Bullying in Schools: An Overview
Bullying behavior, broadly described as intimidating or harassing another person through physical or
verbal assaults and insults, can begin at any age, but it seems to be a particular problem among children
and adolescents. Although bullying is usually a one-on-one behavior, it also has a broader social impact.
Victim may feel humiliated, and thus alienated from everyone in their peer group, while bullies may feel
that they have established a position of superiority in the same group. Bullying behavior can continue
into adulthood, although by that time it may be regarded as criminal behavior and result in legal action
(e.g. charges of "assault and battery").
The social stratification caused by bullying is often a precursor of adult behavior. Children who are
bullies may continue to intimidate, or to try to intimidate, their peers when they are adults. Other adults
learn to cope with such behavior, either by standing up to it and challenging the bully or by ignoring the
behavior and avoiding the bully. Adult society often tends to place bullies and victims in different social
groups.
The development of techniques for dealing with bullies is part of the larger task of schools to create a
safe environment for all children and to teach acceptable social behavior. In October 2010, US President
Barack Obama discussed the issue of bullying in America in a video message that was posted on the
White House website. Obama stated that society must work to erase the myth of bullying as a rite of
passage. In addition, First Lady Michelle Obama spoke out against bullying during an appearance on The
Ellen DeGeneres Show. She stated that parents need to advise their children to speak up if they or
someone they know is being bullied.
Understanding the Discussion
Asperger Syndrome: A neurological disorder associated with autism that is characterized by normal
intelligence and language development, but marked by deficiencies in social and communication skills.
Such individuals can easily become victims of bullying.
Assault: In criminal law, assault may refer to a verbal threat of violence, whereas battery refers to the
actual violence. Most jurisdictions in the United States define assault as an attempt to cause, or actually
causing, bodily injury. Some states expand this definition to include an attempt to menace someone by
putting a person in fear of imminent injury. Assault is also defined as unwanted physical contact or
unwanted sexual advances.
Bullying: In general, bullying is behavior by one person that intimidates another. Often, bullying involves
a real or implied threat of physical aggression and is directed by a physically larger or older person
toward someone smaller or younger. Other definitions of bullying include both physical actions (hitting,
pushing, punching), as well as verbal actions (threatening, taunting, teasing), or even excluding the
target from group activities.
History
Aggressive behavior by adults that could result in police action (assault, for example) is viewed
differently when carried out by a child. For example, if a driver involved in a two-car accident punches
the other driver, he or she may well be arrested and charged with "assault" or "assault and battery,"
whereas a twelve-year-old who punches another student during a playground baseball game will only be
reprimanded by a teacher if the action is witnessed.
For boys, bullying behavior can range from hitting smaller or younger children to simply threatening to
do so. For girls, bullying behavior might be somewhat more subtle-starting vicious rumors about another
girl, for example, or habitually excluding someone from group activities and encouraging other girls to
do the same. While bullying may start at any age, it becomes most apparent in children entering preadolescence and in adolescence, any time after age nine or ten for most children. The physical and
emotional differences between children at the beginning of adolescence can give rise to problems when
children at different stages of development are in school together. Some boys, for example, begin a
growth spurt earlier than others, which places them at an advantage in physical confrontations. The
physical changes associated with adolescence are also accompanied by changes in psychology.
Adolescents begin feeling more independent of adults, parents and teachers alike. Adolescents often
feel a new level of self-awareness. By age ten or twelve, for example, it becomes obvious that some
children are more gifted athletes than others, or have artistic talent. Adolescents are also beginning to
gain a sexual awareness due to a change in hormone levels, which often manifests itself in a new
pattern of group behavior. This complex set of changes typically produces feelings of uncertainty or
insecurity. Adolescents may seek relief from these feelings by becoming withdrawn, argumentative, or
by bullying. Belittling or intimidating another child, either physically or psychologically, might give a
boost to an insecure adolescent's self-esteem.
Some victims of bullying may suffer from learning disabilities, or Asperger syndrome, a developmental
disorder in the autism spectrum usually marked by normal development of intelligence and language,
but less developed social and communication skills than their peers. Victims of bullying behavior may be
slightly behind the curve in physical growth, or they may have developed feelings of insecurity in
childhood. In some cases, they may come from a different social, ethnic or financial background that
makes it harder to fit in with other children in their school. Psychologists realize that children (and
adults) have a way of communicating insecurity to others, unconsciously signaling that they would be
easy to intimidate.
