Difference between revisions of "Bullying" - New World Encyclopedia

From New World Encyclopedia
(48 intermediate revisions by 3 users not shown)
Line 1: Line 1:
 +
{{Images OK}}{{Approved}}{{copyedited}}
 
[[Category:Politics and social sciences]]
 
[[Category:Politics and social sciences]]
 
[[Category:Sociology]]
 
[[Category:Sociology]]
 
[[Category:Psychology]]
 
[[Category:Psychology]]
  
 
+
[[Image:Bullying Irfe.jpg|thumb|250 px|Bullying can be detrimental to students’ well-being and development.]]
[[Image:Bullying Irfe.jpg|thumb|Bullying can be detrimental to students’ well-being and development.]]
 
 
'''Bullying''' is the act of intentionally causing harm to others, through verbal [[harassment]], physical [[assault]], or other more subtle methods such as spreading [[rumor]]s.  
 
'''Bullying''' is the act of intentionally causing harm to others, through verbal [[harassment]], physical [[assault]], or other more subtle methods such as spreading [[rumor]]s.  
  
 
Bullying usually is characterized by direct or overt behavior, observable actions against an individual or group. However, bullying may also be indirect or covert, in which subversive acts that are more difficult to detect are perpetrated against the victim. Bullying may involve physical actions such as hitting, kicking, or hair pulling, or it may be verbal in nature, involving the use of hurtful nicknames, telling lies, or making fun of the victim.
 
Bullying usually is characterized by direct or overt behavior, observable actions against an individual or group. However, bullying may also be indirect or covert, in which subversive acts that are more difficult to detect are perpetrated against the victim. Bullying may involve physical actions such as hitting, kicking, or hair pulling, or it may be verbal in nature, involving the use of hurtful nicknames, telling lies, or making fun of the victim.
 +
 +
The traditional response to bullying has been to impose the responsibility to change upon the victim—telling them to fight back, to ignore it, to blend in more with the crowd, or to avoid the person bullying them so as not to provoke them. In general, this approach has failed, and in the worst instances has escalated the violence to [[school shooting]]s and/or [[suicide]] of the victim.
 +
 +
A different approach puts the responsibility to change on all those involved, including the individual who bullied, and the bystander—the other members of the [[community]] within which bullying has occurred. This approach recognizes that it is not only the victim of bullying who needs support, but the bully also needs both [[punishment]] and [[counseling]], and the bystander, often ignored in the problem of bullying, needs empowerment.
 +
{{toc}}
 +
The problem of bullying can be seen not as an individual [[character]] flaw but rather as a [[society|societal]] problem. The desire for power over others, attained through physical or other forms of violence, is a problem that has been observed in human history. Its solution requires change both in human nature and in human relationships, such that every individual feels valued and respected within their community. When this is achieved, bullying will cease.
  
 
==Definition==
 
==Definition==
'''Bullying''' is an act of repeated aggressive behavior in order to intentionally hurt another person, physically or mentally. Bullying can occur in any setting where human beings interact with each other. This includes [[school]], [[church]], the [[workplace]], [[home]], and [[neighborhood]]s. It is even a common [[Immigration|push factor]] in [[human migration]]. Bullying can exist between social groups, social classes and even between [[countries]], referred to as [[Jingoism]].  
+
'''Bullying''' is an act of repeated aggressive behavior in order to intentionally hurt another person, physically or mentally. A second common element in bullying behavior is a perceived imbalance of power, which allows one individual, or group, to victimize another.<ref name=ncsl>Finessa Ferrell-Smith, "Tackling the Schoolyard Bully: Combining Policy Making with Prevention," National Conference of State Legislatures, 2003. </ref>
 +
 
 +
Bullying can occur in any setting where human beings interact with each other. This includes [[school]], [[church]], the [[workplace]], [[home]], and [[neighborhood]]s. It is even a common [[Immigration|push factor]] in [[human migration]]. Bullying can exist between social groups, [[social class]]es, and even between [[nation]]s.  
  
A widely accepted definition of bullying is:
+
<blockquote>A person is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more persons.<ref name=olweus>Dan Olweus, ''Bullying at School: What we Know and What we can Do'' (Wiley-Blackwell, 1993, ISBN 0631192417).</ref></blockquote>
<blockquote>A person is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more persons.<ref name=olweus>Dan Olweus, ''Bullying at School: What we Know and What we can Do'' (Wiley-Blackwell, 1993, ISBN 0631192417)</ref></blockquote>
+
"Negative actions" are "intentional infliction of, or attempt to inflict, injury or humiliation on another.<ref name=hoover>John H. Hoover and Ronald L Oliver, ''The Bullying Prevention Handbook: A Guide for Principals, Teachers, and Counselors'' (Solution Tree, 2008, ISBN 978-1934009116).</ref> Such injury can be physical, verbal, or a mixture of the two. In some cases, verbal harassment is used to provoke a weaker person to anger and thus provide an excuse for the stronger individual, the bully, to become physical in their attacks.
These "negative actions" are "intentional infliction of, or attempt to inflict injury or humiliation, on another.<ref name=hoover>John H. Hoover and Ronald L Oliver, ''The Bullying Prevention Handbook: A Guide for Principals, Teachers, and Counselors'' (Solution Tree, 2008, ISBN 978-1934009116)</ref> Such injury can be physical, verbal, or a mixture of the two. In some cases, verbal harassment is used to provoke a weaker person to anger and thus provide an excuse for the stronger individual, the bully, to become physical in their attacks.
 
  
 
Verbal harassment, or [[teasing]], is often the method used by a verbally efficient individual against one who is less proficient with words. Teasing with a sexual content may be a precursor to [[sexual harassment]] in later years.<ref name=hoover/>
 
Verbal harassment, or [[teasing]], is often the method used by a verbally efficient individual against one who is less proficient with words. Teasing with a sexual content may be a precursor to [[sexual harassment]] in later years.<ref name=hoover/>
 
Bullying in school and the workplace may also referred to as peer abuse.
 
  
 
Bullying is distinguished from [[aggression]] in general:
 
Bullying is distinguished from [[aggression]] in general:
 
<blockquote>First, bullying represents a chronic pattern of abuse over time, not individual or rare episodes. Second, bullying is not necessarily one-on-one harassment; it may be carried out by a group on a single individual.<ref name=hoover/></blockquote>  
 
<blockquote>First, bullying represents a chronic pattern of abuse over time, not individual or rare episodes. Second, bullying is not necessarily one-on-one harassment; it may be carried out by a group on a single individual.<ref name=hoover/></blockquote>  
  
Bullying can be divided into two categories: Direct bullying, and indirect bullying.<ref name=nces-2005-310>[http://nces.ed.gov/pubs2005/2005310.pdf ''Student Reports of Bullying''], Results From the 2001 School Crime Supplement to the National Crime Victimization Survey, US National Center for Education Statistics</ref>
+
Bullying can be divided into two categories: Direct bullying, and indirect bullying.<ref name=nces-2005-310>U.S. National Center for Education Statistics, [http://nces.ed.gov/pubs2005/2005310.pdf ''Student Reports of Bullying,''] Results From the 2001 School Crime Supplement to the National Crime Victimization Survey. Retrieved January 23, 2018.</ref>
  
Direct bullying involves overt behaviors directed against another individual, observable by others. They may include physical [[aggression]] such as shoving and poking, throwing things, slapping, choking, punching and kicking, beating, stabbing, pulling hair, scratching, biting, scraping and pinching.<ref name=ross>P. N. Ross, ''Arresting violence: A resource guide for schools and their communities'' (Toronto: Ontario Public School Teachers' Federation, 1998)</ref> Non-violent physical actions such as staring, laughing at the victim, and stealing items like lunch money are also common. Direct bullying may also be verbal in nature, such as teasing, saying hurtful things, and using unpleasant nicknames directly to the person.
+
Direct bullying involves overt behaviors directed against another individual, observable by others. They may include physical [[aggression]] such as shoving and poking, throwing things, slapping, choking, punching and kicking, beating, stabbing, pulling hair, scratching, biting, scraping, and pinching.<ref name=ross>P. N. Ross, ''Arresting Violence: A Resource Guide for Schools and Their Communities'' (Toronto, ON: Ontario Public School Teachers' Federation, 1998).</ref> Non-violent physical actions such as staring, laughing at the victim, and stealing items like lunch money are also common. Direct bullying may also be verbal in nature, such as teasing, saying hurtful things, and using unpleasant nicknames directly to the person.
  
