Essay on Literature Review: Bully-Victims

Everyone experience certain level of hostility, but most do not live with the anticipatory fear of pain and humiliation caused by the repeated aggression that characterizes bullying. Predatory individuals seek power and control over others, but carefully aggress against the most vulnerable victim repeatedly over time (Mah, 2009, pp.12-13). There are two types three types of bullies; the aggressive, follower, and the relational bully. Aggressive bullies overt aggression either physical or verbal as well as threats and intimidation. The follower is less likely to begin bullying, but is motivated to follow because the aggressive bully if the act of bullying is rewarded. Finally, the relational bully uses indirect forms of violence to inflict

It’s not like a math problem where you can add a couple numbers together and get the answer. Possible behavior problems can sometimes come from a persons environment or surroundings. It’s complicated andtakes time to fully understand the mind and behavior problems of a bully. But it's said that in situations like these, the reason for a bully to bully comes from there’re environment in which they are currently in and how they socialize. However due to the significant amount of victims and consistent actions of the behavior, there has been a significant amount of new information regarding the behavior of bullies. The research empties that bullying is an unpredictable trait thatshows up without and type of pattern and becomes problematic for one of seven individuals.Bullying takes place everywhere within the U.S.and does not discriminate again gender or race. However, the signs show up at a young age during

Not only but also, common in research literature on bullying is the dichotomy of bullying and victim behavior(Edmonson

When looking, at what makes a bully and what makes a victim finding the actions and events that make these labels fit to an individual is a process Bullying can come in several different forms, it can be a power imbalance that is created between two individuals the victim and the aggressor or the bully, this power imbalance is real or supposed (Olweus, 1993). According to research done by Olweus, “A person is the target of bullying

To understand the crooks of this paper you must first understand the action of bullying and/or what scholars view as bullying. Dan Olewus, a leading researcher, defines bullying by saying “A person is being bullied or victimized when he or she is exposed, repeatedly and over time (1994, p.98). However, researchers believe that bullying can be any act to another that is intentional and deliberate in nature in efforts to taunt, tease, or be little. The person who receives such treatment is the victim whereas the bully is “The individual who commits the act of bullying (Olweus, 1993). Despite all the research and information on bullying, the systematic harassing and tormenting of children in schools still affects an estimated 50–80% of young people (Department for Children Schools and Families, Special Educational Needs, 2010). Those affected by this nearly life threating situation are all to include: the victim, the victim’s families, the schools, and even the

“Bullying” has three key features (Olweus, 1978): aggressiveness, repetitiveness, and power imbalance. First, bullying involves aggressiveness intentionally enacted by a group or individual. Next, bullying is repeated over time upon the same victim. Finally, the bully–victim relationship is asymmetrical in power, such that victims are unable to defend themselves by their own efforts. Bullying does not specify the age or life stage of involved parties, although bullying in school is the most talked about. Bullying remains a serious social problem from childhood through early adolescence and adulthood, as college and the workplace provide frequent sites of bullying. In college, 40–45% of students experienced some form of bullying on campus (Lento,

1420 participants (from 11 counties in Western North Carolina) between the age of 9 and 16 who were bullied or who have bullied others were assessed between 4 to 6 times. Each person was categorized into either the “bullies only group”, “victims only” group, “bullies and victims” group, or “neither” (Copeland, Wolke, Angold, Costello, 2013). Every year, the child and their caregiver were given an assessment up until the child reached 16 years old. They would then again be assessed at 19, 21, 24, 25, and finally at 26. The longitudinal design of this study allowed for the accumulation of results, to then declare their findings. When the child was being assessed during their adolescent years (9-16), they were asked whether they were the bully or the bullied. They were then asked how frequent the bullying occurred in school, home, and the community (Copeland, Wolke, Angold, Costello, 2013). To study the now adults (between ages 19-26), self-report interviews with the Young Adult Psychiatric Assessment (YAPA) were

There are many interventions and techniques to combat bullying in school and outside of school. One of the ways to prevent bullying is to increase awareness of the bully and victim problem throughout the schools. Dan Olweus created a bully intervention program, which included the increase of awareness of the bully and victim problem and enhancing knowledge about it. Olweus said, “Use of the Bully/Victim Questionnaire for an anonymous survey is an important step in obtaining more specific knowledge about the frequency and nature of the problems in a particular school.”(Olweus, 1997) Schools can use this technique as a way to find out if a specific student or student population is at risk to being the bully or the targeted victims. This would

