The Bully, the Bullied, and the Bystanders by Barbara Coloroso

Not all that long ago, it was dismissed as an unfortunate rite of childhood.” He then uses logos to further push his ideas. He begins to explain that bullying is not as big an epidemic as expressed. He continues on saying that educators are “divided on how effective they are on actually helping kids.” Cloud then provides statistics that contradict bullying as a growing problem. His essay then talks about how Thirty-seven percent of students do not feel safe at school and how this statistic “remained stable” for decades. His use of statistics helps him use logos, showing the reader his logical reasoning behind what he is saying. He then explains that many students are both bullies and “victimizers” saying that “the Josephson institute’s Center for Youth Ethics Found that 47% had ‘been bullied, teased or taunted’ at school but that 50% had been bullies themselves.” Cloud’s use of logos helps the reader understand and believe his

The bully is normally very well known; someone who is just as, if not more, guilty is nearly undetectable. This person is a bystander, and according to Tales of Bullying, being a bystander is just as bad as bullying. Bystanders just join in on the laughing. They don’t even help; they just watch bullying like it’s some sort of comedy show. Bystanders can also be people who are just in the wrong place at the wrong time. They can just as easily turn into a person who stands up to bullies, but they don’t. In the end bystanders are just as, if not more, guilty than the

In this book the author talks about The differences between a bully, The ones getting bullied, and The bystander. Also the innocent ones feeling guilty and responsible for those being bullied. The part which caught my intention was when the author described why kids don't tell adults about their problems with bullies. I found all her reasons true especially the

When a person is initiating bullying, it often refers to verbal or physical harassment such as fighting, calling names and even black mailing. In fact, researchers and bloggers have mentioned labeling kids, as ”victims and Bullies” does not help discard the situation. It is known to cause children to identify themselves as “victims” and “bullies” and patterns may be repeated. Nonetheless, although social roles such as “Victims and Bullies” can be negative as far as labeling, it has helps understand the source of warning signs and aggressive behavior so it can be managed properly. For example, Warning signs such as constantly speaking negative, getting into a lot of fights, being aggressive and even coming home with scars and bruises. Average shows that potential bullying may occurs during the 4th-12th grade. During these situations some schools have requested organizations and awareness taught during classes to help educate kids on he effects and possible consequences of bullying.

Some people don 't believe that bullying is such a big issue in the world, they think it 's just ‘boys acting like boys’ or ‘girls being girls’. However, when a bully is around they are the ones that draw the line and decide what is fun and what is a gesture that is “intentionally hostile.” A bully is a bully because they get what they want which gives them power; power which enables them to only see the good it brings them and not others.

The book states "Bullying is done on purpose, with the intent to hurt or embarrass you." This shows that there is no mistake about the act , they're trying to hurt someone. In addition, "...sometimes a bully will corner you in an empty hallway and actually carry them out. But bullying is usually done for others to see. Bullies don't just want to prove their power over you. They also want to make sure that other people know that they have some sort of control over how you feel and act..." So bully make sure someone knows to show that they are powerful and shouldn't be messed

Experts say that the old methods that were once used to help bring down the rate of bullying are now no longer effective because they are out-of-date. Ortiz states, “In the past, administrators often relied on individual conversations, sporadic motivational speakers and other piecemeal attempts focused on telling students not to be mean”. It is quite obvious as to why these methods are now considered to be very elementary and inefficient. As our society advances, our methods of coping with complexities need to advance as well. Luckily, school districts will implement ideas of having more in-depth approaches that stress on the importance of respect and peer-to-peer remediation. Schools all across the United States are taking a stand against bullying by focusing on crucial campaigns that strive on more inclusive approaches such as the “No One Eats Alone” campaign and the “Stop, Walk and Talk

She describes that confronting the bully, by fightback, sharing with friend and family for intervention, are different strategies used by victims. In some case the victim is unable to equalize this power over the bully. Which can prolong, ongoing humiliation dealing with issues, such as divorce in the family, drastic learning disabilities, as well as chronic illness potently can cause a breaking point. Having low self-esteem, depression, and suicidal and homicidal ideations. Some victims carry the hurt of bullying into adulthood. More or less victims tend to lose faith in other people for comfort and support. She contends “the adverse social and emotional consequences of bullying victimization do not support the idea that bullying builds character. Victimization may build character for a tiny proportion of the population.” (Kuykendall 2012). Bullying for the most part can be traumatic and painful should not be silently approved. Bullies hold social power than the victims. However attacks arise from frustration. Provocative victims are typically sincerely sorry and very apologetic after an attack, a reflection of genuine or low self-esteem. True bullies consume high self-esteem.

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).

To bully is to use strength and power to intimidate or harm the ones who are weaker. In the documentary “Bully”, directed by Lee Hirsch, the theme of the film is how many teachers and parents actually do not know what is happening in the lives of the children that they care for. However, there are also so many children who are hesitant to tell anyone that they are being bullied. The film follows the lives of several children who are faced with bullying every day. This film also follows parents whose children have committed suicide. Their lives had become intolerable and no one noticed or someone noticed and they did nothing too late. There are teachers and administrators who are clueless as to what is happening and some just flat out do not want to

Sarah is a kind girl, she gets good grades and is what society would think as quite pretty. However, on a daily basis, she is harassed from the time that she wakes up, until the time that she goes to sleep in tears. She has attempted to talk to other adults such as the teachers at the school. Sadly, the bully only got off a warning and Sarah was still tormented day in and day out. This short example shows that schools need to shine more light on the subject of bullying. Schools have “attempted” to take on this idea of bullying by plastering posters one walls along with counselors that try their hardest to help. Nevertheless, this cannot be enough to stop bullying at schools, can it? With the

This book prompt discussion on bullying and what you can do if you see it, experience it, or why people do it.

“I was the shortest child in every grade, cursed with crooked teeth, thick glasses, and a permanent frown. Yet despite (or because of) my “Wednesday Addams” mien, I was never bullied. Except for once. My first week of high school, some older girls stomped around the cafeteria at lunchtime, picking out Grade Niners for mild hazing. Three approached me. Their leader proffered an egg, trembling on a tablespoon. “Walk this from here to there,” she told me, nodding toward the far wall. I swatted the props out of her hand. The egg smacked on the floor. “Clean that up,” I snapped flatly. No one bothered me again for four years.” Kathy’s experience with “bullying” was by no means severe, as such she could believe that every case of bullying can be solved by merely asserting against the opposition. Bullies search for weaker, reserved, more isolated victim, because of this few victims speak out. Bullying is rarely stopped by one instance of aggression against the Bully. Kathy used her personal reflection to add credibility to her article, but this only created a lack of understanding to victims because of her diminutive experience with

The most important step in the student guide to research that I would need to analyze bullying is defining my topic this would give me direction on where to start, be able to understand my topic and what it involves and also have an overview of the topic and be able to make a list of the keywords.

Bullying can be experienced in several forms such as physical, verbal, social or cyber. All bullying is composed of three specific concepts—causing their victims harm, possessing greater power than their victims and repetition (Oh & Hazler, 2009). Bystanders play perhaps the most vital role in bullying (Oh & Hazler, 2009). Bystanders can help the bully (‘assistants’ or ‘reinforcers’), remain passive and non-interceptive (‘outsiders’) or they can be ‘defenders’, which are individuals who intervene using prosocial behaviours, meaning that they voluntarily act in ways that benefit others (Oh & Hazler, 2009; Thornberg, 2007). Statistics suggest bystander’s use only 25% of their time to intervene and defend the bully