Indirect bullying is characterized by threatening the victim into [[social isolation]]. This isolation is achieved through a wide variety of techniques, such as spreading gossip and [[rumor]]s, refusing to socialize with the victim, bullying other people who wish to socialize with the victim, and criticizing the victim's manner of dress and other socially-significant markers (including the victim's race, religion, disability) to other people to influence their opinion of the victim.<ref name=ross/>
+
Indirect bullying is characterized by threatening the victim into [[social isolation]]. This isolation is achieved through a wide variety of techniques, such as spreading gossip and [[rumor]]s, refusing to socialize with the victim, bullying other people who wish to socialize with the victim, and criticizing the victim's manner of dress and other socially significant markers (including the victim's race, religion, disability) to other people to influence their opinion of the victim.<ref name=ross/>
  
 
==Effects==
 
==Effects==
Victims of bullying can suffer from long term emotional and behavioral problems. Bullying can cause [[loneliness]], [[Depression (mood)|depression]], [[anxiety]], lead to low [[self-esteem]] and increased susceptibility to illness.<ref name=Williams/> The effects of bullying can be extremely serious, even fatal:
+
Victims of bullying can suffer from long term emotional and behavioral problems. Bullying can cause [[loneliness]], [[Depression (psychology)|depression]], [[anxiety]], lead to low [[self-esteem]] and increased susceptibility to illness.<ref name=Williams/> The effects of bullying can be extremely serious, even fatal:
 
<blockquote>There is a growing body of research which indicates that individuals, whether child or adult who are persistently subjected to abusive behavior are at risk of stress related illness which can sometimes lead to suicide.<ref name=tcd/></blockquote>
 
<blockquote>There is a growing body of research which indicates that individuals, whether child or adult who are persistently subjected to abusive behavior are at risk of stress related illness which can sometimes lead to suicide.<ref name=tcd/></blockquote>
 +
 +
In [[Japan]], bullying in schools has resulted in the [[suicide]]s of several students, leading to [[mass media|media]] attention and efforts by the Ministry of Education to encourage schools to tackle the issue.<ref name=japan>''Voice of America,'' [https://www.voanews.com/a/a-13-2007-03-26-voa14-66543257/554281.html Bullying in Japan Leads to Student Suicides,] October 27, 2009. Retrieved January 23, 2018.</ref>
  
 
These destructive effects may not be limited to self-destruction but have been implicated in violence against others:
 
These destructive effects may not be limited to self-destruction but have been implicated in violence against others:
<blockquote>In 2002, a report released by the U.S. Secret Service concluded that bullying played a significant role in many school shootings and that efforts should be made to eliminate bullying behavior.<ref name=ncsl>Finessa Ferrell-Smith, [http://www.ncsl.org/programs/cyf/schoolyard.htm Tackling the Schoolyard Bully: Combining Policy Making with Prevention] National Conference of State Legislatures, 2003. Retrieved October 9, 2008.</ref></blockquote>
+
<blockquote>In 2002, a report released by the U.S. Secret Service concluded that bullying played a significant role in many school shootings and that efforts should be made to eliminate bullying behavior.<ref name=ncsl/></blockquote>
  
 
==Characteristics of bullies ==
 
==Characteristics of bullies ==
 
+
Research indicates that adults who bully have personalities that are authoritarian, combined with a strong need to control or dominate.<ref name=brodsky>C. Brodsky, ''The Harassed Worker'' (Lexington Books, 1976, ISBN 0669010413).</ref> It has also been suggested that a prejudicial view of subordinates can be a risk factor.<ref name=ashforth>Blake Ashforth, "Petty tyranny in organizations," ''Human Relations'' 47(7) (1994): 755-778.</ref> While [[envy]] and [[resentment]] may be motives for bullying,<ref name=vari>S. Einarsen, H. Hoel, D. Zapf, and C. L. Cooper (eds.), ''Bullying and Emotional Abuse in the Workplace: International Perspectives in Research and Practice'' (London: Taylor & Francis, 2003, ISBN 0415253594).</ref> there is little evidence to suggest that bullies suffer from any deficit in [[self esteem]] (as this would make it difficult to bully).<ref name=bkn>G. M. Batsche and H. M. Knoff, "Bullies and their Victims: Understanding a Pervasive Problem in the Schools" ''School Psychology Review'' 23(2) (1994): 165-174. </ref>  
Research indicates that adults who bully have personalities that are authoritarian, combined with a strong need to control or dominate.<ref name=brodsky>C. Brodsky, ''The Harassed Worker'' (Lexington Books, 1976, ISBN 0669010413)</ref> It has also been suggested that a prejudicial view of subordinates can be particular a risk factor.<ref name=ashforth>Blake Ashforth, "Petty tyranny in organizations" ''Human Relations'' 47(7) (1994): 755-778.</ref> While [[envy]] and [[resentment]] may be motives for bullying,<ref name=vari>S. Einarsen, H. Hoel, D. Zapf, and C. L. Cooper (eds.), ''Bullying and Emotional Abuse in the Workplace: International Perspectives in Research and Practice'' London: Taylor & Francis, 2003, ISBN 0415253594)</ref> there is little evidence to suggest that bullies suffer from any deficit in [[self esteem]] (as this would make it difficult to bully).<ref name=bkn>G. M. Batsche and H. M. Knoff, "Bullies and their Victims: Understanding a Pervasive Problem in the Schools" ''School Psychology Review'' 23(2) (1994): 165-174. </ref>  
 
  
 
Researchers have identified a number of other risk factors for bullying, such as quickness to [[anger]] and use of force, [[addiction]] to aggressive behaviors, mistaking others' actions as hostile, concern with preserving [[self image]], and engaging in obsessive or rigid actions.<ref name=vari2> R. J. Hazler, J. V. Carney, S. Green, R. Powell, and L. S. Jolly, "Areas of Expert Agreement on Identification of School Bullies and Victims" ''School Psychology International'' 18 (1997): 3-12.</ref>  
 
Researchers have identified a number of other risk factors for bullying, such as quickness to [[anger]] and use of force, [[addiction]] to aggressive behaviors, mistaking others' actions as hostile, concern with preserving [[self image]], and engaging in obsessive or rigid actions.<ref name=vari2> R. J. Hazler, J. V. Carney, S. Green, R. Powell, and L. S. Jolly, "Areas of Expert Agreement on Identification of School Bullies and Victims" ''School Psychology International'' 18 (1997): 3-12.</ref>  
  
Bullying also has learned or experiential components that are factors of the home, school, and wider society:
+
Bullying also has learned or experiential components that are factors of the environment in the home, school, and wider society:
<blockquote>If aggressive behaviour is not challenged in childhood, there is a danger that it may become habitual. Indeed, there is research evidence, to indicate that bullying during childhood puts children at risk of criminal behaviour and domestic violence in adulthood.<ref name=tcd>[http://www.abc.tcd.ie/school.html#2 School Issues: Why Do People Bully?] Anti-Bullying Center, Trinity College, Dublin. Retrieved October 9, 2008.</ref></blockquote>
+
<blockquote>If aggressive behavior is not challenged in childhood, there is a danger that it may become habitual. Indeed, there is research evidence to indicate that bullying during childhood puts children at risk of criminal behavior and domestic violence in adulthood.<ref name=tcd>[http://www.aipc.net.au/articles/school-bullying/ School Bullying] AIPC Article Library, May 13, 2010. Retrieved January 23, 2018.</ref></blockquote>
  
 
== Types of bullying ==
 
== Types of bullying ==
 
===School bullying===
 
===School bullying===
[[School]] bullying may occur in any area of a school. It can occur in nearly any part in or around the school building, although it more often occurs in [[Physical education]], [[recess]], [[hallway]]s, bathrooms, on [[school bus]]es and waiting for buses, classes that require group work and/or after school activities. Bullying in school sometimes consists of a group of students taking advantage of, or isolating one student in particular and gaining the loyalty of bystanders who want to avoid becoming the next victim. These bullies will taunt and tease their target before physically bullying the target. Targets of bullying in school are often pupils who are considered strange or different by their peers to begin with, making the situation harder for them to deal with.  
+
[[School]] bullying may occur in any area of a school—in or around the school building—although it more often occurs in [[Physical education]], [[recess]], [[hallway]]s, bathrooms, on [[school bus]]es and waiting for buses, and in classes that require group work and/or after school activities. Bullying in school may consist of a group of students taking advantage of, or isolating, one student and gaining the loyalty of bystanders who want to avoid becoming the next victim. These bullies will taunt and tease their target before physically bullying them. Targets of bullying in school are often pupils who are considered different by their peers to begin with.  
  
Some children bully because they have been isolated, and they have a deep need for belonging, but they do not possess the social skills to effectively keep friends.<ref name=Williams>K. D. Williams, J. P. Forgás, and W. von Hippel (eds.), ''The Social Outcast: Ostracism, Social Exclusion, Rejection, & Bullying'' New York, NY: Psychology Press, 2005, ISBN 184169424X)</ref>  
+
Japan, which has suffered increased bullying ''(ijime)'' in its schools, is a group-oriented society and maintaining harmony within the group is paramount: It is the kids who do not fit into the group who are the ones who will be bullied. … The Japanese educational system teaches students that it is not permitted to withdraw from the group, be an individual, or live independently.<ref name=japan/>
  
Bullying can also be perpetrated by teachers and the school system itself: there is an inherent power differential in the system that can easily predispose to subtle or covert abuse, humiliation, or exclusion, even while maintaining overt commitments to anti-bullying policies.<ref>James Garbarino and E. de Lara, ''And Words CAN Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence'' (New York, NY: The Free Press, 2003, ISBN 0743228995)</ref>
+
Some children bully because they have been isolated, and they have a deep need for belonging, but they do not possess the social skills to effectively keep friends.<ref name=Williams>K. D. Williams, J. P. Forgás, and W. von Hippel (eds.), ''The Social Outcast: Ostracism, Social Exclusion, Rejection, & Bullying'' (New York, NY: Psychology Press, 2005, ISBN 184169424X).</ref>  
  
