A Literature Review 1
Running Head: SCHOOL BULLYING
A Literature Review of: The Implications of School Bullying
Lindsay M. Wagner
DePaul University
A Literature Review 2
Introduction
As a future secondary school counselor, the issue of school bullying is one that
affects an entire school community. The ramifications of school bullying can manifest
itself in various ways, both in and outside the school walls. In my future position at a
high school in Illinois, I hope to better understand the implications of school bullying in
regards to my students. The bulk of the research that has been conducted thus far on
bullying seems to indicate that that school bullying leads to both an increase of and
prolonged violence. Preparing students emotionally to succeed is one of my primary
goals as a counselor. In order to attain this goal, understanding bullying in hopes of
reducing school violence is necessary. Most imperative is reducing future violence that
may stem from the school bullying experience. In this review I will provide an overview
of school bullying, in order to better define what school bullying is. I will secondly
explain why school bullying can lead to future negative behaviors, and thirdly show how
a schools’ community can take action against school bullying.
Literature Review
For bullying to take place, a real or perceived power struggle amongst students
must be present. Bullying is commonly defined as “intentional, repeated hurtful acts,
words or other behavior, such as name-calling, threatening and/or shunning committed by
one or more children against another” (U.S. Department of Education, 1998, p.1). The
four acknowledged subgroups of bullying include physical, emotional, verbal and sexual
abuse. All four of the various types of abuse are quite common in schools today. Taking
this definition into account, bullying can sometimes be difficult to grasp, because it takes
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various forms, and can be perceived differently by stakeholders involved. Bullying can be
both short and long-term, can consist of overt force or subtle glances, and can be overall
difficult for a teacher or administrator to discern.
One aspect that was reoccurring in the research was the frequency or repetitive
nature of the bullying acts. A quantitative study conducted in the rural South highlights
the frequency in which bullying occurs. A study conducted by researchers in the region
selected 6,500 fourth to sixth graders, and took data over a three month period. The study
indicated that during the months preceding the survey, one in four students had been
bullied with some regularity and that one in ten had been bullied at least once a week.
Additionally, approximately one in five children admitted that they had bullied another
child with some regularity in the months preceding the survey (Limber, Cunningham,
Florx, Ivey, Nation, Chai & Melton, 1997).
The current research is important to note, because futures of affected students
include problems in adolescence and adulthood, emotional scars that do not heal, and
perpetuated violence in adult life. (Scottish Council for Research in Education, 1992, p.
7). Although some victims do recover, others continue to suffer from such repercussions
as absenteeism, under-achievement in school, depression and suicide. Victims may also
become withdrawn, and come to believe that they deserve the treatment that they
endured.
A recent quantitative study by Julie C. Rusby and colleagues Kathleen K.
Forrester, Anthony Biglan and Carol Metzler from the Oregon Research Institute
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investigates the link between verbal and physical harassment in schools and the
subsequent effects of peer victimization on teens. The study found significant
associations between harassment in middle school and a myriad of future problem
behaviors, including alcohol abuse, once the students mature to the secondary school
level (Rusby, et.al, 2005). The researchers studied the relationships between verbal and
physical peer harassment in middle school and how this was associated with future
problem behaviors in high school. Two hundred twenty-three at risk male and female
students in grades five through seven were studied through their high school years.
Examples of these behaviors include aggression, antisocial behavior, associations and
relationships with deviant peers, cigarette use and alcohol use. One of the most
interesting findings was that verbal harassment during the middle school years increased
the likelihood of alcohol use three times the normal rate during high school. The
evidence also suggests that peer abuse may be fueling future bullying behaviors,
particularly amongst males.
A relatively new style of bullying occurs on the internet. Computers have added a
new dimension to school bullying in the 21st century. Kids send messages of a cruel
nature to each other through both instant messenger, and e-mail. Counselors, teachers and
administrators at Summit High School in Frisco, CO explain: “It’s incredible the damage
this does to both high school and middle school students. Sometimes whole websites are
created to attack individuals” (summitdaily.com, 2006). Summit High School classifies
cyber bullying as “harassment” and has enlisted formal guidelines highlighting the
consequences for the behavior.
