BODY BULLYING.docx

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CHAPTER I

INTRODUCTION

Bullying in school is a frequent and serious problem. In the elementary level ,

students often go to the guidance office to report unresolved conflicts with a

classmate or other students. Such conflicts emanate from name calling, playing

offensive jokes, hiding or getting someones personal belongings, and inflicting

physical injury. he students e!pect the guidance counselor to intervene by

calling the attention of the students complained about. Sometimes, they label

conflicts which do not involve intentional hurting "e.g., rough and tumble play# as

bullying. $n the other hand, some students who e!perienced being bullied do not

inform others about it for fear of further being bullied, or they might not be aware

of their situation. Such situation affects not only the personal and social aspects

of a students life but also his% her academic performance.Bullying can be

differentiated from the usual conflicts between students. he former is a

combination of aggression and power while the latter has no deliberate intention

to hurt physically and%or emotionally.

he word &bully' can be traced back as far as the ()*+s. "arper, -++#.

In its most basic sense bullying involves two people, a bully or intimidator and a

victim. he bully abuses the victim through physical, verbal, or other means in

order to gain a sense of superiority and power. hese actions may be direct "i.e.

hitting, verbally assaulting face/to/face, etc.# or indirect "i.e. rumors, gossip, etc.#.

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his paper on bullying, however e!ploratory in nature, is one that can

serve as basis for formulating interventions. he individual students perception

of bullying may help in the identification of students most likely to0 bully, and

students most likely to be bullied. 1n effective bully prevention program is one

which helps students to be better equipped in their social interactions, be more

assertive, and better able to cope with problems

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21345 II

History of Bullying

A. ORIGINS OF BULLYING

1ccording to the study conducted by 6onegan"-+(-#, the desire to survive

is instinctual and common among all living things. Survival is associated directly

with competition due to the multitude of species and limited natural resources on

the planet. Since the beginning of time there has been a constant drive to out/

perform others and overcome obstacles. his survival instinct, along with a

competitive atmosphere, has remained the same as the human race has

evolved. Both of these forces have flowed over into the educational, social, and

economic realms. his competitive hierarchy, though prevalent in most societies,

varies across cultures depending on their ethical systems, traditions, and the

type of control e!erted by the government. 7nfortunately, the 7.S. capitalistic

society inadvertently pushes the belief that success and wealth go hand in hand.

his ideology has shaped a nation where bullying is unintentionally instilled as a

survival tactic from a very young age.

8rom the time an 1merican child enters grade school, he or she is taught

to be the best he or she can. his seemingly innocent lesson can morph as a

child develops throughout his or her education. Students often learn corrupt ways

to get ahead in the highly competitive educational and social environments that

grade school presents. hese bullying tactics may include pressuring others for

answers on assignments to attain higher grades, which leads toward better

college opportunities, or spreading social rumors about fellow students. hese

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tactics are dangerous because once a student reali9es their effectiveness, he or

she may construct a life style from them. 6eveloping a habitual use of bullying

tactics can lead to negatively affecting a countless number of people as well as

corruption in the workplace.

B. TYPES OF BULLYING

1ccording to induja, S., : 3atchin, ;.


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I. P!ysi'$l Bullyinghis type of bullying basically involves the use of physical force.

3hysical bullying is most prevalent in academic institutions. his

bullying technique may involve the spiting, shoving, kicking or even

punching. In most instances, the aggressor is physically larger than

the victim or may be within a group. he idea behind physical

bullying is for the bully to establish superiority and continued control

over a victim.II. ("r)$l Bullying

>erbal bullying incorporates the use of words to carry out an act of

bullying. In this type of bullying, the aggressor also known as the

bully tries to verbally upset the victim through taunting and teasing.

he verbal assault might focus on an individuals appearance,

lifestyle choices, intellect, skin color and even ethnicity. ?ost verbal

bullies have a low self esteem and tend to bully others so as to

increase their social standings and feel better about themselves.III. E*otion$l Bullying1lso known as relational aggression, emotional bullying is the act of

an aggressor attacking a victim on an emotional level. 4motional

bullying is most common in relationships whereby, one partner

might make statements or act in such a manner as to bring about

distress to the other partner. 4motional bullying may also involve

the spreading of rumors, e!cluding an individual from certain

activities, refusing to talk to someone and even making statement

with an intention of hurting a persons feelings.