[[School shooting]]s receive an enormous amount of media attention. Some of the children who perpetrated these shootings have claimed that they were victims of bullying and that they resorted to [[violence]] only after the school administration repeatedly failed to intervene.<ref name=ncsl/>  
+
Bullying can also be perpetrated by teachers and the school system itself: there is an inherent power differential in the system that can easily predispose those in authority to subtle or covert abuse, humiliation, or exclusion, even while maintaining overt commitments to anti-bullying policies.<ref>James Garbarino and E. de Lara, ''And Words CAN Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence'' (New York, NY: The Free Press, 2003, ISBN 0743228995).</ref>
  
American victims and their families have [[legal recourse]], such as suing a school or teacher for failure to adequately supervise, racial or gender [[discrimination]], or other [[civil rights]] violations. Special education students who are victimized may sue a school or school board under the [[Americans with Disabilities Act]] or the [[Rehabilitation Act of 1973]].
+
Some of the children who perpetrated [[school shooting]]s have claimed that they were victims of bullying and that they resorted to [[violence]] only after the school administration repeatedly failed to intervene.<ref name=ncsl/>
  
 
===Workplace bullying===
 
===Workplace bullying===
 
{{Main|Workplace bullying}}
 
{{Main|Workplace bullying}}
While there is no single, formally- agreed-upon  definition of workplace bullying, several researchers have endeavoured to define it. Some categorize all harmful boss-behavior and actions of [[:wikt:malintent|malintent]] directed at employees as bullying. Bullying behaviours may be couched in humiliation and [[hazing]] rites and iterative programs or protocols framed as being in the best interests of employee development and coaching. Others separate behaviors into different patterns, labeling a subset of those behaviors as bullying, explaining that there are different ways to deal effectively with specific patterns of behavior depending. Some workplace bullying is defined as involving an employee’s immediate supervisor, manager or boss in conjunction with other employees as [[complicit]], while other workplace bullying is defined as involving only an employee’s immediate supervisor, manager or boss.
+
Unlike the more physical form of schoolyard bullying, workplace bullying often takes place within the established rules and policies of the organization and society. Such actions are not necessarily illegal and may not even be against the firm's regulations; however, the damage to the targeted employee and to workplace morale is obvious. While [[sexual harassment]] has been recognized in [[law]] in many countries including the [[United States]], workplace bullying is still being established as a social problem.  
 
 
Noa Davenport, Ruth Distler-Schwartz and Gail Pursell-Elliot identify “mobbing” as a particular type of bullying that is not as apparent as most, defining it as "''…an emotional assault. It begins when an individual becomes the target of disrespectful and harmful behavior. Through innuendo, rumors, and public discrediting, a hostile environment is created in which one individual gathers others to willingly, or unwillingly, participate in continuous malevolent actions to force a person out of the workplace''." Marilyn Haight identifies thirteen patterns of bad-boss-behavior, with workplace bullying being only one of those patterns: "''Bully Bosses try to intimidate the people who report to them. They insult, taunt, harass and threaten employees. They snap, shout, ridicule, and/or curse at them. While abusing people, both verbally and psychologically, bullying bosses have that cat-that-swallowed-the-canary, satirical expression on their faces. They appear to be out of control while attacking, but they are very much in control and keenly aware of the emotional reactions of the people around them''."
 
  
Unlike the term "sexual harassment," which named a specific problem and is now recognized in U.S. law (and many international laws), workplace bullying is still being established as a relevant social problem and is in need of a specific vernacular. Marilyn Haight has taken a step toward isolating and naming thirteen specific behavioral patterns which are typically lumped together under the generic term of bullying.
+
Bullying behaviors may be couched in humiliation and [[hazing]] rites or protocols framed as being in the best interests of employee development and coaching. Workplace bullying may involve an employee’s immediate supervisor, manager, or boss alone or in conjunction with other employees. A number of specific behavioral patterns have been identified as bullying behavior on the part of bosses:
 +
<blockquote>Bully Bosses try to intimidate the people who report to them. They insult, taunt, harass, and threaten employees. They snap, shout, ridicule, and/or curse at them. While abusing people, both verbally and psychologically, bullying bosses have that cat-that-swallowed-the-canary, satirical expression on their faces. They appear to be out of control while attacking, but they are very much in control and keenly aware of the emotional reactions of the people around them.<ref>Marilyn Haight, ''Who's Afraid of the Big, Bad Boss? How to Survive 13 Types of Dysfunctional, Disrespectful, Dishonest Little Dictators'' (Worded Write Publishing, 2008, ISBN 978-0980039016).</ref></blockquote>
  
Unlike the more physical form of schoolyard bullying, workplace bullying often takes place within the established rules and policies of the organization and society. Such actions are not necessarily illegal and may not even be against the firm's regulations; however, the damage to the targeted employee and to workplace morale is obvious.
+
When perpetrated by a group, workplace bullying is sometimes known as "[[mobbing]]," which can be described as an emotional assault:
 
+
<blockquote>It begins when an individual becomes the target of disrespectful and harmful behavior. Through innuendo, rumors, and public discrediting, a hostile environment is created in which one individual gathers others to willingly, or unwillingly, participate in continuous malevolent actions to force a person out of the workplace.<ref>Noa Davenport, Ruth Distler Schwartz, and Gail Pursell Elliot, ''Mobbing: Emotional Abuse in the American Workplace'' (Civil Society Publishing, 1999, ISBN 0967180309).</ref></blockquote>
Particularly when perpetrated by a group, workplace bullying is sometimes known as [[mobbing]]. It can also be known as "career assassination" in political circles.
 
  
 
===Cyberbullying===
 
===Cyberbullying===
{{Main|Cyberbullying}}
+
Cyber-bullying is bullying that involves the use of [[digital]] [[technology]] in [[communication]]: "The intentional and repeated harm of others through the use of computers, cell phones, and other electronic devices."<ref name=patchin3>Sameer Hinduja and Justin W. Patchin, ''Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying'' (Corwin Press, 2008, ISBN 978-1412966894).</ref>
 +
<blockquote>
 +
Cyberbullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behaviour by an individual or group, that is intended to harm others. Cyberbullying can happen through the use of e-mail, cell phone text (SMS) and multimedia messages (MMS), instant messaging (IM), defamatory Web logs (Blogs), personal Web sites, and online personal polling sites.<ref name=cyber2>W. Belsey, [https://pdfs.semanticscholar.org/d4b9/5d4ad8599e86cd726290f4e4a5d8309f6bda.pdf Cyberbullying: An Emerging Threat to the Always On Generation,] ''www.bullying.org''. Retrieved January 23, 2018.</ref></blockquote>
  
Cyber-bullying researchers Hinduja and Patchin define cyber-bullying as: "willful and repeated harm inflicted through the medium of electronic text"<ref name=patchin>Patchin, J. W. & Hinduja, S. (2006).  [http://yvj.sagepub.com/cgi/content/abstract/4/2/148 Bullies move beyond the schoolyard: A preliminary look at cyberbullying]  Youth Violence and Juvenile Justice, 4(2), 148-169.</ref>.  They recently updated their definition to account for the fact that some cyber-bullying can occur without actual text (videos being uploaded to YouTube, for example). Their updated definition is: "the intentional and repeated harm of others through the use of computers, cell phones, and other electronic devices"<ref name=patchin3>Hinduja, S. & Patchin, J. W. (2009).  Bullying beyond the schoolyard: Preventing and responding to cyberbullying</ref>.  It should be noted that Hinduja and Patchin, along with many other researchers refer to cyber-bullying as one word without a hyphen (cyberbullying).
+
In some ways cyber-bullying is no different from other forms of bullying: Those who bully others are trying to establish power and control over others that they perceive to be "weaker" than them.<ref name=cyber2/> Yet it has differences due to the nature of the media involved. Cyberbullies can more easily hide behind the anonymity that the Internet offers and feel less threatened with exposure and consequences of their actions. Adults are often less familiar with the technology than young people, the “Always On” generation, who increasingly communicate in ways unknown by adults and away from their supervision.<ref name=cyber2/>
  
StopCyberbullying.org, an organization with a mission to inform the public on internet safety, security and privacy, defines cyber-bullying as:<blockquote>
+
=== Military bullying ===
a situation when a child, tween or teen is repeatedly “tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted” by another child, tween or teen using text messaging, email, instant messaging or any other type of digital technology.
+
[[Image:Drill sergeant screams.jpg|thumb|right|200px|Extreme levels of [[aggression]] and intimidation are an integral part of most boot camps.]]
</blockquote> Despite this definition, the phenomenon is not limited to children, though is more commonly referred to as cyberstalking or cyber-harassment when perpetrated by adults toward adults.
+
What would be classified as bullying behavior has commonly taken place in [[military]] environments, particularly at [[recruit training|boot camp]]. Some argue that this behavior should be allowed because "soldiering" is different from other occupations. Soldiers expected to risk their lives should, according to this view, develop strength of body and spirit to accept bullying.<ref name=diff>Jean M. Callaghan and Franz Kernic (eds.), ''Armed Forces and International Security: Global Trends and Issues'' (Munster: Lit Verlag, 2004, ISBN 3825872270).</ref> Ritual [[hazing]] among recruits has been tolerated and even lauded as a [[rite of passage]] that builds character and toughness.
 
