Abstract In this article, the writer notes that the classrooms of today are filled with students of diverse cultures, socioeconomic status, race and ethnicity, and learning and physical ability. The writer discusses that the topic of bullying has emerged in the past few years as an issue of growing concern among students, parents, and school administrators alike. The writer explains that bullying can best be defined as repeated oppression, physical or psychological, of a less powerful person by a more powerful person or group. This paper examines bullying in terms of gender differences, both "bully" and "victim" characteristics, and the causes and consequences of bullying for all those involved. The writer concludes that the problems associated with bullying must not become accepted in the educational system, and remain an obstacle to fostering human learning and development.
Outline:
Introduction
Gender Differences
Characteristics of Bullies Characteristics of Victims
Consequences of Bullying Conclusion
From the Paper "The various types and methods of bullying also vary with boys and girls. Research by Chu indicates that boys are the primary bullies and victims on the streets, playgrounds and schools, whereas girls are the primary bullies and victims of bullying performed online. According to Chu, nearly one third of the eighth grade girls surveyed reported being bullied online in the previous two months. This is comparable to the 10% of boys bullied online. The reason for the difference between the gender in bullying online is that online, an individual's identity can be hidden, and girls may feel more comfortable being the bully if no one knows their real identity. Rigby indicates that girls are usually more empathetic than boys, both in recognizing the emotion someone else is having, and in feeling that same emotion themselves. Furthermore, research indicates that girls are generally more empathetic than boys toward the victims of aggression. Thus, gender does account for the differences between bullying."
Abstract This paper discusses bullying in the American School system. It defines the problem and offers solutions on how to stop bullying. Bullying was a problem before the days of segregation and continues today with many children being bullied to the point where they fear for their own lives. The paper shows that often these children who are bullied will become adults with mental health problems while the bullies become abusers of their own spouses and children.
Abstract In this article, the writer notes that the national phenomenon of bullying must be considered across individual, family, peer, school, and community contexts. The writer maintains that as bullying tends to perpetuate itself, formulating and implementing effective bullying prevention and intervention programs demands an understanding of the environment that establishes and maintains it. The writer makes use of a study concerning 11 seventh grade students, five girls and six boys, who were involved with the bully/victim dyad during the previous year. The instruments used were a bullying questionnaire to compare victimization and emotional status of the participants and the Iowa basic skills tests to assess academic performance. A synthesis of the results of the interviews and statistical results of the Iowa tests is made to identify any relationship between bullying/ victimization and academic performance.
Outline:
Problem statement and research questions
Problem background
Definition of the problem
Proposed solution
Educational significance
Research questions
Literature Review
Statement of hypothesis and rationale
Methodology
Data analysis
Description of media and materials
Project timeline
From the Paper "Many students are not experiencing safe environments. The sense of safety for many children is being threatened by the bully/victim dyad. Research on bullying has come to the forefront with national media coverage of violent incidences in schools. It is the purpose of this literature review to investigate prior research and information that has been accumulated concerning victimization and bully prevention programs. The focus is on the victim regarding emotional stability and academic achievement as well as looking at the effectiveness of present bully prevention programs within the United States."
"There are different degrees and types of bullying, and all of them can have an adverse effect on academic achievement."
Abstract In this article, the writer researches literature regarding bullying. The writer discusses the short-term and long-term consequences of bullying and victimization. The writer also looks at what causes a child or children to bully others and who becomes a victim. Further, the writer discusses whether some children get bullied because they appear to be weaker or because of their social-economic backgrounds. The writer also examines whether being victimized as a child produces a long-term effect on the person that is carried into adulthood. The writer concludes that perhaps it is unrealistic to think that bullying can be eliminated altogether, but it certainly can be reduced significantly if the school is vigilant, persistent, and committed.
From the Paper "It used to be believed that bullies were less intelligent, popular, and self-assured than their peers, but Olweus (1991) found this is untrue. Bullies are often confident strong, and accepted by their peers. They may be quite charming with teachers and other adults in the school. They know how to butter up adults while they persecute their peers. But one distinct characteristic is a need to dominate others through the use of aggression. They display little empathy for their victims as they harass and insult them. A bully may surround himself with "passive bullies, followers, or henchmen" who encourage and applaud him, increasing the bully's status."
Abstract In this article, the writer discusses that the national phenomenon of bullying must be considered across individual, family, peer, school, and community contexts. The writer notes that because bullying tends to perpetuate itself, formulating and implementing effective bullying prevention and intervention programs demands an understanding of the environment that establishes and maintains it. Based on reports of bullying at Arthur County Schools in Arthur, Nebraska, an ethnographic research of this problem is conducted to identify causes and possible interventions. Further, a synthesis of the results of the interviews and statistical results of the Iowa test of basic skills is made to identify any relationship between bullying/ victimization and academic performance.