B+. Su),Ty&"s of Bullying

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he following are the various sub/types of bullying. hey will all

include at least one of the main types, while some include - or all *.

I(. Cy)"r Bullying

his is one of the most popular types of bullying in the modern

world. 2yber bullying can be described as any form of bullying that

incorporates the use of technology. 2yber bullying is rampant on

social networking sites and can be very difficult to know the real

identity of a bully since most bullies do not use their real names.

@5ead more= ypes of 2yber BullyingA

(. Dis$)ility Bullying6isability bullying is bullying specifically targeting people with

disability. 6isability bullying normally targets physically disabled

individuals but can also e!tend individuals with other special

conditions such as autism, cleft lips and even dyspra!ia.(I. G$y Bullying

ay bullying better known as gay bashing is a type of bullying that

specifically targets gay individuals. he bullying can be physical,

emotional or verbal in nature. 8or instance, refusing to associate or

even talk with gay people is considered a form of gay building since

it brings about emotional torture on the victim. In some instances,

individuals perceived to be gay are also subjected to this type of

bullying.(II. L"g$l Bullying

Cegal bullying basically encompasses the use of the legal system to

control or punish an individual or organi9ation. In legal bullying, the

victim would be bombarded by multiple lawsuits by the aggressor.


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illegal, the victim can waste a lot of time and resources dealing with

the lawsuits.(III. P$r"nt$l Bullying

3arental bullying is one of the most prevalent types of bullying in

the modern world. In this type of bullying, parents may displace

their insecurities or anger on their children. his type of bullying

might be physical or emotional in nature.

I-. Prison Bullying3rison bullying is another popular form of bullying e!perienced in

many areas around the world. 3rison bullying is almost inevitable

since penal institutions are filled with individuals most of who have

been incarcerated for violent crime. ?ost instances of prison

bullying might be between inmates but there are also documented

cases of prison staff bullying prisoners or prisoners bullying prison

staff.-. S'!ool BullyingSchool bullying is one of the most common types of bullying.

School bullying can be physical, emotional or verbal in nature. In

most instances, the aggressor has several victims and is physically

bigger than the victims. In most instances, students witnessing the

bullying might avoid intervening or even taunt the victim being

bullied so as to avoid being targeted by the bully.

here are laws and organi9ations that protect an individual from

the various types of bullying. 1s a rule, you should contact the

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authorities if you find yourself in such a situation so as to deter

repeat incidences

opefully the above list helped you get a better understanding

of the different types of bullying out there. Sadly, there will probably

more types will probably eventually evolve, and I will add them to

the list. If Ive forgotten any, please let me know in the comments.

C. TRADITIONAL BULLYING (S. CYBERBULLYING

1ccording to 6onegan"-+(-#, technologys progression is often equated

with the advancement of human societies. 3ivotal innovations, such as the

Internet, have forever changed how people interact. hough these developments

have allowed the human race to make great strides in many fields, they have

also allowed forms of transgression to become more rampant and widespread.

his is evident when considering how traditional bullying has evolved into an

issue today known as cyberbullying.


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1s technology has evolved, bullying has proliferated.


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create their own unique profiles and interact in cyberspace with friends and foes

alike. $nline publication of personal information is dangerous because it allows

many people to see a side of a person more often kept private in a face/to/face

interaction. his vulnerability puts many teens in a position as either the victim or

active offender partaking in cyberbullying actions. 1nother aspect of social media

that can be misleading and ha9ardous is the ability to create alias profiles. he

ability for teens to mask their identities provides them with an opportunity to say

anything to another individual without the worry of any repercussions. Social

media sites, such as 8acebook and oogle, are prone to abuses like

cyberbullying.