 
Cyber-bullying can be as simple as continuing to send e-mail to someone who has said they want no further contact with the sender, but it may also include [[threat]]s, sexual remarks, pejorative labels (i.e., [[hate speech]]), ganging up on victims by making them the subject of ridicule in forums, and posting false statements [[gossip]] as fact aimed at humiliation.  
 
 
 
Though the use of sexual remarks and threats are sometimes present in cyber-bullying, it is not the same as sexual harassment and does not necessarily involve sexual predators.
 
 
 
Cyber-bullies may disclose victims' personal data (e.g. real name, address, or workplace/schools) at websites or forums, or may pose as the identity of a victim for the purpose of publishing material in their name that defames or ridicules them. Some cyberbullies may also send threatening and harassing emails and instant messages to the victims.
 
  
According to Canadian educator Bill Belsey, it:  
+
However, outrage at the violent and inappropriate nature of such behavior has caused controversy around the world.<ref name=bbcmil>BBC News, [http://news.bbc.co.uk/2/hi/uk_news/4477960.stm Military bullying a global problem,] November 28, 2005. Retrieved January 23, 2018.</ref>
  
{{quote|...involves the use of information and communication technologies such as e-mail, cell phone and pager text messages, instant messaging, defamatory personal Web sites, blogs, online games and defamatory online personal polling Web sites, to support deliberate, repeated, and hostile behaviour by an individual or group, that is intended to harm others.|Cyberbullying: An Emerging Threat to the Always On Generation<ref name=cyber2>''Belsey, W [http://www.cyberbullying.ca/pdf/Cyberbullying_Article_by_Bill_Belsey.pdf Cyberbullying: An Emerging Threat to the Always On Generation]</ref>}}
+
For example, in [[Russia]], ''[[Dedovshchina]]'' ({{lang-ru|дедовщи́на}}), the informal system of subjugation of new junior [[conscription|conscripts]] in the armed forces, involves a spectrum of subordinating activities performed by the junior ranks, from carrying out chores of the senior ranks to violent and sometimes lethal [[hazing]], in some cases an extremely vicious form of bullying or even [[torture]]. It is often cited as a major source of poor [[morale]] in the ranks and is the most common reason for [[suicide]].<ref>BBC News, [http://news.bbc.co.uk/1/hi/world/europe/7425694.stm Russia army suicides cause alarm,] May 29, 2008. Retrieved January 23, 2018.</ref>
  
Bullies will even create blogs to intimidate victims worldwide.<ref name=cyber>''[http://news.bbc.co.uk/1/hi/uk/4912766.stm Striking back at the cyberbullies]'' Page, Chris, BBC, UK.</ref>
+
In 2000, the [[United Kingdom|UK]] [[Ministry of Defence (United Kingdom)|Ministry of Defence]] (MOD) defined bullying as: <blockquote>the use of physical strength or the abuse of authority to intimidate or victimize others, or to give unlawful punishments.<ref name=mod>''The Values and Standards of the British Army—A Guide to Soldiers'' (UK: Ministry of Defence, UK, 2000), paragraph 23.</ref></blockquote>
  
 
===Political bullying===
 
===Political bullying===
 
{{main|Jingoism}}
 
{{main|Jingoism}}
[[Jingoism]] occurs when one country imposes its will on another. This is normally done with military force or threats. With threats, it is common to ensure that aid and grants will not be given to the smaller country or that the smaller country will not be allowed to join a trading organization. Often [[political corruption]]s, [[coup d'état]]s, and [[Kleptocracy|kleptocracies]] are the solution and response to the countries being bullied.{{Fact|date=February 2007}}
+
[[Image:Stop bullying Serbia 23.02.2008.jpg|thumb|250 px|Demonstration in London supporting Serbia, 2008]]
 +
Political bullying by one country of another can be a form of [[Jingoism]]—"extreme [[patriotism]] in the form of aggressive foreign policy."<ref>Catherine Soanes (ed.), ''Compact Oxford English Dictionary for University and College Students'' (Oxford: Oxford University Press, 2006), 546.</ref> Such bullying may include the use of threats of or actual force against other countries in order to safeguard what they perceive as their country's national interests. Non-violent actions include ensuring that [[aid]] and [[grant (money)|grants]] will not be given to the smaller country or that the smaller country will not be allowed to join a [[Trade pact|trade agreement]].
  
=== Military bullying ===
+
===Hazing===
In 2000, the UK [[Ministry of Defence (United Kingdom)|Ministry of Defence]] (MOD) defined bullying as: “...the use of physical strength or the abuse of authority to intimidate or victimize others, or to give unlawful punishments.”<ref name=mod>''The Values and Standards of the British Army – A Guide to Soldiers'', Ministry of Defence, UK March 2000, paragraph 23.</ref> 
+
{{main|Hazing}}
 
+
[[Hazing]] can be considered a form of bullying. It consists of a [[ritual]]istic test with requirements to perform meaningless tasks which may constitute harassment, abuse, or humiliation, usually as a way of [[initiation]] into a social group. The term can refer to either physical (sometimes violent) or mental (possibly degrading) practices. Hazing is often used as a method to promote group loyalty, camaraderie, and [[Human bonding|bonding]] through shared suffering with fellow participants, past participants, or both. In that sense it functions as a [[rite of passage]].  
Some argue that this behavior should be allowed because of a general academic consensus that "soldiering" is different from other occupations. Soldiers expected to risk their lives should, according to them, develop strength of body and spirit to accept bullying.<ref name=diff>''Social Psychology of the Individual Soldier'', Jean M. Callaghan and Franz Kernic 2003  Armed Forces and International Security: Global Trends and Issues, Lit Verlag, Munster</ref>
 
  
In some countries, ritual [[hazing]] among recruits has been tolerated and even lauded as a [[rite of passage]] that builds character and toughness; while in others, systematic bullying of lower-ranking, young or physically slight recruits may in fact be encouraged by military policy, either tacitly or overtly (see ''[[dedovschina]]''). Also, the Russian army usually have older/more experienced candidates abusing - kicking or punching - less experienced soldiers.<ref name=bbcmil>[http://news.bbc.co.uk/2/hi/uk_news/4477960.stm ''Military bullying a global problem''], BBC, UK Monday, 28 November 2005</ref>.
+
It is a subjective matter where to draw to line between "normal" hazing (somewhat abusive) and a harmless rite of passage which essentially promotes bonding; and there is a gray area which crosses over into degrading, even harmful abuse that should not even be tolerated.  
 
 
===Hazing===
 
{{main|Hazing|Ragging}}
 
Hazing is an often ritualistic test which may constitute harassment, abuse or humiliation with requirements to perform meaningless tasks; sometimes as a way of initiation into a social group. The term can refer to either physical (sometimes violent) or mental (possibly degrading) practices. It is a subjective matter where to draw to line between 'normal' hazing (somewhat abusive) and a mere [[rite of passage]] (essentially bonding; proponents may argue they can coincide), and there is a gray area where exactly the other side passes over into sheer degrading, even harmful abuse that should not even be tolerated if accepted voluntarily (serious but avoidable accidents do still happen; even deliberate abuse with similar grave medical consequences occurs, in some traditions even rather often). Furthermore, as it must be a ritual ''initiation'', a different social context may mean a same treatment is technically hazing for some, not for others, e.g. a [[line-crossing ceremony]] when passing the equator at sea is hazing for the sailor while the extended (generally voluntary, more playful) application to passengers is not.
 
  
 
Hazing has been reported in a variety of social contexts, including:  
 
Hazing has been reported in a variety of social contexts, including:  
*Sports teams
+
*[[Sports]] teams
*Academic [[fraternities]] and [[sororities]] (see [[fraternities and sororities#Hazing issues|fraternities and sororities]])These practices are not limited to American schools. Swedish students undergo a similar bonding period, known as nollningen, in which all members of the entering class participate.
+
*Academic [[fraternity|fraternities]] and [[sorority|sororities]]  
*College and universities in general.
+
*Associated groups, like [[fan club]]s, [[school band]]s
*Associated groups, like fan clubs, school bands
+
*[[Secret society|Secret societies]] and even certain [[service club]]s (such as some modern [[Freemasonry|Freemasons]])  
*Secret societies and even certain [[service club]]s, or rather their local sections (such as some modern US [[Freemasonry|Freemasons]]; not traditional masonic lodges)
+
*The [[military]]
*Similarly various other competitive sports teams or clubs, even 'soft' and non-competitive ones (such as arts)
+
*[[Police force]]s
*The armed forces &mdash; e.g., in the U.S., hard hazing practices from [[World War I]] [[boot camp]]s were introduced into colleges. In [[Poland]] army hazing is called Polish ''fala'' "wave" adopted pre-World War I from non-Polish armies. In the [[Russian army]] (formerly the [[Red Army]]) hazing is called "[[Dedovshchina]]."
+
*Rescue services, such as [[lifeguard]]s
*Police forces (often with a [[paramilitary]] tradition)
 
*Rescue services, such as lifeguards (also drilled for operations in military style)
 
 
*In workplaces  
 
*In workplaces  
*Inmate hazing is also common at confinement facilities around the world, including frequent reports of beatings and sexual assaults by fellow inmates.
+
*Inmate hazing is also common at [[prison]]s, including reports of beatings and sexual assaults by fellow inmates
 
 
Hazing is considered a felony in several US states, and anti-hazing legislation has been proposed in other states.
 