The phenomenon of bullying involves three players: the bully; his/her victim; and the larger peer group
of children who are neither bullies nor victims, but who witness the bullying. The reaction of the peer
group can have an important impact on both the bully and the victim. If other children behave in ways
that boost the bully's ego at the expense of the victim, the bully receives positive reinforcement that
may encourage more bullying. If the peer group comes to the rescue of the victim by confronting the
bully, the victim is protected (and may avoid feeling that he/she has been singled out as a victim) and
the bully gets negative feedback which may discourage future instances of bullying.
Traditionally, the approach of teachers in dealing with bullying has been driven by commonsense: try to
prevent the bully's behavior; if that fails, counsel the victim and involve the peer group by convincing
them that bullying is unacceptable. Although these methods do nothing to address the underlying
issues, they can make a difficult situation more acceptable. Dealing with the bully falls at first into
prevention, to make sure the bully is not given a chance to behave badly. If and when a bully is found,
the actions can be punished by separating him/her from the larger group, by detaining him/her after
school, or by excluding him/her altogether by expulsion. When schools are able to provide psychological
counseling, bullies can be treated in an effort to discourage their behavior.
Dealing with the victim falls into several different categories: advising him or her to deny that something
has happened ("ignore it" is the usual form of this advice); advising the victim to run away ("stay away
from the bully," which may also result in social isolation for the victim); or to fight back ("stand up for
your rights"). If a victim is unable to fight back, either physically or because he/she has truly been
intimidated, these treatments may well simply reinforce the message of the bully.
Dealing with the peer group involves raising awareness of how not to behave in a group, and to
encourage children to counter bullies by taking steps to make the victim feel welcome and safe within
the group, while isolating the bully. The downside to this approach is that the peer group may have
dissolved (after lunch break, for example), leaving the bully and victim as the easiest to identify and to
counsel.
Bullying in Schools Today
As many as 15-25 percent of children have been bullied at some time, so that schools have recognized
an obligation to address this issue. Coping with bullying is widely recognized as preventing psychological
harm that stems from bullying. There are three victims in this behavior: the bully who is acting out
insecurities and perhaps entering into a lifelong pattern of counterproductive behavior; the victim
whose underlying insecurities or conditions may be exacerbated, possibly leading to long-term
problems; and the subtle participants, the peer group, who themselves are learning to cope (or fail to
cope) with a variety of behaviors. Psychologists widely recommend that bullying be treated not just as a
matter of "civil order," akin to childhood assault and battery, but as a developmental issue, one among
many that affect adolescents.
Increasing incidents of cyberbullying are now taking place. Victims are intimidated by others using the
internet and cell phones. Often bullies start harmful rumors about their victims. Frequently, they use
another peer's name. This behavior is most prevalent among teens, but can be found in the upper
elementary grades. This type of bullying is particularly difficult to stop since it can be difficult to identify
the culprit.
Bibliography
Books
Attwood, Tony. The Complete Guide to Asperger's Syndrome. Philadelphia: Jessica Kingsley Publishers,
2006.
Davis, Stan. Schools Where Everyone Belongs: Practical Strategies for Reducing Bullying. Champagne, IL:
Research Press, 2005.
Olweus, Dan. Bullying at School: What We Know and What We Can Do. Oxford: Blackwell, 1993.
Pearmain, Elisa Davy. Once Upon a Time: Storytelling to Teach Character and Prevent Bullying. Boone,
NC: Character Development Group, 2006.
Sanders, Bruce. Bullying. North Mankato, MN. : Stargazer Books, 2006.
Periodicals
"Hero In The Hallway." Current Health Teens 38.5 (2012): 5. Points of View Reference Center. Web. 26
Nov. 2012. http://search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=69880909&site=povlive..
"Bullied student case to go before top Ohio court." Dayton Daily News (31 Jan. 2011). 31 Jan. 2011.
http://www.daytondailynews.com/news/ohio-news/bullied-student-case-to-go-before-top-ohio-court1068944.html.