1nonymous blogging is another technological advancement that has

fostered cyberbullying activity and fueled ethical debate. $n sites, such as

2ollege 12B and ;uicy 2ampus, which have both recently faced tightened

regulations due to their verbally abusive nature, youth "typically of college age#

were able to login and comment anonymously in an open forum. he forum

included harsh topics ranging from &?ost 1ttractive' to &


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study discovered that anger and frustration remain the dominant responses

among senior and junior high students, but students at the elementary level are

more likely to feel sad as a result of being bullied "induja : 3atchin, -++Dc, p.(#.

his is likely because at a younger age children are not battling with the same

kind of competitive social hierarchy typically found within upper level schools. So,

rather than feeling the need to prove themselves among their peers, students at

the elementary level tend to well/up within the initial emotional responses to

bullying. his points to the idea that younger children may keep their initial

emotional responses to themselves rather than acting out. 7nfortunately,

regardless of the initial emotional reaction to bullying, these emotions have the

ability to continue to develop, with serious clinical implications. 1 -++* intensive

survey study, which focused on the clinical effects of cyberbullying, reported an

increase in emotional distress specifically related to cyberbullying. he study in/

volving )(- professionals coming from psychology, psychiatry and social work

backgrounds reported that for &one/third "*HG# of these youth, the Internet

problem played a primary role in the clients treatment' "?itchell, 8inelhot :

Becker/Blease, -++F, p. H#. his evidence proves that cyberbullying is having

noticeable clinical effects on todays youth.

In his &eneral Strain heory,' sociologist 5obert 1gnew hypothesi9ed that

the strain and stress e!erted on an individual as a result of bullying &can manifest

itself in problematic emotions that lead to deviant behavior,' possibly leading to

delinquency "1gnew, -++E, pp. E)D/EE+#. his theory stresses the vicious cycle

that many teens may go through while being victimi9ed. he cyclical

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repercussions of this process are particularly alarming if it leads a victim to

antisocial behaviors when they try to find an outlet for their emotions.

In -++(, the $ffice of ;uvenile ;ustice and 6elinquency 3revention

reported that &E+ percent of males who were bullies in grades E through D were

convicted of at least one crime as adults, compared with -* percent who did not

bullyJ *) to H+ percent of these former bullies had three or more convictions by

the age of -H, compared with (+ percent of those who did not bully' "4ricson,

-++(#. $ffenders are likely to utili9e bullying tactics as an outlet for other

insecurities or problems in their lives. his utili9ation of bullying as a coping

mechanism contributes to the cyclical nature that the process evidently has on

victims and offenders alike. 0ot only do these flawed coping mechanisms fail to

resolve the emotional distress caused by bullying, they also e!pand the overall

problem of deviant behavior. his inability for bullied victims and offenders to find

adequate relief for emotional wounds, coupled with the fact that youth are

unlikely to seek relief though a mentor, e!plains why some youth begin to feel

helpless. 8eeling lost in emotional distress with seemingly no way for relief allows

suicidal or even thoughts of violent response to creep in to a youths

consciousness "4ricson, -++(#.

So, what does this all meanK 5esearch confirms that both bully victims as

well as offenders are emotionally harmed by the act of cyberbullying. In a fact

sheet produced by the $ffice of ;uvenile ;ustice and 6elinquency 3revention,

loneliness, humiliation, and insecurity were each reported as further

manifestations of the initial emotional responses to the bullying process. hese

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feelings have the potential to cause students to fear going to school. his

constant instability makes it difficult for bully victims to adjust socially and emo/

tionally, focus on their studies, and develop in a healthy mental fashion. hese

responses can lead to more serious clinical implications, such as depression,

which can continue to develop into even worse problems "4ricson, -++(, pp. (/

-#.

he e!treme consequences of bullying are suicidal thoughts or thoughts of

violent revenge. 1ccording to a 0ational >ital Statistics 5eport, suicide is the *rd

leading cause of death among youth ranging in age from () to -H "1nderson :

Smith, -++*#. 8urthermore, the 7.S. 6epartment of ealth and uman Services

reported &substantial increases in both homicide and suicide rates among males

from -+++ to -++*' "8rai9er, -++)#. his statistic becomes chillingly relevant as

more information is uncovered concerning the link between cyberbullying and

suicidal ideation or action. 1ccording to 5igby and Slee, &Louth who are bullied or

who bully others, are at an elevated risk for suicidal thoughts, attempts, and

completed suicides' "5igby : Slee, (DDD, p. ((D#. Statistically both victims of

cyberbullying as well as offenders proved to be much more likely to have

attempted &bullycide,' the act of committing suicide due to the effects of bullying,

than youth who had not been affected "igh, -++F#.