  
 +
Hazing is considered a [[felony]] in several U.S. states, and anti-hazing legislation has been proposed in other states.
  
 
==Strategies to cope with bullying==
 
==Strategies to cope with bullying==
<!---This is an important section but the text currently here badly needs improving--->
+
===Traditional response===
 +
The traditional response to bullying, often promoted by adults to whom victims turn, is to respond in kind—to confront the violence of the bully with violence in return. This response, though it may not stop an attack, reduces the benefit of bullying the target individual.
  
===Traditional Response===
+
The basis of this concept is that the bullied is seen to be an "easy target" and that there are few, if any, consequences to harassing them. By removing the fundamental basis of the bully/target relationship, the bullying ends.
  
While various strategies to deal with bullies have been put forth, [[conventional wisdom]], anecdotal evidence, and common perception indicates that the only effective method that stops bullying is to respond in kind - to confront the violence of the bully with violence in return. This response, though it may not stop an attack, reduces the benefit of bullying the target individual.
+
However, more recent events and research have shown that this response is not the best, or even an effective, way to stop bullying. When victims are weaker, physically or intellectually, responding in kind leads only to defeat which encourages further bullying rather than deterring it. When victims meet violence with violence, but escalate it to a level where they have superior force, such as in [[school shooting]]s, tragedy results.
  
The basis of this concept is that the bullied is seen to be an "easy target" and that there are few, if any, consequences to harassing them. By removing the fundamental basis of the bully/target relationship, the bullying ends.
+
This traditional response puts the responsibility of ending bullying on the victim. Other efforts to train victims to behave differently—such as by being assertive, trying to blend in rather than appearing different and attracting the attention of bullies, ignoring bullying, or pretending that they are not bothered by bullying actions—all suffer from the same misguided view that the victim is responsible to change the situation. When this approach does not work, the victim is left with a sense of failure.<ref name=davis>Stan Davis, ''Schools Where Everyone Belongs: Practical Strategies for Reducing Bullying'' (Research Press, 2007, ISBN 0878225846).</ref>
  
This response is also very often the most effective means of stopping bullying, usually to only one.
+
===Whole population intervention===
 +
[[Image:Bully Free Zone.jpg|thumb|200 px|A Bully Free Zone sign at a school in Berea, Ohio]]
 +
In the traditional response, the victim of bullying is the one upon whom the responsibility to change is imposed. A different approach involves including all the "characters in a tragic play"—the bully, the victim, and the bystander(s)—rewriting the scripts so that each character can improve their behavior.<ref name=coloroso>Barbara Coloroso, ''The Bully, the Bullied, and the Bystander: From Preschool to High School—How Parents and Teachers Can Help Break the Cycle of Violence'' (Collins Living, 2004, ISBN 006001430X).</ref> With this understanding, it is not only the victim of bullying who needs support, but the bully also needs both [[punishment]] and [[counseling]], and the bystander, often ignored in the problem of bullying, needs empowerment.
  
===Helping victims at school===
+
Researchers studying the problem of school bullying in Japan have recommended changes in the social environment of the school:
 +
<blockquote>If student bullying, at least in part, reflects a structural problem, then instead of focusing on "problem students" and "problem behavior," it becomes necessary to examine the social structure of school itself. Instead of trying to change the individual students concerned, it becomes necessary to change the school, or more fundamentally, the educational paradigm that formulates student-teacher relationships, the nature of learning, and the manner of keeping necessary order. Changing schools will not eliminate all the bullying among students (which may derive from factors other than school), but it has the potential to turn schools into places where pupils and students learn an alternative mode of human relations where individuals relate with each other freely without being dominated by power. Schools can be places where students learn to ‘de-code’ all the other factors that promote bullying outside the school context, instead of being places where power-dominant human relations are ‘re-learned’ and reproduced.<ref>Shoko Yoneyama and Asao Naito, [http://www.tandfonline.com/doi/abs/10.1080/01425690301894 Problems with the Paradigm: The school as a factor in understanding bullying (with special reference to Japan),] ''British Journal of Sociology of Education'' 24(3) (2003): 315-330. Retrieved January 23, 2018.</ref></blockquote>
  
Many of the responsibilities of members of a school team is that they need to help the victims of bullying.<ref name=thames>Thames Valley District School Board (2006). Safeschools. London, Ontario
+
A comprehensive intervention approach requires consensus among all members of the community regarding behaviors considered bullying.<ref name=davis/> These might include:
</ref>
+
*Physical bullying (hitting, kicking, choking, hair pulling, and so forth)
The following strategies may be considered:
+
*Verbal bullying (threatening, teasing, taunting, mocking, and so forth)
 +
*Social isolation
  
# If a person voluntarily comes to someone for help then they need to listen. Sometimes this is all that the victim wants and needs. (Note that many schools seem to think that this is all that is needed and, while their technical policy does not say so, in practice they refuse to take things beyond this level.) 
+
Additionally, consequences for bullying behaviors must be agreed upon, and these must be enforced consistently.
# After investigating the situation, it may be that intervention is necessary with the bully or bullies. The situation needs to be addressed and hopefully a resolution to the problem can be found.
 
# Inform the parents of the victim and of the bully. Discuss possible solutions with them. Arrange a meeting with them if possible.
 
# Follow up in communicating with the victim, the parents and the teachers about the situation.
 
# Monitor the behavior of the bully and the safety of the victim on a school-wide basis.
 
  
==Strategies to reduce bullying within schools==
+
Specific strategies that can be employed to reduce bullying include:
 
+
* Make adults aware of the situation and involve them
Researchers (Olweus, 1993;<ref name=olweus>Olweus, D. (1993). ''Bullying at school: What we know and what we can do''. Oxford Blackwell Publishers.</ref> Craig & Peplar, 1999;<ref name=craig>Craig, W.M. & Peplar, D.J. (1999). Children who bully - Will they just grow out of it?  ''Orbit'', 29 (4), 16 - 19.</ref> Ross, 1998;<ref name=ross/> ) provide several strategies
+
* Make it clear that bullying is never acceptable
which address ways to help reduce bullying, these are:
+
* Increase adult supervision in the yard, halls, and washrooms
* make adults aware of the situation and involve them
+
* Emphasize caring, respect, and safety
* make it clear that bullying is never acceptable
+
* Emphasize consequences of hurting others
* hold a school conference day devoted to bully/victim problems
+
* Enforce consistent and immediate consequences for aggressive behaviors
* increase adult supervision in the yard, halls and washrooms more vigilantly
+
* Follow up on all instances of aggression
* emphasize caring, respect and safety
+
* Improve communication among school administrators, teachers, parents and students
* emphasize consequences of hurting others
+
* Have a problem/suggestion box for reports of problems and concerns, and suggestions
* enforce consistent and immediate consequences for aggressive behaviours
+
* Help bullies with anger control and the development of empathy
* follow up on all instances of aggression
+
* Encourage positive peer relations
* improve communication among school administrators, teachers, parents and students
 
* have a school problem box where kids can report problems, concerns and offer suggestions
 
* teach cooperative learning activities
 
* help bullies with anger control and the development of empathy
 
* encourage positive peer relations
 
* offer a variety of extracurricular activities which appeal to a range of interests
 
  
 
==Notes==
 
==Notes==
Line 167: Line 155:
  
 
==References==
 
==References==
* Brodsky, Carroll M. ''The Harassed Worker''. Lexington Books, 1976. ISBN 0669010413
+
* Brodsky, Carroll M. ''The Harassed Worker''. Lexington Books, 1976. ISBN 0669010413.
* Coloroso, Barbara. ''The Bully, the Bullied, and the Bystander: From Preschool to High School—How Parents and Teachers Can Help Break the Cycle of Violence''. Collins Living, 2004. ISBN 006001430X
+
* Callaghan, Jean M., and Franz Kernic (eds.). ''Armed Forces and International Security: Global Trends and Issues''. Munster: Lit Verlag, 2004. ISBN 3825872270.
* Einarsen, Stale, Helge Hoel, Dieter Zapf, and Cary L. Cooper (eds.). ''Bullying and Emotional Abuse in the Workplace: International Perspectives in Research and Practice''. Taylor & Francis, 2003. ISBN 0415253594
+
* Coloroso, Barbara. ''The Bully, the Bullied, and the Bystander: From Preschool to High School—How Parents and Teachers Can Help Break the Cycle of Violence''. Collins Living, 2004. ISBN 006001430X.
* Garbarino, James, and Ellen deLara. ''And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence''. Free Press, 2003. ISBN 0743228995
+
* Davenport, Noa, Ruth Distler Schwartz, and Gail Pursell Elliot. ''Mobbing: Emotional Abuse in the American Workplace''. Civil Society Publishing, 1999. ISBN 0967180309.
* Olweus, Dan. ''Bullying at School: What we Know and What we can Do''. Wiley-Blackwell, 1993. ISBN 0631192417
+
* Davis, Stan. ''Schools Where Everyone Belongs: Practical Strategies for Reducing Bullying''. Research Press, 2007. ISBN 0878225846.
 +
* Davis, Stan, and Julia Davis. ''Empowering Bystanders in Bullying Prevention''. Research Press, 2007. ISBN 0878225390.
 +
* Einarsen, Stale, Helge Hoel, Dieter Zapf, and Cary L. Cooper (eds.). ''Bullying and Emotional Abuse in the Workplace: International Perspectives in Research and Practice''. Taylor & Francis, 2003. ISBN 0415253594.
 +
* Elias, Maurice, Charles Maher, and Joseph Zins. ''Bullying, Victimization, And Peer Harassment: A Handbook of Prevention And Intervention''. Routledge, 2006. ISBN 0789022192.
 +
* Garbarino, James, and Ellen deLara. ''And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence''. Free Press, 2003. ISBN 0743228995.
 +
* Haight, Marilyn. ''Who's Afraid of the Big, Bad Boss? How to Survive 13 Types of Dysfunctional, Disrespectful, Dishonest Little Dictators''. Worded Write Publishing, 2008. ISBN 978-0980039016.
 +
* Hinduja, Sameer, and Justin W. Patchin. ''Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying''. Corwin Press, 2008. ISBN 978-1412966894.
 +
* Hoover, John H., and Ronald L Oliver. ''The Bullying Prevention Handbook: A Guide for Principals, Teachers, and Counselors''. Solution Tree, 2008. ISBN 978-1934009116.
 +
* Meikle, James. [http://education.guardian.co.uk/schools/story/0,,2043693,00.html Bullying: calls for national inquiry.] ''The Guardian,'' Tuesday, March 27 2007. Retrieved October 25, 2008.
 +
* Olweus, Dan. ''Bullying at School: What we Know and What we can Do''. Wiley-Blackwell, 1993. ISBN 0631192417.
 