Outline:
Abstract
Problem statement and research questions
Problem background
Definition of the problem
Proposed solution
Educational significance
Research questions
Literature Review
Statement of hypothesis and rationale
Methodology
Data analysis
Description of media and materials
Project timeline
From the Paper "These researchers determined that bullying behaviors typically took place more often in middle school than in high school, and boys were more likely than girls to be involved in bullying. Further, the bully-victims identified in this study exhibited the most pervasive negative psychosocial outcomes and there were no differences in bullying across urban, suburban, and rural areas. These same trends are evident even in small schools such as Arthur County Schools where bullying situations have become evident over the past several months within the seventh grade class. Two students, one male and one female have reported incidents of being bullied. The bullying thus far has been mostly verbal with taunting, teasing and some exclusion but "accidental" bumping and kicking under the table have also been reported."
Abstract This paper discusses the topic of adolescent peer pressure and bullying. The paper looks at the causes of bullying, how adolescents can protect themselves against bullying and how adolescents can resist peer pressure. The paper also discusses what parents can do to help their children resist peer pressure and protect themselves from bullying.
From the Paper "As children grow up they are influenced more and more by the world outside their home and by their friend, parents, teachers and others they meet and interact with in the outside world. Young children learn from their parents and they are influenced by their genetic makeup, which influences their personality type e.g., shy outgoing, smart, athletic or neurotic. They will also be influenced by where they live, a busy city or a small town, by what their parents do, whether they are..."
Abstract This paper discusses the effects of childhood bullying from both the victim's perspective, as well as the victimizer. The writer notes that Dan Olweus is considered to be the leading expert in childhood bullying. The writer then points out that Olweus conducted the first study of schoolhouse bullying in the 1970's in Norway. Further the writer concludes that his findings are quite remarkable in terms of the reasons why children become bullies and the type of person they target to victimize.
From the Paper "According to some researchers, bullying has long been apart of social behavior and is common practice throughout the world. It has long been perceived that childhood bullying is a right of passage and a part of growing up regardless if you are male or female, bullying is experienced by both genders. These days childhood bullying has become a form of schoolhouse violence where kids are being tormented, abused physically and mentally, and alienated from society. According to some experts, childhood bullying is on the rise and has detrimental effects on children's social and emotional development."
Abstract This paper takes an in-depth look at the problem of bullying in middle schools. The psychological consequences of bullying to both the victim and perpetrator are examined. The author also explains why bullying can be more of a problem in middle school rather than elementary school. The author concludes by stating that bullying should not be tolerated in school, and curricula should focus on teaching tolerance.
From the Paper "Middle school aged children are in a seriously challenging period of emotional, social and physical adjustment. Challenges to students, parents and educators are multiple as these adjustments take place and many antisocial behaviors are observable in the population, in and out of the classroom. "Sex. Drugs. Puberty. Algebra. These are just a few of the problems that parents have to worry about when their eleven-year-old walks through the doors of middle school. The eleven-year-old, meanwhile, has to be brave in a scary new world filled with constant change that creates self-doubt and emotional turmoil." (Bernstein, 2002, p. 1) Bullying is an insidious aspect of the middle school years and must be addressed and dealt with like any other behavioural psychological problem. "The harsh reality of the bully/victim dyad is experienced by thousands of children every day..." "
Abstract This study focuses on racially motivated bullying acts and try to determine how often they occur and what the possible motivator is behind them. The paper explains why interviewing was chosen as the methodology to determine the frequency, level and cause of such events. The paper maintains that this study will provide valuable information to future school administrators and counselors that develop anti-bullying programs for their student bodies.
Outline:
Introduction
Methods
Data Analysis
Ethical Issues
Conclusion
From the Paper "There has been scientific evidence that bullied students have more physical symptoms including headaches, stomach aches and lack of sleep. In a survey of Australian secondary school students the research team found that victimized students had an across the board higher incidence of poor health and health issues that were not experienced by those who had not been bullied."
""Although these physical consequences are concerning, most of the harm caused by bullying is emotional in nature(Smaby, 2005). A study of the effects of bullying on psychiatric symptoms found victims and perpetrators to both suffer mental health consequences years after the bullying occurred(Smaby, 2005).""
Abstract This paper explains the reasons, effects and the causes that result in bullying in the school ground and analyzes it from a psychological perspective.
Abstract Children and teenagers growing up being bullied think it is a normal part of life. Long-term consequences are associated with bullying and can lead to criminal activities. The paper shows that little attention has been paid to the effects of bullying or the connection between bullying and other forms of violence. Bullying on school property during recess has become lethal in the past few years and research is suggesting bullying is the beginning of school violence. This paper shows the problems facing children who are bullied, problems in schools and the long-term psychological effects caused from years of bullying.
Paper Outline:
Definition of Bullying Problems Facing Bullying Problems of Bullying in Schools
Psychological Effects
Long-term Consequences of Bullying Missouri State Statue HB 1301 and 1298
Manifest Goals
Latent Goals
Eligibility Rules and Service Delivery
Interview
Evaluation and Flaws
References
From the Paper "Boys are bullies more often than girls are and usually bully other boys. Regardless of the gender of the victim, boys tend to use physical force or threats. Likewise, girls typically bully other girls, but do so verbally and indirectly more often than physical. Teenage girls are often the targets of rumors and sexual comments. Teenage girls who bully often spread gossip or encourage others to reject or exclude another girl. Bullying is often a warning sign that children and teens are heading for trouble and are at risk for serious violence."