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CHAPTER III

Pr""ntion

1s cyberbullying draws more attention, a universal definition has begun to

take shape within the law. hough not acknowledged across all states, a

common definition in congruence with a wider recognition of the problem makes

addressing the elusive issue a bit easier. he problem is that technology will

inevitably continue to advance. So, as technology progresses, local and national

anti/bullying policies and laws must continue to evolve at a parallel rate. ?any of

the issues faced by federal and state governments concerning cyberbullying are

avoidable for schools and communities at the local level through the

implementation of procedures to limit the effects of cyberbullying.

5ecognition of the problem

$ne of the most notable issues that need to be addressed is recognition of

the problem itself. ?any people, whether parents, teachers, or even law

enforcement officers, do not know what their specific statelaws are in regards to

cyberbullying. In a formal survey of appro!imately (,+++ officers, &over )

percent . . . said that cyberbullying was a serious concern that warrants the

response of law enforcement. D+ percent of the schools resource officers had

dealt with a cyberbullying case Msometimes or Moften.' 6espite this obvious

concern, &-) percent of the school resource officers and over H+ percent of the

traditional law enforcement officers did not know if their state had a law specific

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to cyberbullying' "3atchin, -+((#. hese statistics are alarming considering that

the number of states without some kind of bullying or harassment specific law

can be counted on one hand "I,?I,?,S6# and the number of states with

cyberbullying specific laws are increasing. 4very person that deals with children

"i.e. education, parenting, law enforcement, etc.# should know the bullying or

harassment law specific to his or her state, the physical and emotional signs of

bullying, and his or her community or school prevention plan, including how to

deal with and report a problem.

1long with recogni9ing the problem and being able to identify solutions, it

is vital that cyberbullying be addressed in a consistent way. o effectively put a

harness on the problem will require &a concerted and coordinated effort N a

partnership if you will N among our families, schools, youth organi9ations, and

communities' "?orino, (DDF#. If 1merican communities and schools address the

issue with a clear preventative program that keeps each level of prohibition on

the same page, children will in turn receive a consistent message from a young

age, which will presumably resonate effectively. his message should cause

children to feel comfortable with confronting and reporting the problem by

portraying any form of bullying as unacceptable. 8urthermore, this consistency

across a given program will change the overall environment rather than just

focusing on individual cases. 1ccording to 6orothy 4spelage and Susan

Swearers book Bullying in 1merican Schools, &1 comprehensive program . . . is

generally more powerful in reducing bullying and increasing school safety than

concentrating on individual students' "4spelage : Swearer, -++D#.

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3otential Solutions

2redited with initiating the first systematic bullying research in the early

(DF+s, 6r. 6an $lweus is primarily known for his bullying prevention programs.

he $lweus Bullying 3revention 3rogram, enacted by 0orways ?inistry of

4ducation, develops methods of dealing with bullying on a variety of levels

including school/level components, individual/level components, classroom/level

components, and community/level components. his all/encompassing structure

creates a cohesive plan in which each level reinforces the ne!t. Since its

creation, the $lweus Bullying 3revention 3rogram has been adopted in schools

across the world. 1ccording to a series of evaluations involving H+,+++ students

from H- schools over a two and a half year period, the program proved to be

successful. he studies verified the programs success by reporting &reductions

by -+ to F+ percent in student reports of being bullied and bullying others,'

&reductions in student reports of antisocial behavior, such as vandalism, fighting,

theft, and truancy' and &clear improvements in the classroom social climate'

"$lweus, -++), pp. *D/H+-#.

