School bullying is one of the most burning social issues that involve almost every family in any society. Many Statistics shows an alarming picture of high rated violence at schools. Individual externalizing behavior of children is one of the critical risk factors. Punching, kicking and other violent activities are often learnt from the example of others. Hyperactivity and aggression are often associated with lower IQ and lack of social skills. Also School violence is to a great extent dependent on home environment. We will discuss the issue of bullying in schools and how we can try to better this problem.
Thesis: School bullying is one of the most burning social issues that involve almost every family in any society.
I. Statistics shows an alarming picture of high rated violence at schools.
A. Teachers and parents report violent acts throughout the world.
B. Scholars try to define the most vulnerable regions and social groups.
II. Where does school violence come from?
A. Individual externalizing behavior of children is one of the critical risk factors.
1. Punching, kicking and other violent activities are often learnt from the example of others.
2. Hyperactivity and aggression are often associated with lower IQ and lack of social skills.
B. School violence is to a great extent dependent on home environment.
1. Physical and sexual abuses make children conclude violence to be acceptable.
2. Aggressiveness in youth is often associated with harsh parental discipline.
3. Many children learn violent acts from television and video games.
C. Neighborhood environment also contributes to the context of violence at schools.
III. School bullying is usually taking place between school students.
A. Strange and different pupils are the most typical victims of school bullying.
B. School bullying can take different forms.
1. Forced physical contact like punching and kicking is called physical bullying.
2. Emotional well-being of a child can be damaged by psychological abuse like harassment or provocation.
3. Negative comments and other slanderous statements are verbal bullying.
IV. School staff also can become the target as well as the perpetrators of school bullying.
A. Pupils turn out to be disposed to subtle or covert aggression of teachers.
B. Teaching is rated as one of the most dangerous occupations for the risk of bullying.
V. Some preventive and intervention measured should be taken to combat school bullying.
A. The most complicated strategies are taken at society level.
B. The most effective strategies are school-wide.
C. The most deep-going strategies are intended to improve family environment.
School bullying – is a form of psychological abuse, verbal or physical, that occurs among school children repeatedly over a given time. Statistically, the dominant type of violence is the emotional and occurs mainly in the classroom and the school yard. The protagonists of cases of bullying are often children in the process of entry into adolescence (12-13 years), has slightly higher percentage of girls in the profile of victims. Bullying, aggressive behavior among students, which is shown, may last for weeks, months or even years.
Bullying is considered characteristic and extreme school violence. “The most surprising thing is how much fear is there in schools … as good soldiers, [students] control their fears, live with them and meet them.” This behavior of intimidation can actually occur anywhere in schools. Bullying is a form of torture, methodical and systematic, in which the offender responds to the victim, often with the silence, indifference or complicity of other companions.
This type of school violence is characterized by a reiteration of intimidation directed towards the victim, involving an abuse of power as is exercised by a stronger aggressor, either the real or perceived strength subjectively than that. The subject is the abuse, physical and emotional abuse to the subject is generated as a result a number of psychological sequences. It can be considered common for the embattled living terrified by the idea of attending school and they are very nervous, sad and lonely in their daily lives. In some cases, the severity of the situation could have thoughts about suicide or even to materialize, actual consequences of harassment of people regardless of age. Those who bully others may be drawn by how they act and one can recognize them by how they look. There are different types of people engaging in bullying others. Those who bully others are enjoying the want to be sure of themselves all the time. Others are anxious that they are not focused on what they do and they also are less sure of themselves.
For example, in the United States, 33.7% of students are reported to being bullied often. As a fact, students who intimidated others in primary school tend to do the same for students in middle and high school. The consensus says the rate in high school bullying is at its peak. In one study, one researcher found that 29.9% of students reported moderate or frequent involvement in bullying. Of those students, 13% were admitted to having bullied others, 10.6% reported being frequently bullied and 6.3% support both bullying and victimization. Bullying over the years in high school has received less attention than bullying students in middle and elementary school. In high school students also face sexual harassment. Studies have shown that approximately 81% of high school students are sexually harassed during their high school years. Also, 55% of them have been sexually harassed between the eighth and ninth graders and 61% between the tenth and eleventh grade. The study says that women have been sexually harassed more than men.
The aim of the practice of bullying is bullying itself, it is an intention to make a person suffer, to show him “his place”. Also, a victim is suffering emotionally and intellectually. This kind of urgent need to dominate, subjugate , assault, and destroy others who may have the bully as a predominant pattern of social relationships with others is extremely widespread these days.
It should be noted that sometimes, the child develops other harassment behaviors seeks, through the method of “trial and error” to get the recognition and attention of others, of which lacks, coming to learn a relationship model based on exclusion and contempt for others. Very often the child, who harasses another child, is usually quickly surrounded by a band or group of bullies that add unanimously and gregarious behavior of harassment against the victim. This is due to the lack of an external authority (for example, a teacher).
Often the violence is a form of socially channeled, materializing in a regulatory mechanism known groups in crisis: the scapegoat mechanism. It is estimated that the simultaneous intervention on individual, family and cultural, is the only way of preventing bullying. Prevention can be done at different levels. Primary prevention would be the responsibility of parents (for example, non-authoritarian education) of society as a whole and the media (in the form of self-regulation for certain content).
Secondary prevention would be concrete measures on the population at risk, that is, adolescents (primarily promote a change in attitude towards the need to report cases of bullying but do not become victims of them), and population directly linked to this, and also teachers (in the form of training in appropriate skills for conflict prevention). Finally, tertiary prevention measures would help those involved in cases of bullying.
To sum it up, it can be said that bullying is a serious problem that has to be solved and proper measures have to be taken. Psychological help in many cases can be essential and will help to determine reasons and the causes of the incidents.
Kerbs, John J. & Jolley, Jennifer M. (2007). The Joy of Violence: What about Violence is Fun in Middle-School?. American Journal of Criminal Justice, 32, 12.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell Publishers.
Whitted, K. S. & Dupper, D. R. (2007). Do Teachers Bully Students?: Findings from a Survey of Students in an Alternative Education Setting. Education and Urban Society, 40, 329.