Therefore, To This Extent The Process Draws On Traditional

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.

Bullying at school is a big problem that is found in all the schools in the United States and across the world. Since the late 1990s there have been several fatal school shootings committed by victims of bullying that have brought bullying major media attention. This has resulted in an increase of awareness about the harmful effects on the kids being bullied as well as the bullies themselves. This has brought a large amount of local, state, and nationwide programs designed to try to prevent bullying or to at least try to contain the problem. “In an effort to adequately address the problem, many schools are taking a proactive approach through prevention and intervention, but how do we know if and when such intervention is effective? First and foremost, we must have an accurate understanding of the dynamic and complex phenomenon of bullying across development and as it spans the multiple levels of the social ecology” (Casper, Meter, & Card, 2015, par 2). Many psychologists, sociologists, and school administrators have been publishing research on school bullying. Bullying is a significant threat to many children because it causes psychological problems not only for those who get bullied but also those who do the bullying. Even though bullying is a significant problem the are few solutions that can help prevent or significantly reducing bullying like reporting bullying, know the characteristics, and passing laws.

The Bullying Policy has been introduced around the world which, according to the 2014 observations , rates of bullying vary across studies from 9% to 98%. An observation of 80 studies analyzing bullying involvement rates for both bullying others and being bullied for 12-18 year old students reported an estimate rate of 35% for traditional bullying involvement and 15% for cyberbullying involvement (Modecki, Minchin, Harbaugh, Guerra, & Runions, 2014). This means the Bullying Prevention Policy affects million of students nationwide due to the programs created. More specifically, females face a higher indication of bullying victimization than males do. To explain, high percentages of each gender are faced with the aggressive acts of violence, making it extremely hard to perform well in the school environment. Furthermore, as many as 93 percent of students hear derogatory words about sexual orientation at least once every day at school or in their community (violencepreventionworks). Negative name calling and harassment about sexual orientation can be disrespectful to all students. For an example, 3 out of 4 students who are bullied/harassed with such remarks are not identified as lesbian, gay,

The findings were consistent and showed that a high level of bullying was consistently linked with lower grades. The students who received the most bullied rates performed noticeably poorer academically than their peers, regardless of whether the data relied on self-assessments, peer nomination, teacher evaluation or GPA. Although the results clearly suggest that bullying impacts educational outcomes, many educational establishments do not focus on social emotional issues of students to improve achievement scores. Ignoring such issues, may hold back educational progress. It is important to teach students how to balance education and emotions for them to progress, this is the reason why many urban schools employ psychologists these days. In

One difference between female and male bullying is, female bullying is often more covert. Girls are socialized to be “sweet” and present their aggression in passive ways. Girls establish a hierarchy of who is “in” and who is “out”. The students who are “out” are often attacked in an effort to lower the victim’s social status. These attacks can have both immediate

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 &

It becomes apparent very quickly that there are consequences for not behaving according to ones perceived gender. Due to societal expectations of femininity and masculinity a person can be at risk for bullying as one of those consequences for not adhering to these expectations. Where I have witnessed this more is on the Internet, but on a much more violent scale in elementary, middle, and high schools settings. I have seen young male children beaten up for “acting like a faggot” because they will display what is perceived as exclusively feminine behaviors and young female children being ostracized (or sometimes beaten up too) for portraying typically masculine behaviors. Ostracizing is one of the ways young females use to bully as discussed

Many people have different views on what they think bullying might be. It is often interpreted in different ways by different people. Rigby et al (2002) cited a definition of bullying as ‘an intentional harm where the power is differential between the bully and the victim’ (p.1). This meant that the bullies are likely to suffer from a range of problems than the children who are uninvolved. The researcher’s main assumption is to consider victimisation and bullying separately and secondly to consider victimisation and bullying simultaneously to examine the genetics and environmental influences on the covariation between the two.

This study filled the “elementary school participants” space in my journey through research that explores relationships between bullying, other forms of victimization, and academic achievement. Once again, I selected this article because it was recently published. It can be found in multiple databases including ERIC and Education Source.

Over the past few decades, bullying has become a highly significant issue in schools across the globe. In the United States alone, it is estimated that approximately one in three children are victims of bullying (Smokowski & Kopasz, 2005). Although bullying affects nearly 70 percent of all students, it is usually “overlooked, ignored, and/or minimized” (Canter, 2005). By examining the definition of bullying, risk factors of being a victim and bully, and the impacts of bullying, schools can become more aware of their students’ overall wellbeing through identifying, preventing, and reducing bullying.

In the next 7 minutes, a child in the U.S. will be bullied. It may be the son or daughter of someone you know. Worse, it may be your own. Meanwhile, only four out of 100 adults will step in to stop it. And only 11 percent of the child’s peers might do the same. The rest 85 percent will do nothing. Every day in America, more than 160,000 children miss school out of fear of being bullied, according to National Education Association estimates. Bullying takes many forms, ranging from the seemingly innocuous name-calling to the more harmful cyberbullying to severe physical violence. It happens everywhere, at all times to the most vulnerable of kids, especially those who are obese, gay or have a disability. And besides the physical, emotional and psychological tolls it imposes on victims, bullying produces adverse socioeconomic outcomes. The Association for Psychological Science recently found that those who are bullies, victims or both are more likely to experience poverty, academic failure and job termination in their adulthood. In addition, they are likelier to commit crime and abuse drugs and alcohol. For schools, the financial burden caused by bullying is not to be ignored, either. According to a National Association of Secondary School Principals report, the average public school can incur more than $2.3 million in lost funding and expenses as a result of suspensions, expulsions, vandalism, alternative placement and lower attendance. There are different

“In the United States, in a study of over 15,000 students attending public and private schools, Nansel, Overpeck, Pilla, Ruan, Simons-Morton, and Scheidt (2001) found that 30% of sixth- through tenth-grade students said that they had moderate to frequent involvement in bullying at school with 13% reporting their role as perpetrators and 10.6% as victims.” (Rivers, Ian, Duncan, Neil, Besag, Valerie E.) According to a more recent statistic by bullyingstatistic.org stated that verbal

The purpose of this paper is to provide the reader with a literature review of the topic proposed for completion of the final project. Bullying has become an ongoing global phenomenon. In particular are bully/victim behaviors and its impact on bully-victim cycles with K-12 students. This project intends to explore the research regarding the dichotomy of bullying and victim behavior, specifically bullies who have previously been victim or are currently victims of bullying.

"Bully-Proof Your Child: How to Deal with Bullies" An article by Stacey Colino in Parents Magazine, that talks about how we should make sure that our children are not victims of bullying by taking certain precautions. She gives advice on how we should have Children combat bullying; she also states warning signs on how children could turn out to be bullies and what to look out for. Colino suggests that many of the bullies are boys and that girls are weak and need protecting. As a society evolves bullying shows no discrimination regardless of our gender and because how society projects certain gender roles on us without us even noticing it being done, it's hard not to sound so sexist when trying to give advice on this particular topic. To suggest

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.