1 mi!ed/methods research design carried out in 0evada, in which ((

middle school principals were surveyed about cyberbullying, identified

components of a successful preventative program. $f those surveyed, EE

responded and (+ agreed to participate in a one/on/one interview. 8rom these

ten, three were selected and questioned intensively about cyberbullying and

preventative strategies within their school as well as about their thoughts on the

issue in general. Based on the interview results, the following si! components

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were identified as essential elements to a preventative cyberbullying program=

&the importance of a reporting procedureJ curriculum integrationJ student/

centered productions through mediums such as Broadcast ;ournalismJ a focus

on prevention rather than solely on punishmentJ the importance of punishment as

a part of an effective policyJ and keeping up with changes in technology'

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he clinical repercussions that bullying and cyberbullying have on todays

youth present the most troubling issue at hand. he permanent mental effects

are what both the law and prevention programs are striving to eliminate. he fact

that these initial emotional responses to bullying in any form have been proven to

escalate to the point of suicidal thoughts and violent response is the primary

reason for why this issue has become a matter of pressing public concern. he

thought of children getting so caught up in the psychological battery of bullying

that they commit suicide is e!tremely troubling, an issue that must be dealt with.

hough the legislative and judicial branches at both the state and federal levels

are having a difficult time adapting laws to encompass cyberbullying as

technology advances, there is assurance in the fact that the issue is a pressing

concern. owever, it is unsettling that it takes drastic cases such as 7nited

States vs. Cori 6rew to bring about a direct change in law. Ideally, laws will

develop in correspondence with technology to help define the problem itself and

establish appropriate judicial repercussions.

1s more is learned about the reasons behind bullying and the specific

tactics utili9ed, prevention programs are becoming increasingly more effective.

1s discussed previously, a successful program needs to clearly identify the

problem, establish recognition, and formulate consistent ways of dealing with the

issue across all platforms. he biggest struggle for cyberbullying prevention in

the future is matching the fast pace of technological innovation with effective

preventative techniques.

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CHAPTER (

RECCO##ENDATION

he school administration should therefore plan a bullying awareness

campaign and involvement in all levels "O to (+#. he emphasis is on developing

a caring school environment. he administrators, faculty, staff, parents, and

students should know the basic facts about bullying. School staff need to learn

when and how to intervene. he teachers should know how to intervene in

bullying incidents, improve classroom management, and recogni9e and reinforce

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positive behaviors of students. he homeroom advisers can discuss bullying and

ways to get along with others.

Student leaders must be more vigilant and concerned in maintaining a

caring environment. hey can assign specific student officers to monitor places

prone to bullying N classrooms, hallways, comfort rooms, playgrounds, and

canteen. 3arents should be encouraged to view their school involvement as a

responsibility. 3arenting seminars, organi9ed by the guidance counselors, can

focus on positive forms of discipline.

he guidance counselors should incorporate a program which teaches

skills and strategies to avoid victimi9ation. his can be conducted during group

guidance classes. he topic which should be addressed first must be about

recogni9ing the bullying behaviors. he students need to learn to differentiate

bullying from the usual playful teasing or petty quarrels by knowing the definition

of bullying and its different forms. he second topic should be on how to refuse

bullying. 1ppropriate ways to handle bullies should be discussed and

demonstrated through role plays in class. he last topic should be on reporting

bullying incidents.

Bullying incidents should be reported to the homeroom adviser, subject

teacher, or guidance counselor. he students must know the necessary facts or

information needed in reporting a bullying incident so that proper and immediate

action can be taken by the school authority.

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REFERENCE

?ario, ?. "(DDF, ?arch#. Impact of technology on youth in the -(st century.

3aper presented at he 2hildrens 6efense 8und Impact of technology on

youth of the -(st century. 5etrieved from http=%%www. morino.org%pdf%cdf.pd

3atchin, ;. "-+((, September -#. Caw enforcement perspectives on

cyberbullying @


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arper, 6. "-++, $ctober (+#. $nline etymology dictionary. 5etrieved from

http=%%www.etymonline.com%inde!.phpK

allowedPinPframeQ+:searchQbully:searchmodeQnone

6onegan ,5ichard' Bullying $n0 Cy)"r)ullying1 History2 St$tisti's2 L$32

Pr""ntion $n0 An$lysis4+5+

induja, S., : 3atchin, ;.


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