Progress and Prevention of Bullying in Education Research Paper by scribbler

Progress and Prevention of Bullying in Education
A review of the historical, cultural and administrative issues concerning the progress and prevention of bullying in education.
# 152834 | 2,564 words | 9 sources | APA | 2013 | US
Published on Apr 30, 2013 in Education (Education Psychology) , Education (Social Issues)

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The paper notes the role culture plays in the development and prevention of bullying behavior and explores the research regarding bullying behaviors and methods of prevention. The paper provides an analysis of current findings to determine evidence of overarching influences of bullying behavior and large-scale perceptions and methods that can be employed to reduce instances of bullying and mitigate the negative effects it has on all individual stakeholders and educational institutions. The paper also mentions the ethical considerations attendant on the implementation of anti-bullying policies that include caring for the bullies as well as their victims as well as addressing the social ills that give rise to bullying.

Literature Review
Analysis: Historical Patterns, Change and Stability
Analysis: Effects of Policies and Practices

From the Paper:

"Banks (1997) notes that bullying has been identified as a problem in schools around the globe, with similar overall definitions and effects despite differences in cultural attitudes towards and influences on bullying. Bullies exhibit a need to feel power or control, and they exert this over others in an aggressive way with apparently little empathy (Banks 1997). A review of worldwide studies suggests that as many as fifteen percent of students are regularly victims or instigators of bullying incidents, and virtually no one in any school population has remained unaffected by bullying at least as a witness (Banks 1997). Creating greater social awareness of bullying problems is often key in interventions (Banks 1997).
"In a study to determine precisely how bullying is perceived, identified, and described in various cultures, a series of stick drawings was developed and presented to groups of children and adolescents from fourteen different countries with different language and cultural profiles. While younger children typically only identified a difference between aggressive and non-aggressive behaviors, those that had reached developmental stages allowing for complex analysis pointed out differences between simple fighting and instances of bullying, and linguistic descriptions and even direct translation of the English concept of "bullying" were readily developed (Smith et al 2002)."

Sample of Sources Used:

  • Banks, R. (1997). "Bullying in schools." ERIC Digest (online). Accessed 24 September 2010.
  • Batsche, G. & Knoff, H. (1994). "Bullies and their victims." School psychology review 23(2), pp. 165-75.
  • Juvonen, J.; Graham, S. & Schuster, M. (2003). "Bullying among young adolescents." Pediatrics 112(6), pp. 1231-7.
  • Menesini, E.; Eslea, M.; Smith, P.; Genta, M.; Gianetti, E.; Fonzi, A. & Costabile, A. (1997). "Cross-national comparison of children's attitudes towards bully/victim problems in school." Aggressive behavior 23(4), pp. 245-57.
  • Miller, T.; Beane, A. & Kraus, R. (1997). "Clinical and cultural issues in diagnosing and treating child victims of peer abuse." Child psychiatry and human development 29(1), pp. 21-32.

Cite this Research Paper:

APA Format

Progress and Prevention of Bullying in Education (2013, April 30) Retrieved March 05, 2024, from

MLA Format

"Progress and Prevention of Bullying in Education" 30 April 2013. Web. 05 March. 2024. <>