Burton, Donna. "Smile, No Bullying." Living Well 5:4. (Dec. 2005): 5p. Online. EBSCO. Accessed 29 30
Nov. 20062008.
Cook, Glenn. "A New Study Shows the Prevalence of Bullying and Harassment at School." American
School Board Journal 192:12. (Dec. 2005): 3p. Online. EBSCO. Accessed 29 30 Nov. 20062008.
Hamarus, Paivi, and Pauli Kaikkonen.. "School bullying as a creator of pupil peer pressure." Educational
Research 50.4 (Dec. 2008): 333-345. Academic Search Premier. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=35256049&site=ehost-live.
"Impact of bullying on children in elementary schools." Brown University Child & Adolescent Behavior
Letter 22.0 (Jan. 2006): 4. Points of View Reference Center. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=20633919&site=pov-live.
Juvonen, Jaana. "Myths and Facts About Bullying in Schools." Behavioral Health Management 25.5 (Mar.
2005): 36. Points of View Reference Center. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=16960270&site=pov-live.
Juvonen, Jaana, and Elisheva F. Gross. "Extending the School Grounds?-Bullying Experiences in
Cyberspace." Journal of School Health 78.9 (Sep. 2008): 496-505. Academic Search Premier. EBSCO. 7
Jan. 2009 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33533365&site=ehost-live.
Langdon, Susan W., and William Preble.. "THE RELATIONSHIP BETWEEN LEVELS OF PERCEIVED RESPECT
AND BULLYING IN 5TH THROUGH 12TH GRADERS." Adolescence 43.171 (Fall 2008): 485-503. Academic
Search Premier. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=35390796&site=ehost-live.
Meyer-Adams, Nancy, and Bradley T. Conner.. "School Violence: Bullying Behaviors and the Psychosocial
School Environment in Middle Schools." Children & Schools 30.4 (Oct. 2008): 211-221. Academic Search
Premier. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=34758072&site=ehost-live.
Menesini, Ersilia, and Marina Camodeca.. "Shame and guilt as behaviour regulators: Relationships with
bullying, victimization and prosocial behaviour." British Journal of Developmental Psychology 26.2 (June
2008): 183-196. Academic Search Premier. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=32587903&site=ehost-live.
Mills, Michael. "Children and Bullying: How Parents and Educators Can Reduce Bullying at School - By
Ken Rigby." Support for Learning 23.4 (Nov. 2008): 215-215. Academic Search Premier. EBSCO. 7 Jan.
2009 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=35162777&site=ehost-live.
Stutzman, Rene. "Parents of Bullied Kids Hiring Lawyers, Suing School Districts." The Orlando Senteniel
(31 Jan. 2011.) http://www.edweek.org/ew/articles/2011/01/31/20mct_flbullying.h30.html.
"Tips for Effective Bullying Intervention." Curriculum Review 45:5. (Jan. 2006): 2p. Online. EBSCO.
Accessed 29 30 Nov. 20062008.
Twemlow, Stuart W., et al. "Effects of participation in a martial arts-based antibullying program in
elementary schools." Psychology in the Schools 45.10 (Dec. 2008): 947-959. Academic Search Premier.
EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=35256612&site=ehost-live.
Websites
National Crime Prevention Council. Accessed 30 Nov. 2008. http://www.ncpc.org/cyberbullying
US Department of Health and Human Services: Health Resources and Services Administration. Accessed
30 Nov. 2008. http://stopbullyingnow.hrsa.gov/adult/indexAdult.asp?Area=usingsite
Point: School Administrators Should Oppose Bullying Rather than Focusing on the Behavior of the
Victim.
Thesis: In dealing with bullies, adults in schools must understand that the problem lies with the bully,
not the victim, and act accordingly.
Summary: In many past instances, a school's reaction to bullying has been to ignore the bully but
"educate" the victim, promoting assertiveness or counterattack or the adoption of a meek, nonthreatening attitude designed to deflect the bully's intention. These attempts not only force the victim
to bear--wrongfully--the burden of bullying, but also to run a high risk of provoking even more
aggression. Bullies must be watched and controlled, in both the short and the long run. Apart from the
harm done to targeted students, bullying can lead to serious behavioral problems and to the idea that
violence, harassment, and intimidation are legitimate ways--or at least acceptable and effective ways-to deal with others and to resolve personal problems.
