According to Jerry Young, December 22, 2003 issue of Adolescence, research indicates that school bullying has higher prevalence rates in the United States than in other countries. Males were found to be more involved in physical bullying, while females tend to use more covert forms, yet bullying and victimization have been associated with negative consequences in adulthood (Young)
These refer to: taboo subjects, open expression of feelings, interrupting or challenging the tutor, volunteering one's services, avoiding conflict, length and frequency of contributions. Additionally, group norms tend to cluster around four types of activity: participation, decision making, mutual aid, and affective expression (Bulach, Fulbright, and Williams, 2003; Characteristics of a Group - Norms, 2004)
Yet this preponderance of emotional violence is a powerful, and sadistic tool. Typical mean girl behavior makes one feel aliened and isolated from the school society (Dellasega, 2003)
We must remember, children do not have well developed brains, their world of perceptions and view of time and chronology is quite different. An adult can easily say, "just ignore it," but for a child, the continued push into a no-power zone can change the child's view of themselves and the world (Dombeck, 2007)
Similarly, the pattern seems to stick. A study asked boys when they were bullies at age 14, then 18, then again at 32; 20% said that they continued to "be a bit of a bully" into adulthood, and of those who considered themselves still bullies, 20% had been convicted of some form of violent behavior (Farrington, 1993)
Provoke bullies -- egg them on, and, in some cases look like they are bullies themselves, but always lose in the end. Are clumsy, restless, with little locus of control (The Bully/Victim Characteristics Chart, 2001; (Frisen, Jonsson and Persson, 2007)
However, of those adults who are in treatment for anxiety and depression, fully one-quarter report having experienced bullying that was severe and traumatic. However, these same individuals reported a number of different correlative behaviors that were also relevant to bullying: parental over-control, illness or disability, or the tendency to have an inhibited temperament early in life (Gladstone, Park and Malhi, 2006)
3. Reconciliation -- Teaching to heal those who are harmed; victims, bystanders and others who have been pulled into the matrix (Jones, 2008; Davis, 2009)
However, it becomes bullying when these groups use power to intentionally hurt or harass others. Having a group of friends is normal; having friends who work to please the group leader by their meanness to others is another (Karres, 2004)
Usually, psychologists find, bullying is done to coerce others by fear or threat, and occurs more often than one would imagine in the early years of elementary school ("Student Reports of Bullying," 2001). There is a pervading assumption that bullying is a "normal" part of childhood and encompasses nothing more than minor harassment, more recent and long-term studies have found that intensive bullying in elementary school may have lasting psychological effects well throughout school age, and into adulthood (Nansel, et
Usually, psychologists find, bullying is done to coerce others by fear or threat, and occurs more often than one would imagine in the early years of elementary school ("Student Reports of Bullying," 2001). There is a pervading assumption that bullying is a "normal" part of childhood and encompasses nothing more than minor harassment, more recent and long-term studies have found that intensive bullying in elementary school may have lasting psychological effects well throughout school age, and into adulthood (Nansel, et
The same pattern was also found in a longitudinal study that traced victims from childhood to early adulthood -- if the former victims were more "normal" parts of society by ages 21-23, they were no longer being bullied. The research shows this as a consequence of the boys, having left school and parents, had greater freedom in choosing their own social environments, clothing, and decisions about acculturation (Olewus, 1993)
For whatever the reason, pyschologically these individuals are getting the stimuli thay have not only come to expect, but that which they seem to covet -- if for only the familiarity of the source (Salmivalli, 2001) Even when the victim/bully behavior does not continue through high-school, though, it appears there is still a stigma and a self-definition of being a bully or victim that is retained. Further, some studies have shown a connection between bullying and later criminality showing that 60% of those who bullied between grades 6 and 9 had at least one criminal conviction on their record by age of 24; 40% had three or more convictions, when compared to non-bullying boys (Olweus, 1993)
They can accurately predict the feelings of others; they can understand they pain they cause but they just do not care." In fact, this psychological empathy is used against the victim to make the act of bullying even worse (Randall, 2001, Chapter 1)
They can accurately predict the feelings of others; they can understand they pain they cause but they just do not care." In fact, this psychological empathy is used against the victim to make the act of bullying even worse (Randall, 2001, Chapter 1)
Teaching moral behavior and rewarding empathy will also have effects upon other areas of the student's life. After all -- who wouldn't want to be a "playground hero" (Rigby, 2007)
It seems that unless there is adequate intervention, bullies stay in the bully role for as long as they can; as do the victims. For whatever the reason, pyschologically these individuals are getting the stimuli thay have not only come to expect, but that which they seem to covet -- if for only the familiarity of the source (Salmivalli, 2001) Even when the victim/bully behavior does not continue through high-school, though, it appears there is still a stigma and a self-definition of being a bully or victim that is retained
They form hierarchical groups that pick and choose members at random and exclude others without real reason. And, they are notorious for acting congenial when teachers or adults are near, then quickly reverting to emotional torture at other times (Senn and Bowman, 207; Randall and Bowmann, 2007)
The tactics, in fact, used by "mean girls" are somewhat distorted versions of socio-psychological development. For instance, when girls bully, they use tactics like alienation, ostracism, deliberate and calculated random exclusions, and deliberate gossip and rumor used to harass (Simmons, 2003)
School bullying refers to all types of bullying done on school property, whether it is peer-to-peer bullying, bullying of younger children by older children, or ...