* Ross, Peter N. ''Arresting Violence: A Resource Guide for Schools and their Communities''. Ontario Public School Teacher's Federation, 1998.
 
* Ross, Peter N. ''Arresting Violence: A Resource Guide for Schools and their Communities''. Ontario Public School Teacher's Federation, 1998.
* Williams, Kipling D., Joseph P. Forgás, and William von Hippel (eds.). ''The Social Outcast: Ostracism, Social Exclusion, Rejection, & Bullying''. Psychology Press, 2005. ISBN 184169424X
+
* Williams, Kipling D., Joseph P. Forgás, and William von Hippel (eds.). ''The Social Outcast: Ostracism, Social Exclusion, Rejection, & Bullying''. Psychology Press, 2005. ISBN 184169424X.
* Davenport, Noa, Ruth Distler Schwartz, and Gail Pursell Elliot. ''Mobbing: Emotional Abuse in the American Workplace''. Civil Society Publishing, 1999. ISBN 0967180309
 
* Haight, Marilyn. ''Who's Afraid of the Big, Bad Boss? How to Survive 13 Types of Dysfunctional, Disrespectful, Dishonest Little Dictators''. Worded Write Publishing, 2008. ISBN 978-0980039016
 
* Davis, Stan. ''Schools Where Everyone Belongs: Practical Strategies for Reducing Bullying''. Research Press, 2007. ISBN 0878225846
 
* Davis, Stan, and Julia Davis. ''Empowering Bystanders in Bullying Prevention''. Research Press, 2007. ISBN 0878225390
 
* Hoover, John H., and Ronald L Oliver. ''The Bullying Prevention Handbook: A Guide for Principals, Teachers, and Counselors''. Solution Tree, 2008. ISBN 978-1934009116
 
*  Elias, Maurice, Charles Maher, and Joseph Zins. ''Bullying, Victimization, And Peer Harassment: A Handbook of Prevention And Intervention''. Routledge, 2006. ISBN 0789022192
 
  
 
==External links==  
 
==External links==  
 +
All links retrieved January 20, 2018.
  
* [http://www.bullying.org "Where you are NOT alone!"] Bullying.org
 
* [http://www.education.unisa.edu.au/bullying Bullying in schools and what to do about it] Ken Rigby
 
* [http://www.dfes.gov.uk/bullying Don't suffer in silence] Department for Children, Schools and Families (UK)
 
* [http://www.lfcc.on.ca/bully.htm Bullying: Information for Parents and Teachers] The Centre for Children and Families in the Justice System
 
* [http://www.bullying-in-school.info VISIONARY - A European Portal on School Bullying and Violence]
 
* [http://www.teachingexpertise.com/articles/peer-support-477 Using peer support to tackle bullying]
 
* [http://www.ravendays.org Raven Days: Case histories with links to excellent source material related to school bullying]
 
* [http://education.guardian.co.uk/schools/story/0,,2043693,00.html Bullying: calls for national inquiry] Report in ''Education Guardian'', 27th March 2007.
 
 
* [http://kidshealth.org/teen/your_mind/problems/bullies.html Dealing with Bullying] Kids Health, Nemours Foundation
 
* [http://kidshealth.org/teen/your_mind/problems/bullies.html Dealing with Bullying] Kids Health, Nemours Foundation
 
* [http://www.stopbullyingnow.com/ Stop Bullying Now]
 
* [http://www.stopbullyingnow.com/ Stop Bullying Now]
 +
* [https://www.autoenrolment.co.uk/guides/workplace-bullying A Guide To Workplace Bullying]
 +
 
{{Credits|Bullying|240469118|Workplace_bullying|236218069|Cyber-bullying|238266917|}}
 
{{Credits|Bullying|240469118|Workplace_bullying|236218069|Cyber-bullying|238266917|}}

Revision as of 20:49, 23 January 2018


Bullying can be detrimental to students’ well-being and development.

Bullying is the act of intentionally causing harm to others, through verbal harassment, physical assault, or other more subtle methods such as spreading rumors.

Bullying usually is characterized by direct or overt behavior, observable actions against an individual or group. However, bullying may also be indirect or covert, in which subversive acts that are more difficult to detect are perpetrated against the victim. Bullying may involve physical actions such as hitting, kicking, or hair pulling, or it may be verbal in nature, involving the use of hurtful nicknames, telling lies, or making fun of the victim.

The traditional response to bullying has been to impose the responsibility to change upon the victim—telling them to fight back, to ignore it, to blend in more with the crowd, or to avoid the person bullying them so as not to provoke them. In general, this approach has failed, and in the worst instances has escalated the violence to school shootings and/or suicide of the victim.

A different approach puts the responsibility to change on all those involved, including the individual who bullied, and the bystander—the other members of the community within which bullying has occurred. This approach recognizes that it is not only the victim of bullying who needs support, but the bully also needs both punishment and counseling, and the bystander, often ignored in the problem of bullying, needs empowerment.

The problem of bullying can be seen not as an individual character flaw but rather as a societal problem. The desire for power over others, attained through physical or other forms of violence, is a problem that has been observed in human history. Its solution requires change both in human nature and in human relationships, such that every individual feels valued and respected within their community. When this is achieved, bullying will cease.

Definition

Bullying is an act of repeated aggressive behavior in order to intentionally hurt another person, physically or mentally. A second common element in bullying behavior is a perceived imbalance of power, which allows one individual, or group, to victimize another.[1]

Bullying can occur in any setting where human beings interact with each other. This includes school, church, the workplace, home, and neighborhoods. It is even a common push factor in human migration. Bullying can exist between social groups, social classes, and even between nations.

A person is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more persons.[2]

"Negative actions" are "intentional infliction of, or attempt to inflict, injury or humiliation on another.[3] Such injury can be physical, verbal, or a mixture of the two. In some cases, verbal harassment is used to provoke a weaker person to anger and thus provide an excuse for the stronger individual, the bully, to become physical in their attacks.

Verbal harassment, or teasing, is often the method used by a verbally efficient individual against one who is less proficient with words. Teasing with a sexual content may be a precursor to sexual harassment in later years.[3]

Bullying is distinguished from aggression in general:

First, bullying represents a chronic pattern of abuse over time, not individual or rare episodes. Second, bullying is not necessarily one-on-one harassment; it may be carried out by a group on a single individual.[3]

Bullying can be divided into two categories: Direct bullying, and indirect bullying.[4]

Direct bullying involves overt behaviors directed against another individual, observable by others. They may include physical aggression such as shoving and poking, throwing things, slapping, choking, punching and kicking, beating, stabbing, pulling hair, scratching, biting, scraping, and pinching.[5] Non-violent physical actions such as staring, laughing at the victim, and stealing items like lunch money are also common. Direct bullying may also be verbal in nature, such as teasing, saying hurtful things, and using unpleasant nicknames directly to the person.