Abstract This paper takes an in-depth look at how and to what extent bullying can negatively impact the bully, the victim, and the social structure in which bullying occurs. The paper reviews literature on bullying that addresses its effects on psychosocial development as well as its long-term effects over the course of a lifetime. The paper also focuses on bullying in school and a curriculum that may help to reduce bullying. The paper concludes by presenting an experimental model, already proven effective in the field, which involved a conflict resolution training program for students, teachers, staff, and community members.
Table of Contents:
Introduction
Understanding Bullying Bullying and Appropriate Psychosocial Development
Curriculum Design and Bullying Conclusion
From the Paper "Bullying has historically been recognized as a common outcome when children are allowed to interact in social settings. In 1987, Besag noted that "one of the major difficulties in considering bullying is that it is not a phenomenon which is easily defined and measured" (p. 9). Attempts to define bullying become "cumbersome" and the efforts taken to summarize all forms of behavior that are linked to bullying are so diverse that attaching a specific term to these reduces the applicability of effective measurement (Besag, 1987). Instead, it is best to approach bullying as a "problem to be considered within the context of normal social behavior, where often both the bully and the victim have become enmeshed in a process of maladaptive social functioning" (Besag, 1987). If this maladaptive social functioning is not curtailed through external intervention or through internal resolution, it may "suddenly escalate into crisis" (Besag, 1987). This requires that bullying be identified and responded to as representative of issues found within problematic social interaction between two or more persons."
Abstract This paper examines how, in today's society, bullying can be defined much differently than in former decades; bullying today has become much more severe, and even life threatening. It looks at how, while school-aged children are being bullied daily, many parents, teachers, and counselors are unaware of the problem. In order to fully understand why bullying is harmful, it considers what bullying is, why some children more susceptible, and what the signs are that a child is being bullied. It also looks at how one can prevent bullying and help children deal with it and the importance of putting a stop to it.
From the Paper "To help children cope with bullying, the parent should first reinforce what has been taught; if a child is being verbally abused, try to encourage him or her to ignore the bully. If ignoring the bully does not work, children should then be encouraged to speak with their teachers, guidance counselors, or other authority figures. Parents should remain calm and not overreact when children speak to them about being bullied. It may be a parent's first instinct to go to school and try to take care of it, but depending on the severity of the bullying, this may not be the best idea. However, if the bullying continues or gets physical, then a parent must intervene. Parents should first speak with their child's teacher, counselor, or principal, and if necessary, they should contact the bully's parents."
Abstract This paper explains that, although it is difficult to prove causation, bullying has a variety of outcomes, including physiological symptoms and potential contribution to psychological conditions, such as depression and ideas of suicide and self-harm. The author points out that the best approach to studying the problem of bullying is to consider it within the context of normal social behavior where often both the bully and the victim have become enmeshed in a process of maladaptive social interactions. The paper relates that empowering the students to communicate with peers reduces bullying by enhancing conflict resolution and facilitates an environment in which more positive outcomes can occur.
Table of Contents:
Introduction
Understanding Bullying Bullying and Appropriate Psychosocial Development
Curriculum Deign and Bullying Conclusion
From the Paper "The outcomes of bullying tend to be studied in terms of their short-term impact on the individual. Williams et al. (1996) studied primary school children and sought to identify whether physiological health conditions could be attributed to being the target of bullying in a school. The researchers surveyed approximately 2850 school children within a school district outside of London for health problems and compared these results with whether the child had been the target of bullying. Among the health problems surveyed were bed wetting, headaches, feelings of sadness, problems sleeping, and stomach aches."
Abstract In this paper, bullying is defined, its causes explored, and its consequences discussed. The paper suggests that bullying is an act of power and an attempt to establish a pecking order. It is often a physical manifestation of feelings of inadequacy. The paper talks about academic, athletic, sexual, and emotional bullying. The paper also discusses the consequences of bullying, both to the perpetrators and the victims, if left unchecked, the characteristics of both perpetrators and victims, how bullying is often unintentionally encouraged by adult role models, and what teachers and other adults can do to help prevent bullying.
From the Paper "The incidents of April 20, 1999 from Columbine High School in Littleton, Colorado put bullying into a new perspective. Two students, Dylan Klebold and Ryan Harris, who were, for all intents, intelligent and well adjusted went on a killing spree. They killed and injured several members of the school including a teacher. (Rosenberg, 2000) Then they turned the guns on themselves. Their plans were grandiose. After the massacre, they intended to flee the country. Once the furor had died down, new information showed that the two students were generally reticent, withdrawn and subjected to bullying by their peers, especially the physically stronger students. Klebold and Harris were emotionally and physically abused. Isolated, they developed a hatred for their fellow students. This manifested in initial thoughts of suicide and then murder. Stories abound about bullying turned to tragedy abound. The Columbine incident was the biggest and got the most coverage."
