strategies used by bullies to harass there victims. In this report the topics that will be covered are why bullying is an issue to study in human development, describe three components or types of behavior in bullying that are observed by researchers. Explain how gender and sexual orientation that influence the styles of bullying, how bullying affects self-esteem and what affect does the family system have on bullying.

Bullying is said to be a major influence in “incidents of school violence” ( “School Bullying” 2). Bullying early in someone’s life is related to later issues such as suic ide intentions, anxiety, self-esteem, and other conditions that can last into their adulthood. But the victims are not the only ones affected. Bullies have increased health problems and have a hard tim e with relationships. They are more likely to commit crimes at a younger age.

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).

The role of bullying encompasses of what actually takes place in school environments and what goes on in communities, families and agencies where children are violent. The authors looks at “A Staging Paradigm” in which the authors divided the violence in patterns and five patterns: repetitive school disruptions (pattern 1), acute case of child aggressor or victim (pattern 2), highly submissive victim or aggressive young student (pattern 3), child with self-injurious or self-defeating behavior (pattern 4), and truants and dropouts (pattern 5). It was noted that bullies are allow to do what they want because bystanders would not intervene and this creates a humiliating experience for the community and the family not to have a peaceful environment ( Weisbroth 2012).

If bullying was truly a problem for the student’s environment, then there should be a strong negative correlation between the amount of bullying reported in section one, and the psychological behavior responses indicated in section two. Therefore, as bullying witnessed or experienced increases, the mental stability of the student decreases. It is then expected that if bullying is causing psychological damage to students, then a strong negative correlation between bullying and academic performance should also appear. As the number of bullying instances increase, the student’s ability to focus and perform well in school decreases. By not being able to function properly within the school setting and being unable to perform well academically, it can be inferred that individuals who are struggling the most with bullying will find it harder to study, which would make it more difficult for them to perform well on their final

Bullying is a universal epidemic that is affecting an extraordinary number of school aged adolescence children in countries of the United States to Japan (Elsea et al., 2003). The specific number of children being bullied may be greater than what is published by sources because many children fail to report these issues due to fear of embarrassment and rejection (Unnever & Cornell, 2004). It can also have drastic effects on the bully and victim which can appear to be life long consequences. Many researchers have labeled bullying a school related issue only. Bullying just recently began to gain attention from a system-wide of researchers in the 1980’s (Olewus, 1993). Some individuals are unaware that bullying is also a family

I will start by describing the biological dimensions of bullying victims, perpetrators, and bully-victims. Carpanzo et al. (2011) asserts that there are gender differences in bullying. While both biological genders participate equally in relational and physical aggression according to the study, physical aggression is more common in boys but relational aggression is equal between the sexes. Bullying was more stable across a two-year period and weighed more heavily on individual personality characteristics with the males in the study and girls were more influenced into participating in bullying behavior by social norms. A study by Fu et al. (2012) examined bullying victimization in twelfth graders between 1989 and 2009. The study aimed to find repetitive risk factors concerning socioeconomic status and behavioral characteristics. The result of the study

Bullying is recognized as one of the most significant public health concerns in the United States facing school aged children. As well as, most common type of school violence. Resulting in psychological and behavioral issues for both the victim and the bully. According to Brown, Low, Smith and Haggerty. “victims of bullying [exhibit] more loneliness and depression, greater school avoidance, more suicidal ideation and less self-esteem than their non-bullied peers” (Brown, Low, Smith & Haggerty, 2011, p.424). While victims of bullying tend to display more internalizing outcomes, bullies externalize the effects. Leading to conduct problems and delinquency. Bullying has a negative impact on school performance for both victim and bully resulting in lower levels of academic achievement, school avoidance and more conflicts with teacher and students (Brown, Low, Smith &

This research aimed to analyse the personal characteristics and parental styles of bullies and delinquents, and to establish which factors were related to the bully/delinquent group and which were related to only bullies or only delinquents. A self-report questionnaire on bullying and delinquency was completed by 113 girls and 125 boys aged 11-14 in a middle school in Rome. Bullying and delinquency were more common among boys than among girls. Bullying did not vary significantly with age, but delinquency increased with age. Bullying and delinquency were especially related for boys and for older students. Only bullies were younger, while only delinquents were older, suggesting that bullying might be an early stage on a developmental sequence

It is a great challenge to do research on bullying to obtain information and to analyze the complex emotions and cloudy details surrounding the topic. Therefore, it is important to adhere to the ethical guideline: consider the social implication and biases and an array of other societal and researcher issue. In this paper, I will identify the most important steps in the student’s guide to research that would be used to analyze bullying and define my own personal interpretation of what this step means. Finally, this paper will also pursue to examine how bullying relates to the agents of socialization.

It has been investigated that there are two main features found in bullying behavior, power-concerned to bullying and affiliation-concerned to bullying, are connected to being violent and hurting others. (Fekkes,Pijpers,& Verloove-Vanhorick;2004).

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.