Indirect bullying is characterized by threatening the victim into social isolation. This isolation is achieved through a wide variety of techniques, such as spreading gossip and rumors, refusing to socialize with the victim, bullying other people who wish to socialize with the victim, and criticizing the victim's manner of dress and other socially significant markers (including the victim's race, religion, disability) to other people to influence their opinion of the victim.[5]

Effects

Victims of bullying can suffer from long term emotional and behavioral problems. Bullying can cause loneliness, depression, anxiety, lead to low self-esteem and increased susceptibility to illness.[6] The effects of bullying can be extremely serious, even fatal:

There is a growing body of research which indicates that individuals, whether child or adult who are persistently subjected to abusive behavior are at risk of stress related illness which can sometimes lead to suicide.[7]

In Japan, bullying in schools has resulted in the suicides of several students, leading to media attention and efforts by the Ministry of Education to encourage schools to tackle the issue.[8]

These destructive effects may not be limited to self-destruction but have been implicated in violence against others:

In 2002, a report released by the U.S. Secret Service concluded that bullying played a significant role in many school shootings and that efforts should be made to eliminate bullying behavior.[1]

Characteristics of bullies

Research indicates that adults who bully have personalities that are authoritarian, combined with a strong need to control or dominate.[9] It has also been suggested that a prejudicial view of subordinates can be a risk factor.[10] While envy and resentment may be motives for bullying,[11] there is little evidence to suggest that bullies suffer from any deficit in self esteem (as this would make it difficult to bully).[12]

Researchers have identified a number of other risk factors for bullying, such as quickness to anger and use of force, addiction to aggressive behaviors, mistaking others' actions as hostile, concern with preserving self image, and engaging in obsessive or rigid actions.[13]

Bullying also has learned or experiential components that are factors of the environment in the home, school, and wider society:

If aggressive behavior is not challenged in childhood, there is a danger that it may become habitual. Indeed, there is research evidence to indicate that bullying during childhood puts children at risk of criminal behavior and domestic violence in adulthood.[7]

Types of bullying

School bullying

School bullying may occur in any area of a school—in or around the school building—although it more often occurs in Physical education, recess, hallways, bathrooms, on school buses and waiting for buses, and in classes that require group work and/or after school activities. Bullying in school may consist of a group of students taking advantage of, or isolating, one student and gaining the loyalty of bystanders who want to avoid becoming the next victim. These bullies will taunt and tease their target before physically bullying them. Targets of bullying in school are often pupils who are considered different by their peers to begin with.

Japan, which has suffered increased bullying (ijime) in its schools, is a group-oriented society and maintaining harmony within the group is paramount: It is the kids who do not fit into the group who are the ones who will be bullied. … The Japanese educational system teaches students that it is not permitted to withdraw from the group, be an individual, or live independently.[8]

Some children bully because they have been isolated, and they have a deep need for belonging, but they do not possess the social skills to effectively keep friends.[6]

Bullying can also be perpetrated by teachers and the school system itself: there is an inherent power differential in the system that can easily predispose those in authority to subtle or covert abuse, humiliation, or exclusion, even while maintaining overt commitments to anti-bullying policies.[14]

Some of the children who perpetrated school shootings have claimed that they were victims of bullying and that they resorted to violence only after the school administration repeatedly failed to intervene.[1]

Workplace bullying

Unlike the more physical form of schoolyard bullying, workplace bullying often takes place within the established rules and policies of the organization and society. Such actions are not necessarily illegal and may not even be against the firm's regulations; however, the damage to the targeted employee and to workplace morale is obvious. While sexual harassment has been recognized in law in many countries including the United States, workplace bullying is still being established as a social problem.

Bullying behaviors may be couched in humiliation and hazing rites or protocols framed as being in the best interests of employee development and coaching. Workplace bullying may involve an employee’s immediate supervisor, manager, or boss alone or in conjunction with other employees. A number of specific behavioral patterns have been identified as bullying behavior on the part of bosses:

Bully Bosses try to intimidate the people who report to them. They insult, taunt, harass, and threaten employees. They snap, shout, ridicule, and/or curse at them. While abusing people, both verbally and psychologically, bullying bosses have that cat-that-swallowed-the-canary, satirical expression on their faces. They appear to be out of control while attacking, but they are very much in control and keenly aware of the emotional reactions of the people around them.[15]

When perpetrated by a group, workplace bullying is sometimes known as "mobbing," which can be described as an emotional assault:

It begins when an individual becomes the target of disrespectful and harmful behavior. Through innuendo, rumors, and public discrediting, a hostile environment is created in which one individual gathers others to willingly, or unwillingly, participate in continuous malevolent actions to force a person out of the workplace.[16]

Cyberbullying

Cyber-bullying is bullying that involves the use of digital technology in communication: "The intentional and repeated harm of others through the use of computers, cell phones, and other electronic devices."[17]

Cyberbullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behaviour by an individual or group, that is intended to harm others. Cyberbullying can happen through the use of e-mail, cell phone text (SMS) and multimedia messages (MMS), instant messaging (IM), defamatory Web logs (Blogs), personal Web sites, and online personal polling sites.[18]

In some ways cyber-bullying is no different from other forms of bullying: Those who bully others are trying to establish power and control over others that they perceive to be "weaker" than them.[18] Yet it has differences due to the nature of the media involved. Cyberbullies can more easily hide behind the anonymity that the Internet offers and feel less threatened with exposure and consequences of their actions. Adults are often less familiar with the technology than young people, the “Always On” generation, who increasingly communicate in ways unknown by adults and away from their supervision.[18]

Military bullying

Extreme levels of aggression and intimidation are an integral part of most boot camps.

What would be classified as bullying behavior has commonly taken place in military environments, particularly at boot camp. Some argue that this behavior should be allowed because "soldiering" is different from other occupations. Soldiers expected to risk their lives should, according to this view, develop strength of body and spirit to accept bullying.[19] Ritual hazing among recruits has been tolerated and even lauded as a rite of passage that builds character and toughness.

However, outrage at the violent and inappropriate nature of such behavior has caused controversy around the world.[20]

For example, in Russia, Dedovshchina (Russian: дедовщи́на), the informal system of subjugation of new junior conscripts in the armed forces, involves a spectrum of subordinating activities performed by the junior ranks, from carrying out chores of the senior ranks to violent and sometimes lethal hazing, in some cases an extremely vicious form of bullying or even torture. It is often cited as a major source of poor morale in the ranks and is the most common reason for suicide.[21]

In 2000, the UK Ministry of Defence (MOD) defined bullying as:

the use of physical strength or the abuse of authority to intimidate or victimize others, or to give unlawful punishments.[22]

Political bullying

Demonstration in London supporting Serbia, 2008

Political bullying by one country of another can be a form of Jingoism—"extreme patriotism in the form of aggressive foreign policy."[23] Such bullying may include the use of threats of or actual force against other countries in order to safeguard what they perceive as their country's national interests. Non-violent actions include ensuring that aid and grants will not be given to the smaller country or that the smaller country will not be allowed to join a trade agreement.

Hazing

Main article: Hazing

Hazing can be considered a form of bullying. It consists of a ritualistic test with requirements to perform meaningless tasks which may constitute harassment, abuse, or humiliation, usually as a way of initiation into a social group. The term can refer to either physical (sometimes violent) or mental (possibly degrading) practices. Hazing is often used as a method to promote group loyalty, camaraderie, and bonding through shared suffering with fellow participants, past participants, or both. In that sense it functions as a rite of passage.

It is a subjective matter where to draw to line between "normal" hazing (somewhat abusive) and a harmless rite of passage which essentially promotes bonding; and there is a gray area which crosses over into degrading, even harmful abuse that should not even be tolerated.

Hazing has been reported in a variety of social contexts, including:

  • Sports teams
  • Academic fraternities and sororities
  • Associated groups, like fan clubs, school bands
  • Secret societies and even certain service clubs (such as some modern Freemasons)
  • The military
  • Police forces
  • Rescue services, such as lifeguards
  • In workplaces
  • Inmate hazing is also common at prisons, including reports of beatings and sexual assaults by fellow inmates

Hazing is considered a felony in several U.S. states, and anti-hazing legislation has been proposed in other states.

Strategies to cope with bullying

Traditional response

The traditional response to bullying, often promoted by adults to whom victims turn, is to respond in kind—to confront the violence of the bully with violence in return. This response, though it may not stop an attack, reduces the benefit of bullying the target individual.

The basis of this concept is that the bullied is seen to be an "easy target" and that there are few, if any, consequences to harassing them. By removing the fundamental basis of the bully/target relationship, the bullying ends.

However, more recent events and research have shown that this response is not the best, or even an effective, way to stop bullying. When victims are weaker, physically or intellectually, responding in kind leads only to defeat which encourages further bullying rather than deterring it. When victims meet violence with violence, but escalate it to a level where they have superior force, such as in school shootings, tragedy results.

This traditional response puts the responsibility of ending bullying on the victim. Other efforts to train victims to behave differently—such as by being assertive, trying to blend in rather than appearing different and attracting the attention of bullies, ignoring bullying, or pretending that they are not bothered by bullying actions—all suffer from the same misguided view that the victim is responsible to change the situation. When this approach does not work, the victim is left with a sense of failure.[24]

Whole population intervention

A Bully Free Zone sign at a school in Berea, Ohio

In the traditional response, the victim of bullying is the one upon whom the responsibility to change is imposed. A different approach involves including all the "characters in a tragic play"—the bully, the victim, and the bystander(s)—rewriting the scripts so that each character can improve their behavior.[25] With this understanding, it is not only the victim of bullying who needs support, but the bully also needs both punishment and counseling, and the bystander, often ignored in the problem of bullying, needs empowerment.