Introduction
Insults or physical mockery can occur in a moment as students pass each other in hallways. Taunting,
exclusion, insults, teasing, abuse, threats, humiliation, harassing, and mob activity, or more subtle
actions like gossip, spreading rumors, and silence or shunning take place every day. Some aggressive
behavior may be invisible to adults, as in e-mail or other Internet messages.
Teachers, parents, and even peers must recognize that the problem lies with the bully rather than the
victim and force the bully to take responsibility for his or her behavior. And, because bullying is often
characterized by subtle and threatening behavior, adult intervention is needed to confront and deal with
it.
How Prevalent is Bullying?
The National Youth Violence Prevention Resource Center estimated in 2007 that almost 30 percent of
young people in the United States--over 5.7 million--had been affected by bullying, as bullies, victims, or
both. A national survey of students in grades 6 through 10 found that 13 percent of them had bullied
others, 11 percent had been targeted by bullies, and six percent had both bullied others and been
victims of bullying. Bullying may be more frequent than even these figures indicate; many students don't
report being bullied for fear of being subjected to more and worse. According to John A. Calhoun,
president and CEO of the National Crime Prevention Council (NCPC), 6 out of 10 American teenagers
witness bullying in school on a daily basis. These students are surely secondary victims of bullying.
Although research studies differ sharply in their results, it is clear that a significant number of young
people experience cyberbullying, online harassment or intimidation through e-mail, instant messaging,
and other electronic contact media. These incidents reach beyond the school and into the victim's home
and often into the sanctuary of a students' bedroom and have been found to be distressing enough to
contribute to marked social and personal problems. Nearly 40 percent of those who were harassed
reported emotional distress, and both cybervictims and cyberbullies show tendencies toward substance
abuse and depression. Another finding is that young people who are themselves targeted online are
more likely than their peers to bully others through electronic media.
Who Becomes a Bully?
It was long thought that bullies' aggression and tough tactics were attempts to cope with feelings of
insecurity and low self-esteem, but a 2007 national study found that many bullies in fact tend to be
confident, even popular, with high self-esteem. They are generally physically aggressive, admiring of
violence, quick to anger, and impulsive, with a low threshold of frustration. Bullies are often larger and
stronger than their victims and in general are ready and willing to dominate others and lacking in
empathy for the students they attack. They often have a circle of friends who share in and admire their
acts of violence and aggressive behavior, but many bullies lack emotional support at home and may
come to school depressed, angry, or upset. They may have absorbed from their families the lesson that
abuse of others is an acceptable way to resolve problems or differences. Overall, they are at greater risk
for truancy, dropping out of high school, and violent activity outside of school than are other students.
Researcher Dan Olweus identified two types of bully: aggressive and passive. Aggressive bullies want
power and domination over others and are extremely sensitive to even slight threats to their position,
real or imagined. Aggressive bullies have advanced social skills and use them to dominate followers and
to identify and torment victims. A passive bully, on the other hand, is generally unhappy and not well
liked. Often, he or she is the follower of an aggressive bully and jumps in once a hostile action has
begun.
A recent Oregon study found that bullies need to feel in control and see the effects of their own power;
find satisfaction in personally inflicting injury, suffering, or humiliating others; and frequently claim to
have been provoked by the victim. In general, bullies see themselves in opposition to adults, are proud
of antisocial behavior, and are more likely than other students to be involved in other aggressive
actions, like vandalism, substance abuse, theft, and fights. The National Youth Violence Prevention
Resource Center study reports a strong connection between bullying other students and later adult
criminal activity. In one study, 60 percent of those characterized as bullies in grades six through nine had
at least one criminal conviction by age 24. And many bullies seem to have trouble in their adult
relationships in later life.
An Australian study conducted in the mid-1990s asked bullying students to give their own reasons for
acting aggressively toward other students. In order of frequency, the reasons given were the following:
* they annoyed me
* to get even
* for fun
* others were doing it
* they were wimps
* to show how tough I am
* get things or money
Supporting other research that indicates bullies' generally low levels of tolerance, "they annoyed me"
was the most frequent response for all students, 70 percent for boys and more than 60 percent for girls
under 13 and even higher for students aged 13 through 18.