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In recent years, school bullying has manifested itself into something much larger
than it had been in the past. Students are using different and more advanced forms of
bullying in light of technological advances. This includes instant messenger, e-mail and
online forms. Additionally, as future students and even later as adults, victims may be
hesitant to take social, intellectual, emotional or vocational risks. A persisting problem
can lead to even more drastic measures, beyond the scope of bullying as it is known in
the school setting (physical, emotional, sexual, verbal). Occasionally, victims feel
compelled to take drastic measures, such as vengeance in the form of fighting back,
weapon carrying, or even suicide. Victims of school bullying are more likely than nonvictims to grow up being socially anxious and insecure, displaying more symptoms of
depression than those who were not victimized as children (U.S. Department of
Education, 1998, p. 2). This startling discovery can explain the increase in behaviorrelated issues.
Logically, the next question we will ask is: how does our scholastic society
combat bullying in our schools? Unfortunately, despite these actions, bullying persists,
although there have been effective measures used to combat the abuse. Many schools
have introduced strict bullying-based guidelines with consequences for the behavior, as in
the example of the aforementioned high school in Colorado that continues to combat
cyber-bullying. Creativity also has its’ perks. A middle school in the same Colorado
district created No Name Calling Week, and targeted name-calling as a root in bullying
by wearing “shields” that they feel proud of. Some examples of signs the children donned
are: “big brother,” or “fast runner.” These terms were used to offset the often negative
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terms and name-calling that frequents some schools. This district formulated bullet points
throughout the week and shared them with parents. Some of these points included:
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Listen and validate your child’s feelings when they say someone is
calling them names
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Help them to develop strategies to cope with stress
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Try not to evaluate how well your children handled teasing; instead,
praise them for trying to navigate a difficult situation
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Teach your children to remain calm and in control during stressful
situations is an effective tool the child can use throughout life
Source: National Association of School Psychologists
Research gathered by Betty Reardon from Columbia University suggests school
bullying can lead to further violence, negativity and even substance abuse as victims and
perpetrators enter the society at large. Understanding the implications of school bullying
is particularly salient for a future school counselor. These patterns of behavior are viewed
by some as a deeper problem; there is a general lack of respect for the dignity of other
people. This fundamental attitude fosters such issues as intolerance, racism, sexism and
ethnocentrism. In addition, children seem to learn from a society which is increasingly
competitive and violent. Thus, violence and force become the most effective way to
achieve goals (Reardon, 1996).
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Developing these skills amongst middle school students is imperative in order to
gain skills to combat the future abuse. It is important for all school districts to implement
guidelines that will dissuade negative behaviors amongst students. Colorado’s school
district is simply one example of actions being taken.
Research in Scandinavia on how to take action against bullying began much
earlier than in the U.K. and the United States. School bullying is a global, not simply
domestic, issue. The Norwegians tried to tackle the problem by studying the initial
infrastructure of schools. Immediate responses based on the research findings include:
remaining calm, taking the incident seriously, taking action, reassuring the victim,
offering concrete help, giving advice and support to the victim, and explaining the
punishment and why its’ being given. It is also important to keep detailed records of a
bullying incident, for example, when the event occurred, who it involved, and the
outcome of the incident. This can particularly help teachers with future incidents that may
arise again.
Another interesting approach in regards to the bully that was also included in the
research is simply making it obvious to the bully as the adult that you disapprove. Along
with this disapproval, re-action is unavoidable. It is important that one thinks about the
differences of a public and private action. This decision would depend on who the
students are, and what kind of environment a teacher or administrator is dealing with
(Scottish Council for Research in Education, 1992, p. 8).
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It is also important to know the pupils in one’s school. This could be an obvious
issue, but being unfamiliar with pupils makes it difficult to discipline students. An
unknown pupil could act out, and then flee the scene in order to cause more damage. The
factor of not knowing students also makes it easier for teachers to stereotype bullies,
instead of treating them as individuals.
One way to better acquaint students and teachers is a formation of a bullying
prevention committee, as discussed earlier. In order to combat the issue, there must be
ample time spent dealing with it. Teacher in-service days are one way to review the
policies and procedures that exist in schools, and to improve upon aspects of the plan that
are not working. Other aspects to improve safety in schools include increased supervision
in various school areas, parent and community education and involvement, setting up a
confidential reporting system, and taking quick action and confronting behavior (U.S.
Department of Education, 1998, pp. 3-6).
It is also important for teachers and administrators to be vigilant of the dynamics
between students, so that early detection of bullying can be fully recognized.
Strengthening relationships between teachers and students can promote unity and support
in a school environment, fostering positive interactions between students (Reardon, 1996,
p. 9). Some researchers even suggest working the prevention strategies into the
curriculum. Teachers can then ask themselves: do messages about acceptable behavior
get transmitted into the classroom? Ultimately, bullying is a “whole-school” problem.
