Parenting Style Affects Bullying

There are many influences that play their parts within Bullying that many of us are not always aware of. Social roles, cultural beliefs and biases, social inequality, and even excising social conditions fall within social issues of Bullying. For starters, a victim and Bullies are considered the social roles of Bullying. The victim often describes the person being bullied as opposed to the bully is the person initiating bullying.

Hyperactivity, for example, is more frequent in children from families with marital discord, conflict and hostile parent-child relationships (Taylor, 1994). Parents of ADHD children are more likely to be more negative towards their children than other parents (Cunningham and Barkley, 1979), but this could be a response to the demands of living with a child with challenging behaviour (Barkley, 1990; Taylor, 1994). The progress of associated problems such as conduct disorder may also be parenting and social factors.

When parents take out their frustration with the child at home, the child then uses that form of temper towards another child at school in return. When parents are dumbfounded where their child may be throughout the day has shown those children partake in bullying as well. When parents show too much praise to a child at home, the child then feels everything they do should be praised. In that case the child feels even bullying another peer results in a praiseworthy moment. In return, some children with low self-esteem have actually been the children to bully others. They use bullying to provide a guard for them to not look as an “easy target” to others at school. Parents should be very involved in their child’s life, because many children have been suicidal due to being bullied in school. Bullying is not part of being in school, and the belief that there is nothing that can be done to stop bullying, but there is a way to stop it, and it should be stopped in every school. Parents, teachers and children should not sit back when this issue is happening. Each person should take a stand to prevent this problem from

In the second study, Ryherd (2014) examined the relationship between harsh parenting and externalizing behaviors at ages two to three years and then again at age five, to predict bullying and victimization beginning at age eight. The data was collected from the Family Transitions Project, which was a longitudinal study of 559 participants. Results indicated that harsh parenting and externalizing behaviors across a six-year timespan was associated with bullying in preadolescence (Ryherd, 2014). Externalizing

Children with authoritative parents were more likely to become bullies (Lereya, Samara & Wolke, 2013). Good parent-child communication were less likely to become bullies but had higher chances to be the victims (Lereya, Samara & Wolke, 2013). Negative parenting behaviors were significantly more likely to have been neglected or abused (Lereya, Samara & Wolke, 2013). In this case the children were more likely to become bullies but not the victims (Lereya, Samara & Wolke, 2013). With victims the test showed a lack of communications between parents and child (Lereya, Samara & Wolke,

The current paper is a review of the literature on the effect of bullying on adolescent development. There are a range of definitions of bullying but the most widely accepted one is the definition put forth by Olweus (1978), who was one of the first to apply a system wide successful intervention in Norway. He states

The Article titled “Social Correlates of Bullying in Adolescents With Attention-Deficit/Hyperactivity Disorder” was written by Victoria Timmermanis and Judith Wiener is a qualitative study. The studies main question was to “examine[] the levels and social correlates of bullying in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD)” (Timmermanis &Wiener, 2011, p. 301). The study begins with defining what it means to be bullied and what diagnose criteria the students need to be considered ADHD. The conclusion that the article comes up with is that bullying is “negative actions toward another child repeatedly and over time. These negative actions, which are intended to cause harm, can be physical (e.g., hitting), verbal (e.g., name calling), relational (e.g., intentional exclusion from group), or cyber bullying (e.g., sending mean emails).” (Timmermanis &Wiener, 2011, p. 302) The definition they use for ADHD is that “ADHD is characterized by symptoms of inattention, hyperactivity/impulsivity, or both” (Timmermanis &Wiener, 2011, p. 302). The study then goes on to explain statistics that back up the claim that bullying is more prevalent in children with ADHD. The article then discusses social factors of bulling

Ronél Van der Watt the author of the article “Attachment, Parenting Styles and Bullying During Pubertal Years” wanted to know how parenting style can affect bullying in children during their pubertal years. It is important to know that the pubertal years bring on significant changes in the parent-child relationship. The article explained three factors: attachment, parenting styles and bullying. Attachment is the strength of a child’s relationship with their parents or guardians. This relationship is built on responsiveness, trust, affection and sensitivity that parents show their children. Parenting styles are the behaviors of parents as perceived by the child such as disciplinary strategies. Bullying is the harm to another person whether is is mental, physical or psychological. This can be caused by an imbalance of power or a lack of empathy for others.