While male bullies target both boys and girls, females most often bully other girls. An Oregon study,
among others, found that male student bullies find ways to intimidate, control, humiliate, dominate,
and threaten victims, using tactics such as name-calling, shoving, fistfights, defacing or stealing victims'
property, and inappropriate and aggressive sexual behavior. Female student bullies most frequently use
social cruelty, manipulation, deliberate hurting of others' feelings, false character attacks, name-calling,
rejection, and isolation--sometimes isolating the victim from support and then conducting a ravaging
personal attack.
Because bullies are intent on causing discomfort or pain to other students, they are quite creative in
coming up with ways to do so. In the face of these attacks and their variety and frequency, does it make
sense to blame the victim? If not, what kind of efforts on the part of schools might reduce the bully's
advantage?
Tactics for Dealing with Bullying
Direct confrontation of the bully by the victim is virtually never the answer--it does nothing to solve the
underlying problem and may reinforce a bully's behavior or redirect it to another victim. One approach
is to separate the bully and the victim and to seek treatment for the bully. Such treatment must be both
individualized and comprehensive, looking at the bully's family and emotional support system as well as
at his or her specific actions.
Other approaches have been tried to reduce or redirect the behavior of bullies. Almost one-third of
states have passed some kind of legislation to deal with harassment, intimidation, and bullying in their
schools. All such laws promote development of a bullying policy but have generally left the details to
schools and school districts. Some states, such as Colorado, define bullying broadly as any intent to
cause distress or to intimidate or ridicule, while the laws of New Jersey and some other states focus on
bullying that stems from bias--race, religion, gender, sexual orientation, or physical or mental handicaps.
Many questions must be answered in developing school anti-bullying policy, even with the support of
state laws. Should the policy cover incidents on school grounds only? Going to and from school? On
school buses or contracted transportation? Some states define bullying in relation to injury or fear of
injury (Was the student directly and physically threatened?), while others states look at the effect of
threats on the whole school environment (Was the school's safety threatened? Was there a disruption
to learning?). The Connecticut state policy is one of the most comprehensive, and it supports schoollevel policies that place the heaviest burden on the bully. The law states that each local and regional
board of education policy must include a definition of bullying, plus the following elements:
* A procedure for students to report incidents of bullying anonymously
* A procedure for parents to file written reports of suspected bullying
* A requirement that school personnel must report any incidents of bullying
* A requirement that school administrators must investigate any reports
* An intervention strategy for school staff to deal with bullying
* Notification of parents of both bully and victim, including what action has been taken in response to
the incident and what the consequences for any further acts of bullying will be
* A requirement that each school document all verified acts of bullying and make a list available to the
public
Many schools across the country have looked at peer involvement as a way to control or reduce
bullying, and several studies have pointed out that it can be very effective. For example, bullies would
rather attack one person than someone who is with a group of friends. However, without direct
guidance, most bystanders do not act and do not report bullying to school staff, out of fear that they will
become targets, fear of being laughed at or even threatened for going to school authorities, and,
frequently, a belief that school officials won't believe, understand, or act on the information. Said one
student in a Kansas study: "I don't like it that he is bullied, but I can't do anything about it or they will
turn on me, too."
If peer involvement poses problems, it also promises opportunities. A Massachusetts high school has
established a "school guardian" program, in which anonymous, diverse groups of students are trained to
step in to stop harassment. Their job is not to "save" the victim, but to divert the bully's attention.
Another school in the same district holds special lunch days, where student tables are scrambled so that
students sit with people they don't know well. And Richard Hazler, a professor at Ohio University and a
specialist in peer-on-peer abuse, writes: "The most dangerous place in a school is the restroom because
of isolation. Well, you also can have isolation in the middle of a cafeteria if a bully convinces everybody
else not to intervene. . . . If we can show bystanders how to become involved as bystanders, we reduce
isolation."