(Scottish Council for Research in Education, 1992, p. 15). Giving pupils the opportunity
to talk about bullying in general is imperative. Any opportunity to talk with a student
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about school issues fosters both awareness and self confidence. Other than school
assemblies, talking with students in the classroom and holding staff informational
meetings, it is important to use other kinds of visual aids to inform. Both posters, and
leaflets are helpful. Sending information home to parents can bolster action and
awareness. Lastly, having this information readily available at PTA and parents
conferences and other meetings should yet be another line of attack.
Conclusion
School bullying is a phenomenon that, as long as there are relationships amongst
students in schools, will not simply disappear. As a future school counselor, it is
important that pertinent stakeholders continue to be informed of the information, and that
these investigations continue. However, understanding the roots and background of what
to look for is important. Understanding the implications of school bullying is imperative.
Catching bullying before it becomes detrimental is just one of the aspects of early
detection and information gathering. It is clear that bullying can severely damage
student’s emotional health and academic life. Studies suggest that bullying in middle
school and student years can lead to many more detrimental consequences. Realizing that
school bullying may lead to future violence in certain situations and the implications
were discussed. Lastly, measures to combat school bullying were investigated. Having
the necessary tools in place to detect, inform and combat this school phenomenon is
important for middle and high school students, teachers and administrators in this
country.
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References
The Scottish Council for Research in Education. (1991). Edinburgh, Scotland: GNP
Booth.
Rusby, Julie C., Forrester, Kathleen K., Biglan, Anthony, Metzler, Carol W. (2005). The
Journal of Early Adolescence. Bullying in Middle Schools May Lead to Increased
Abuse in High School. SAGE Publications. 25: 453 - 477. Retrieved January
26, 2006 from
http://www.sciencedaily.com/print.php?url=/releases/2005/12/051230085006.htm
Hamilton, H. (2006). Read this, Nerds. Retrieved January 26 from
http://www.summitdaily.com/article/20060119/NEWS/101190039
United States Department of Education. (1998). Preventing Bullying: A Manual for
Schools and Communities. Washington, D.C.: ED Pubs.
S.P. Limber, P. Cunningham, V. Florx, J. Ivey, M. Nation, S. Chai, and G. Melton.
(1997). Bullying among school children: Preliminary findings from a schoolbased intervention program, paper presented at the Fifth International Family
Violence Research Conference, Durham, N.H.
Reardon, B. (1996). Responding to a Major Problem of Adolescent Intolerance: Bullying.
Tolerance: The Threshold of Peace: Curriculum Supplement for Secondary
Schools. Peace Education Miniprints, 82, 2-14.
Dan Olweus. (1993). Victimization by peers: Antecedents and long-term outcomes,” in
Social Withdrawal, Inhibition, and Shyness, edited by K.H. Rubin and J.B.
Asendorf, Hillsdale, NJ.: Erlbaum.
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National Association of School Psychologists. (2003, September). Principal
Leadership Magazine. Bullying Prevention and Intervention. Volume 4, # 1.
Retrived October 26, 2006 from
http://www.nasponline.org/resources/principals/nassp_bullying.aspx.
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Reflections
Overall, I felt that I improved my paper from the first draft, and used the
comments that I received from my instructor and peer review. I took note of my
sources, and tried to extract similar points from dissimilar research. I did this as to
not focus solely on one or two educational journals. I also tried to form
differences in my paper between actual evidence, and assertions. Since nothing is
proven, I changed the verbiage in many places throughout the paper.
Throughout the text, there were very few times when I felt that direct
quotations were needed. This is because, I did not feel that the authors wrote what
I wanted to convey in the form of “expert declaration.” Nor did I feel that the
authors had such effective language that it was something I could not include to
support my points adequately. There were a two times that I quoted as to use
direct support.
I feel that I also re-organized the sources in a more cogent, organized
fashion. When I began to use research to support my thesis, I reorganized the
paragraphs as to introduce the research and researchers. I didn’t want to bombard
the reader with a laundry list of resources. I wanted them to fit into my arguments
and points. Thus, the research should support what I am saying, not guide the
discussion.
Additionally, I reorganized and moved several of my paragraphs. I
essentially cut and pasted the paper back together from draft form to final form.
For example, I started discussing policy and how to combat bullying before I had
finished defining it for readers. This created a jumbled and unorganized paper.
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I also tweaked syntax, grammar, and solidified proper APA reference
format. I made sure that sources were citing in the text of the paper by author, and
not publication name.
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