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

A lack of parental or caregiver information on how to effectively inform, advise and support their child may contribute to the child’s development of ineffective problem-solving strategies. When bullying occurs, often parents or caregivers of both the bullying and victimized children, have little information on how to effectively deal with the situation and advise their children of more appropriate responses to the problems they are facing. In addition, open communication between parents or caregivers and their children may not always be at an optimal

Bullying takes an immense toll on a child’s life. When being bullied you can leave an individual traumatized henceforth, which can lead to long-term neurosis. Children can incorporate the baleful repercussions of bullying, which generates stress-related problems such as anxiety and depression. Furthermore, bullying causes dreadfully detrimental outcomes for the victims of bullies. Therefore, these outcomes are indistinguishable to those caused by child abuse, as wells as their potency and perseverance tend to intensify when the bullying begins at a younger age (Scarpaci, 2006). Victims of bullying suffer from lower psychological well being, poor social adjustment, also psychological distress. Many victims are targeted because they have low

Peer bullying can be harmful for a child’s psychological health, but the impingement on a child’s well being by a trusted parent who bullies them is beyond comprehension. A parent has all rights to do what is best for their child, but do they? Occasionally, an adult in a child’s life can take their power and destroy a child’s psychological health without outsiders noticing. When one takes a look into encouraged violence in a negative home environment, the crucial impact parents have on their children, and the psychological affects of bullying, it can be seen how a parents can deteriorate their child’s psychological health through bullying.

To begin their article, the authors first explain their topic and how they did their research. They defined bullying as something that has many definitions. However, they did identify two main aspects of bullying: it happens more than once and is one person acting negatively towards another. With this in mind, they then turned their lens toward bullying with in families. They began by looking at two personal stories about bullying with in families.

School bullying is a type of bullying in which occurs during the time period a child is in school. Bullying can be physical, verbal, or emotional. Some consider bullying to be purposeful attempts to control another person through verbal abuse - which can be in tone of voice or in content such as teasing or threats - exclusion, or physical bullying or violence, which the victim does not want. While some ties the feature of "peer abuse" and "repeated activity" into the definition of bullying, others acknowledge single instances and age difference in their definitions of bullying. Bullying occurs in schools, workplaces, in homes, on playgrounds, in the military, and in nursing homes, for example. In the article "Uncovering the hidden causes of bullying and school violence" published in Counseling and Human Development in February, 2000, Barry K. Weinhold states that bullying is the most common type of violence in contemporary US society. Although a form of harassment, bullying is considered to be a separate category from sexual harassment. There are a variety of reasons why people bully. One of the reason is families issues. Families that are not warm and loving and in which feelings are not shared are more likely to have children who bully, either within the family home or in other locations in which the children meet others. Another home environment that is prone to producing bullies is one in which discipline and monitoring are inconsistent and/or a punitive atmosphere

Peer relations play a major part in the social development and social upbringing of children at school. However, bullying during schooling years is an environmental factor that causes an increase in teenage aggression, especially after an adverse event. Studies conducted by Roland and Idsøe (2001) demonstrate that being victimised by bullying causes increases in teenage aggression, especially that of reactive aggression. Reactive aggression is regarded as a frustrating or provoking event occurring to the individual, the individual may then display aggressive behaviour while they are angry. While this behaviour is generally short lived, an investigation into the effects of long-term bullying by Sharp, Thompson, & Arora, (2000) revealed that the most common negative reactions to long-term bullying was irritability which was linked to higher levels of stress and aggression. This study shows that if children are bullied throughout their schooling life they may be at higher risk of