Conclusion
Bullies make school frightening for thousands of children and young adults each day. Because bullies
often cover or justify their actions as responses to provocation and may behave roughly and aggressively
to both children and adults, it is easier to direct attention to the victim, who obviously does need
support and healing. Schools need to view bullying as an unfortunate but undeniable part of school life,
not just an occasional flare-up by a handful of social renegades. They need to have legal, psychological,
and family assistance services ready to work with bullies and to have in place a clear-cut policy that
defines bullying, prohibits bullying activity, and assigns stiff penalties to students who threaten other
students, whether the threat be a shove and a whispered insult during the change of classes or public
humiliation in the school parking lot.
Bibliography
Books
Davis, Stan. Schools Where Everyone Belongs: Practical Strategies for Reducing Bullying. Champagne, IL:
Research Press, 2005.
Pearmain, Elisa Davy. Once Upon a Time: Storytelling to Teach Character and Prevent Bullying. Character
Development Group, 2006.
Sanders, Bruce. Bullying. North Mankato, MN: Stargazer Books, 2006.
Periodicals
Burton, Donna. "Smile, No Bullying." Living Well 5.4 (Dec. 2005). EBSCO. 29 Nov. 2006.
Cook, Glenn. "A new study shows the prevalence of bullying and harassment at school." American
School Board Journal 192.12 (Dec. 2005). EBSCO. 29 Nov. 2006.
Juvonen, Jaana. "Myths and Facts About Bullying in Schools." Behavioral Health Management 25.5
(Mar/Apr2005). EBSCO. Accessed 28 Jan. 2009.
Kroll, Jennifer. "Bullies Can Be Beat." Current Health 1. 29.5 (Jan. 2006). EBSCO. Accessed 28 Jan. 2009.
Mulcahy, Lisa. "Don't Get Dissed!" Girls' Life 12.2 (Oct.-Nov. 2005). EBSCO. Accessed 28 Jan. 2009.
Strom, Paris S.; Strom, Robert D. "When Teens Turn Cyberbullies." Education Digest 71.4 (Dec. 2005).
EBSCO. Accessed 28 Jan. 2009.
"Tips for Effective Bullying Intervention." Curriculum Review 45.5 (Jan. 2006). EBSCO. 29 Nov. 2006.
Websites
"Best Practices in Bullying Prevention and Intervention." Stop Bullying Now! U.S. Department of Health
& Human Services/U.S. Department of Education. Undated. Accessed 28 Jan. 2009.
http://www.stopbullyingnow.hrsa.gov/HHS_PSA/pdfs/SBN_Tip_23.pdf
"Bullying and Your Child." KidsHealth for Parents. June 2007. Accessed 28 Jan. 2009.
http://www.kidshealth.org/parent/emotions/behavior/bullies.html
"Bullying Facts and Statistics." National Youth Violence Prevention Resource Center/Centers for Disease
Control and Prevention. 27 Dec. 2007. Accessed 28 Jan. 2009.
http://www.safeyouth.org/scripts/faq/bullying.asp
"Bullying in Schools." Oregon Resilience Project. 2003. Accessed 28 Jan. 2009.
http://orp.uoregon.edu/downloads/Bullying.pdf
"Bullying." Facts for Families, No. 80. American Academy of Child & Adolescent Psychiatry. Updated May
2008. Accessed 28 Jan. 2009. http://www.aacap.org/cs/root/facts_for_families/bullying
Caldwell, Emily. "Sticks and Stones." Perspectives (Autumn/Winter 1997). Ohio University. Accessed 28
Jan. 2009. http://news.research.ohiou.edu/perspectives/archives/9702t/bully2.htm
"Definitions/Characteristics of Bullying." Kansas Safe Schools Resource Center. Kansas State Department
of Education. Undated. Accessed 28 Jan. 2009.
http://www.ksde.org/KS_SAFE_SCHOOLS_RESOURCE_CENTER/dc_bvb.htm
"Educating schools about bullies." Teasing and Bullying Program. New Jersey State Bar Foundation.
Undated. Accessed 28 Jan. 2009. http://www.njsbf.org/educators-and-students/programs.html
Counterpoint: School Children Should Learn to Defend Themselves Against Bullies.
Thesis: Dealing with childhood bullies is part of growing up. Children must learn to cope and defend
themselves.