Researchers studying the problem of school bullying in Japan have recommended changes in the social environment of the school:

If student bullying, at least in part, reflects a structural problem, then instead of focusing on "problem students" and "problem behavior," it becomes necessary to examine the social structure of school itself. Instead of trying to change the individual students concerned, it becomes necessary to change the school, or more fundamentally, the educational paradigm that formulates student-teacher relationships, the nature of learning, and the manner of keeping necessary order. Changing schools will not eliminate all the bullying among students (which may derive from factors other than school), but it has the potential to turn schools into places where pupils and students learn an alternative mode of human relations where individuals relate with each other freely without being dominated by power. Schools can be places where students learn to ‘de-code’ all the other factors that promote bullying outside the school context, instead of being places where power-dominant human relations are ‘re-learned’ and reproduced.[26]

A comprehensive intervention approach requires consensus among all members of the community regarding behaviors considered bullying.[24] These might include:

  • Physical bullying (hitting, kicking, choking, hair pulling, and so forth)
  • Verbal bullying (threatening, teasing, taunting, mocking, and so forth)
  • Social isolation

Additionally, consequences for bullying behaviors must be agreed upon, and these must be enforced consistently.

Specific strategies that can be employed to reduce bullying include:

  • Make adults aware of the situation and involve them
  • Make it clear that bullying is never acceptable
  • Increase adult supervision in the yard, halls, and washrooms
  • Emphasize caring, respect, and safety
  • Emphasize consequences of hurting others
  • Enforce consistent and immediate consequences for aggressive behaviors
  • Follow up on all instances of aggression
  • Improve communication among school administrators, teachers, parents and students
  • Have a problem/suggestion box for reports of problems and concerns, and suggestions
  • Help bullies with anger control and the development of empathy
  • Encourage positive peer relations

Notes

  1. 1.0 1.1 1.2 Finessa Ferrell-Smith, "Tackling the Schoolyard Bully: Combining Policy Making with Prevention," National Conference of State Legislatures, 2003.
  2. Dan Olweus, Bullying at School: What we Know and What we can Do (Wiley-Blackwell, 1993, ISBN 0631192417).
  3. 3.0 3.1 3.2 John H. Hoover and Ronald L Oliver, The Bullying Prevention Handbook: A Guide for Principals, Teachers, and Counselors (Solution Tree, 2008, ISBN 978-1934009116).
  4. U.S. National Center for Education Statistics, Student Reports of Bullying, Results From the 2001 School Crime Supplement to the National Crime Victimization Survey. Retrieved January 23, 2018.
  5. 5.0 5.1 P. N. Ross, Arresting Violence: A Resource Guide for Schools and Their Communities (Toronto, ON: Ontario Public School Teachers' Federation, 1998).
  6. 6.0 6.1 K. D. Williams, J. P. Forgás, and W. von Hippel (eds.), The Social Outcast: Ostracism, Social Exclusion, Rejection, & Bullying (New York, NY: Psychology Press, 2005, ISBN 184169424X).
  7. 7.0 7.1 School Bullying AIPC Article Library, May 13, 2010. Retrieved January 23, 2018.
  8. 8.0 8.1 Voice of America, Bullying in Japan Leads to Student Suicides, October 27, 2009. Retrieved January 23, 2018.
  9. C. Brodsky, The Harassed Worker (Lexington Books, 1976, ISBN 0669010413).
  10. Blake Ashforth, "Petty tyranny in organizations," Human Relations 47(7) (1994): 755-778.
  11. S. Einarsen, H. Hoel, D. Zapf, and C. L. Cooper (eds.), Bullying and Emotional Abuse in the Workplace: International Perspectives in Research and Practice (London: Taylor & Francis, 2003, ISBN 0415253594).
  12. G. M. Batsche and H. M. Knoff, "Bullies and their Victims: Understanding a Pervasive Problem in the Schools" School Psychology Review 23(2) (1994): 165-174.
  13. R. J. Hazler, J. V. Carney, S. Green, R. Powell, and L. S. Jolly, "Areas of Expert Agreement on Identification of School Bullies and Victims" School Psychology International 18 (1997): 3-12.
  14. James Garbarino and E. de Lara, And Words CAN Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence (New York, NY: The Free Press, 2003, ISBN 0743228995).
  15. Marilyn Haight, Who's Afraid of the Big, Bad Boss? How to Survive 13 Types of Dysfunctional, Disrespectful, Dishonest Little Dictators (Worded Write Publishing, 2008, ISBN 978-0980039016).
  16. Noa Davenport, Ruth Distler Schwartz, and Gail Pursell Elliot, Mobbing: Emotional Abuse in the American Workplace (Civil Society Publishing, 1999, ISBN 0967180309).
  17. Sameer Hinduja and Justin W. Patchin, Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying (Corwin Press, 2008, ISBN 978-1412966894).
  18. 18.0 18.1 18.2 W. Belsey, Cyberbullying: An Emerging Threat to the Always On Generation, www.bullying.org. Retrieved January 23, 2018.
  19. Jean M. Callaghan and Franz Kernic (eds.), Armed Forces and International Security: Global Trends and Issues (Munster: Lit Verlag, 2004, ISBN 3825872270).
  20. BBC News, Military bullying a global problem, November 28, 2005. Retrieved January 23, 2018.
  21. BBC News, Russia army suicides cause alarm, May 29, 2008. Retrieved January 23, 2018.
  22. The Values and Standards of the British Army—A Guide to Soldiers (UK: Ministry of Defence, UK, 2000), paragraph 23.
  23. Catherine Soanes (ed.), Compact Oxford English Dictionary for University and College Students (Oxford: Oxford University Press, 2006), 546.
  24. 24.0 24.1 Stan Davis, Schools Where Everyone Belongs: Practical Strategies for Reducing Bullying (Research Press, 2007, ISBN 0878225846).
  25. Barbara Coloroso, The Bully, the Bullied, and the Bystander: From Preschool to High School—How Parents and Teachers Can Help Break the Cycle of Violence (Collins Living, 2004, ISBN 006001430X).
  26. Shoko Yoneyama and Asao Naito, Problems with the Paradigm: The school as a factor in understanding bullying (with special reference to Japan), British Journal of Sociology of Education 24(3) (2003): 315-330. Retrieved January 23, 2018.

References
ISBN links support NWE through referral fees

  • Brodsky, Carroll M. The Harassed Worker. Lexington Books, 1976. ISBN 0669010413.
  • Callaghan, Jean M., and Franz Kernic (eds.). Armed Forces and International Security: Global Trends and Issues. Munster: Lit Verlag, 2004. ISBN 3825872270.
  • Coloroso, Barbara. The Bully, the Bullied, and the Bystander: From Preschool to High School—How Parents and Teachers Can Help Break the Cycle of Violence. Collins Living, 2004. ISBN 006001430X.
  • Davenport, Noa, Ruth Distler Schwartz, and Gail Pursell Elliot. Mobbing: Emotional Abuse in the American Workplace. Civil Society Publishing, 1999. ISBN 0967180309.
  • Davis, Stan. Schools Where Everyone Belongs: Practical Strategies for Reducing Bullying. Research Press, 2007. ISBN 0878225846.
  • Davis, Stan, and Julia Davis. Empowering Bystanders in Bullying Prevention. Research Press, 2007. ISBN 0878225390.
  • Einarsen, Stale, Helge Hoel, Dieter Zapf, and Cary L. Cooper (eds.). Bullying and Emotional Abuse in the Workplace: International Perspectives in Research and Practice. Taylor & Francis, 2003. ISBN 0415253594.
  • Elias, Maurice, Charles Maher, and Joseph Zins. Bullying, Victimization, And Peer Harassment: A Handbook of Prevention And Intervention. Routledge, 2006. ISBN 0789022192.
  • Garbarino, James, and Ellen deLara. And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence. Free Press, 2003. ISBN 0743228995.
  • Haight, Marilyn. Who's Afraid of the Big, Bad Boss? How to Survive 13 Types of Dysfunctional, Disrespectful, Dishonest Little Dictators. Worded Write Publishing, 2008. ISBN 978-0980039016.
  • Hinduja, Sameer, and Justin W. Patchin. Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying. Corwin Press, 2008. ISBN 978-1412966894.
  • Hoover, John H., and Ronald L Oliver. The Bullying Prevention Handbook: A Guide for Principals, Teachers, and Counselors. Solution Tree, 2008. ISBN 978-1934009116.
  • Meikle, James. Bullying: calls for national inquiry. The Guardian, Tuesday, March 27 2007. Retrieved October 25, 2008.
  • Olweus, Dan. Bullying at School: What we Know and What we can Do. Wiley-Blackwell, 1993. ISBN 0631192417.
  • Ross, Peter N. Arresting Violence: A Resource Guide for Schools and their Communities. Ontario Public School Teacher's Federation, 1998.
  • Williams, Kipling D., Joseph P. Forgás, and William von Hippel (eds.). The Social Outcast: Ostracism, Social Exclusion, Rejection, & Bullying. Psychology Press, 2005. ISBN 184169424X.

External links

All links retrieved January 20, 2018.

Credits

New World Encyclopedia writers and editors rewrote and completed the Wikipedia article in accordance with New World Encyclopedia standards. This article abides by terms of the Creative Commons CC-by-sa 3.0 License (CC-by-sa), which may be used and disseminated with proper attribution. Credit is due under the terms of this license that can reference both the New World Encyclopedia contributors and the selfless volunteer contributors of the Wikimedia Foundation. To cite this article click here for a list of acceptable citing formats.The history of earlier contributions by wikipedians is accessible to researchers here:

The history of this article since it was imported to New World Encyclopedia:

Note: Some restrictions may apply to use of individual images which are separately licensed.