Peer victimization referred as bullying is known to be an increasing issue for students of all ages in school settings. As noted by Perry, Kusel, & Perry (1988) article studies approximately found that about 10% of children in the United States have experienced extreme victimization by bullying. Most likely, bullying can also impact children throughout their school years all the way through their college years. A study which investigated the continuity of being a bully, victim or bully victim from elementary school throughout college in 119 undergraduates found that out of the 25 students that was bullied in college, 18 students which is about 72% of them had been bullies in high school and elementary school (Chappell et

A research shown that bullying not only affects the victim but also the bully themselves. It often resulted in individuals growing up to be more aggressive and reclusive to others. Bullies are not born the way they are, according to researchers. These individuals should also be guided immediately in order to avoid that kind of behavior to be integrated into their character and conduct forever. Based on a survey, bullies and their victims are more likely to engage in disruptive acts compared to those not involved in bullying in any way. Bullying can be encountered in all ages as young as preschoolers on a playground. Individuals who have been bullied were observed to develop depressive actions as they grew older. Parents

In all cases which I have witnessed, one who bullies others has typically been bullied or continues to be bullied by someone (or something) in control of them. Whether it be another student, a family member, or fate, traumatic events in the life of a young person can spawn the thoughts and actions of bullying in their minds without intending to cause anyone else harm. In Confronting School Bullying: Kids, Culture, and the Making of a Social Problem, Cohen and Brooks (2014) describe the different types of bullies as “Elites… Predators… The Wounded… [and] Bully-Victim[s]” (p. 41-43). The “Elites” were described as “highly popular students” who “generally perceive themselves to be powerful” such as jocks or popular students (Cohen & Brooks, 2014, p. 41). Cohen and Brooks (2014) describe the “Predators” as “Bullies… whose only motivation seemed to be to hurt others” (p. 41). Both Elites and Predators, however, seem to only bully others for the fun of it without any motivation. Along with “The Wounded,” described by Cohen and Brooks (2014) as “bullies at school [who] are often victims at home” (p. 42), Elites and Predators can also fall into the category of bully-victims. Bully-victims are people who fall into both categories of being a bully and a victim, sometimes without realizing it (Cohen & Brooks, 2014, p. 43). Bully-victims have reported being bullied,

Eric M. Anderman and Lynley H. Anderman state that, “Bullying perpetration and victimization was brought to the attention of U.S. researchers by Dan Olweus, who spearheaded a nationwide Scandinavian campaign against bullying. Referring to bullies as “whipping boys” in the 1970s, Olweus set forth the following definition of bullying that continued to be consistently used into the early 2000s: “A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students” (Olweus, 1993, p. 318). It often involves an imbalance of strength and power between the bully and the target and is repetitive in nature. Children and adolescents may experience isolated acts of aggression,

Recognizing the complex variables, researchers have modified existing psychological inventory tools such as the Rutter scales and the Child Depression Inventory, to better measure and assess the long-term victim outcomes (Vaillancourt, Hymel, & McDougall, 2003). One area of increasing concern among researchers is the inadequacy of the survey tools that may be impeding our understanding of the scope of the victimization, most prior research efforts have relied on survey based models that were either self-reported or provided by educators or parents, this may have diminished the sample quality and reduced the validity of the measurements (Hawker & Boulton, 2000). Acknowledging that bullying victimizations extend across a wide spectrum of the population and is not merely limited to adolescent experiences; researchers are striving to explore a number of overlapping social environments, including the workplace and social media where these types of victimizations also occur. Bullying victimizations represent a large class of victims that deserve the attention and efforts of researchers to minimize the effects of past abuse and help prevent future or continual abuse. The next paragraph introduces three specific theories of victimology as they are applied to bullying victimizations.

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

Not only are bullied children anxious, depressed, and underachieving during the months and years of their torment, but even years later, they have lower self-esteem as well as painful memories. 7 The picture is somewhat different, but often more ominous, for bullies. Contrary to the public perception that bullies are actually insecure and lonely, at the peak of their bullying they usually have friends who abet, fear, and admire them, and they seem brashly unapologetic about the pain they have inflicted, as they often claim, "all in fun." But their popularity and school success fade over the years, and especially if they are boys, they run a high risk of ending up in prison. In one longitudinal study done by Olweus, by age 24, two-thirds of the boys who had been bullies in the second grade were convicted of at least one felony, and one- third of those who had been bullies in the sixth through the ninth grades were already convicted of three or more crimes, often violent ones. International research likewise finds that children who are allowed to regularly victimize other children are at high risk of becoming violent offenders as adolescents and adults. 8 Unfortunately, bullying during middle childhood seems to be universal: it occurs in every nation that has been studied, is as much a problem in small