Summary: There are two aspects to every incident of bullying behavior: the aggression of the bully and
the acceptance of that behavior by the victim. Although parents and teachers should try to control
bullies, most bullying behavior occurs well outside the view of adults. Victims must be taught to stand
up for themselves as part of personality development in order to cope with such incidences.
Introduction
Intimidating other people, whether as a child or as an adult is repulsive and reckless. And, it is not just
the target of the bullying who experiences distress, either; witnesses to the bullying also experience
discomfort from the experience. Unfortunately, it is a fact that antisocial behavior begins in childhood
and sometimes continues throughout life. There are a variety of explanations for this: a genetic
inheritance, a reaction to adult behavior in the household, an expression of psychological feelings of
insecurity.
Learning to Cope
None of these explanations can be laid at the feet of bullies' victims. Although, victims may experience
physical, mental, psychological, or social difficulties which make them possible targets for bullies. Bullies
generally choose a person perceived to be vulnerable in some way and, often, the victim is ill-equipped
to deal with the treatment.
Bullying often takes place outside the purview of adults who would intervene. Often it comprises subtle
actions, like filling a lunchroom table with friends so that there is no room for the victim of bullying. It
can manifest itself in the form of a missing invitation to a birthday party outside school or unrecorded
online chat room comments. Even contemptuous looks can serve to intimidate a victim--and,
presumably, bolster the sagging ego of the bully who gives them--by playing into a general atmosphere
of rejection in social circumstances.
Oftentimes, the manifestations of bullying lean toward physical threats, sometimes even escalating into
a beating that can cause real harm to the evolving personality of a child, especially one who is already
suffering feelings of inferiority for some other reason. For example, in the life of a bully, a lack of
athleticism, a slight build, the "new kid in school" status, a different ethnic background, a physical
disability, or not being perceived as "cool" are characteristics worthy of an attack. Constant taunting can
increase the insecurity of a victim, making him even more predisposed to an attack.
Bully and Victim
While much attention is often paid to curbing the behavior of the aggressor, it may also be true that the
behavior of the victim may need to be addressed. In some cases, victims are chosen for reasons entirely
beyond their control--their physical size, for example, natural intelligence, or a physical deformity. In
some cases, the reason for becoming a bully's victim will disappear with time (being a newcomer to a
school, for example, or growing physically larger).
But being a bully's victim can have longer-term effects, such as feeling socially insecure or learning that
withdrawal from social activities is an effective way to avoid the feelings of humiliation and insecurity
caused by bullying. Sometimes, recommended means of coping with a bully--enlisting the help of
parents, teachers, or guidance counselors, for example--can in fact underscore a victim's sense of
helplessness, as well as confirming to other people with bullying personalities that this was a good
target, i.e. someone who could not effectively cope on his or her own.
Most important, in the long run is the feeling on the part of a victim that he or she is being rejected,
unable to deal effectively and independently in difficult social situations. Such feelings can easily lead to
avoidance of social environments and further isolation, which simply encourages the bully's behavior
while further isolating the victim.
Clearly, not everything one learns in school is taught in the classroom. The lunchroom and playground
are also important learning environments. When parents or teachers discover that a child is the victim
of a bully, or multiple bullies, there may be a natural inclination to spring to that child's defense. This
inclination, however - while it may address the specific behavior of a specific bully - may also serve to
instill a sense of victimization in the person being bullied. Feeling like a victim may lead to an eventual
inability to act independently of authority figures, such as teachers and parents.
Effective responses to bullying need not always be in kind; indeed, getting into a physical confrontation
with someone much bigger than the victim could lead to injury or further humiliation (although it might
also dispel the notion that the victim is an appropriate target for bullies in general). On the other hand,
simply playing the role of a helpless victim could lead to a sense of helplessness on the part of victims-an essential element in psychological depression--and further isolation, for the reason that children
mostly do not want to be associated with someone labeled a "loser."
Conclusion
Nobody deserves to be bullied. Yet, to teach victims to seek the help of someone else if they are bullied
may exacerbate that child's feelings of inadequacy that somehow attracted the attention of a bully to
begin with. The victims of bullies need to learn the self-confidence that removes any subtle label that
says, "I am a target."
Ponder This
1. Do victims really share the blame in an antisocial relationship like bullying?
•2. Is it fair to expect a young child to cope with aggressive behavior by someone who is larger, or part
of the dominant social group?
