How Is Albert Bandura Used To Understand The Logic Behind Bullying?

Some people may even say that bullying can often be seen as a good thing in a child’s development and not just as a gateway to self-harm. The act of bullying, despite leading towards many negative repercussions, can introduce children to rather early, but harsh, lessons that not everybody in life is going to treat them as nice as they think. David Derbyshire’s article, “Why it’s not bad to be bullied,” states that that the mutual detestation of two individuals can actually help students in developing things such as healthy social and emotional skills, as well as sometimes having an even bigger impact on their development towards making friendships.”(Derbyshire, “Why it’s not bad to be bullied”). Even though the study did not suggest that it was healthy to be the victim of bullying, it also found that negative experiences, such as bullying, could teach children about conflict

S.E. Hinton depicts the real life effects of bullying in her novel, “The Outsiders.” In the book, the egocentric Socs push around the Greasers, due to the superiority complex think they are better than the Greasers. Humans behave in quite predictable ways such as if someone being pushed around they will become tougher and start to resist, and if someone is holding a cute baby they would be kind and gentle. So the results of this phenomenon quite easily depict that the Greasers start to pick up bad habits in order to show that they are not weak, and are fully equipped to resist the social elite and rice Socs. This relates to real life, as many victims of bullying start to become tougher to survive and avoid being minimized.

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)

Bullies may grow up and lead a life of ultimate rebellion or crime. These students start off with bullying and advance into acts of vandalism, theft, and alcohol and possible drug abuse. Left unchallenged, the bully will never understand that their behavior is inappropriate. The bully will grow up, victimize, and start a family of budding, pint-sized oppressors. Bullying is a learned behavior. Whereas, the victim may live a life of depression and anxiety. The victim may never reach their full potential because of fear and uncertainty. The victim has a difficult time making and keeping friends, and seeks to stay clear of confrontation. The victim loses his/her control or voice and lives in the shadow of the aggressor. Over time, the victim may begin to miss class, fake illnesses, and believe that he or she deserves bad treatment. In the end,

Bullying is a form of repetitive proactive aggression in which the bullying is unprovoked and the bully initiates the bullying behaviour. (Dodge and Cole – 1987)

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.

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.

Bullying is defined as the prolonged malicious act of harming peers by abusing their own--or an existing imbalance of--power, and has become one of the most common sources of trauma among adolescents. One report shows that one of three children were victims of bullying during some point in their life, and that 10-14% of all adolescents were victims of chronic bullying for at least six months prior to participating in the survey. Children who were victims of bullying are also found to be at a higher risk of diagnoses for anxiety disorders and depression during young and middle adulthood. These victims are reported to be more likely to have lower levels of general/physical health, and lower educational acquirements than young and middle-aged adults who were not bullied (Wolke & Lereya, 2015). Because bullying is such a prominent problem, citizens, policymakers, and social scientists alike, should feel or have some social and moral obligation to address, and hopefully avert bullying. The state of bullying, and how it is enacted, is constantly changing and adapting to social frameworks. Because bullies can adapt to social changes and regulations, we, as a society, should be equally adaptive in how we perceive, address, prevent, and punish bullying.

1) Observational Learning By Albert Bandura Basically, bullying can be learnt from the environment through observing or from direct experience. According to the Ciccarelli and White (2015), observational learning is the learning of new behavior through watching the actions of a model for example, someone else who is doing that behaviour and sometimes that behaviour is desirable and sometimes it is not. Additionally, not only learning can be acquired through observation but also through direct experience. Research by Bandura (1977) illustrated that in the social learning system, the more basic form of learning, rooted in direct experience, is largely governed by the rewarding and punishing consequences that follow any given action.

In John Cloud’s essay “The Myths of Bullying” he talks about the reaction that schools and states have to bullying. Cloud expresses his concerns for bullying and also explains the steps that people are taking to help prevent it. He explains that most of the systems used now are not effective and are making school’s waste money. He then provides his own opinion on how bullying should be approached in school systems. Cloud’s essay not only tries to persuade the reader to his cause but he uses literary elements such as bathos and logos to appeal to and draw in the reader.

As more and more children go to school, the rates of bullying go up as time goes by. there are many times at which students suffer all the bullying that occurs within their lives. As more schools become aware of the magnitude of the bullying occurring right under their noses, there are rules created to aid the victim. There are various types of bullying and these are created to do one thing, instill superiority among the “stronger” and place a feeling of inferiority. Bullies are the ones who are detrimental to a child’s development.

Social cognitive theory is a key factor for understanding bullying behaviors and the effects of bullying. Bullying has been a social relationship problem and the connection between an individual and his or her social environment supports this theory. A general definition of bullying is intentional or repeated acts of verbal, physical, or relation forms of harassment. Bullying usually takes place when there is a divide of social power or difference (O'Brennan 2009). By looking at Bandura's social cognitive theory, which can be defined as the way psychologists look at behavior, environment, and cognition as the main factors in a person's development (Santrock 2014), we can see a relation to personal experiences and effects of being a victim to

The purpose of this report is to highlight how bullying is a growing issue that affects children’s learning and development in Australian primary schools. The report considers what bullying is, types of bullying that can occur, contributing factors and potential effects bullying has on children; by applying social learning theory, sociocultural theory and the ecological systems theory. However, as bullying is a complex social issue that can affect a variety of people in many ways (Lui & Graves, 2011), the report does not include a comprehensive overview of every aspect; only those directly relating to bullying in the primary school setting.

It is only in the recent years that attention has turned toward the widespread problem of bullying, especially in schools, and that bullying is identified as a serious problem that merits intervention and research (Coy). Therefore, relatively little effort has been made to overcome or address the problem, which still remains a widespread social vice. This paper purports to illustrate how, despite efforts made to rectify the situation, bullying still remains rampant, and is getting worse.

Bullying has many consequences for the victim, anxiety being one that can persist throughout a person’s life. There are different forms of bullying and it can occur in a range of different places. There is a strong association between being a victim of bullying and developing an anxiety disorder and there are a few possible explanations for why this happens. This essay will explore the effect that bullying has on a person and specifically how an anxiety disorder can develop from this through the learned behaviour of classical conditioning and social observational