•3. To what extent does retaliation for bullying, especially of the physical sort, invite further humiliation
and more bullying?
•4. What is the responsibility of adults--in school and at home--to deal with bullying behavior
independently of the perpetrator and victim?
Bibliography
Books
Davis, Stan. Schools Where Everyone Belongs: Practical Strategies for Reducing Bullying. Champagne, IL:
Research Press, 2005.
Pearmain, Elisa Davy. Once Upon a Time: Storytelling to Teach Character and Prevent Bullying. Character
Development Group, 2006.
Sanders, Bruce. Bullying. North Mankato, Minn.: Stargazer Books, 2006.
Periodicals
Agid, Shana, and Erica Rand. "Teaching Beyond "Tolerance." Radical Teacher (Dec. 2007): 2-5. Academic
Search Premier. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=29363693&site=ehost-live.
Ball, Harriet A., et al. "Genetic and environmental influences on victims, bullies and bully-victims in
childhood." Journal of Child Psychology & Psychiatry 49.1 (Jan. 2008): 104-112. Academic Search
Premier. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27974324&site=ehost-live.
Bray, Louise, and Chris Lee. "Moving Away from a Culture of Blame to that of Support-Based Approaches
to Bullying in Schools." Pastoral Care in Education 25.4 (Dec. 2007): 4-11. Academic Search Premier.
EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27492061&site=ehost-live.
Burton, Donna. "Smile, No Bullying." Living Well 5:4. (Dec. 2005): 5p. Online. EBSCO. 29 Nov. 2006.
Cook, Glenn. "A new study shows the prevalence of bullying and harassment at school." American
School Board Journal. 192:12. (Dec. 2005): 3p. Online. EBSCO. 29 Nov. 2006.
Crothers, Laura M., and Jered B. Kolbert. "Tackling a Problematic Behavior Management Issue: Teachers'
Intervention in Childhood Bullying Problems." Intervention in School & Clinic 43.3 (Jan. 2008): 132-139.
Academic Search Premier. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=31464813&site=ehost-live.
Jacobsen, Kristen E., and Sheri Bauman. "Bullying in Schools: School Counselors' Responses to Three
Types of Bullying Incidents." Professional School Counseling 11.1 (Oct. 2007): 1-9. Academic Search
Premier. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27264337&site=ehost-live.
Kroll, Jennifer. "Bullies Can Be Beat." Current Health 1. 29:5. (Jan. 2006): 4p. Online. EBSCO. 29 Nov.
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Green, Gregory. "BULLYING: A CONCERN FOR SURVIVAL." Education 128.2 (Winter2007 2007): 333-336.
Academic Search Premier. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=30099367&site=ehost- live.
"Is your child or student a bully or a victim of bullying?." Brown University Child & Adolescent Behavior
Letter 22.2 (June 2006): 8. Points of View Reference Center. EBSCO. 7 Jan. 2009
http://search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=20919601&site=pov-live.
Mulcahy, Lisa. "Don't Get Dissed!" Girls' Life. 12:2. (Oct.-Nov. 2005): 3p. Online. EBSCO. 29 Nov. 2006.
Strom, Paris S.; Strom, Robert D. "When Teens Turn Cyberbullies." Education Digest 71:4. (Dec. 2005):
7p. Online. EBSCO. 29 Nov. 2006.
"Tips for Effective Bullying Intervention." Curriculum Review 45:5. (Jan. 2006): 2p. Online. EBSCO. 29
Nov. 2006.
Websites
"Bullying and Your Child." Kids Health for Parents.
http://www.kidshealth.org/parent/emotions/behavior/bullies.html. Accessed 11/18/2006.
Evans, Tom. "Youth forum focuses on bullying and finding solutions to stop it." 30 Jan. 2011. The Hour.
http://www.thehour.com/story/498494. Accessed 1/31/2011.
Haye, Kisha. "Bullying: Understanding Attitudes toward Bullying and Perceptions of School Social
Climate." Education.com. http://www.education.com/reference/article/student-attitudes-towardsbullying/. Accessed 1/31/2011.
Wylie, Mary Sykes. "Teaching Kids to Care," from Therapy Networker, Sep. 2000.