Difference between revisions of "Bullying" - New World Encyclopedia

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===Cyberbullying===
 
===Cyberbullying===
Cyber-bullying has been defined as: "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>  
+
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>
 
<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, [http://www.cyberbullying.ca/pdf/Cyberbullying_Article_by_Bill_Belsey.pdf Cyberbullying: An Emerging Threat to the Always On Generation] ''www.bullying.org''. Retrieved October 9, 2008.</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, [http://www.cyberbullying.ca/pdf/Cyberbullying_Article_by_Bill_Belsey.pdf Cyberbullying: An Emerging Threat to the Always On Generation] ''www.bullying.org''. Retrieved October 9, 2008.</ref></blockquote>
  
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/>
+
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>
 
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.
 
</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.
 
 
 
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.
 
 
 
 
 
 
 
 
 
 
 
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>
 
  
 
===Political bullying===
 
===Political bullying===

Revision as of 14:26, 10 October 2008


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.

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 neighborhoods. It is even a common push factor in human migration. Bullying can exist between social groups, social classes and even between countries, referred to as Jingoism.

A widely accepted definition of bullying is:

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.[1]

These "negative actions" are "intentional infliction of, or attempt to inflict injury or humiliation, on another.[2] 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.[2]

Bullying in school and the workplace may also referred to as peer abuse.

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.[2]

Bullying can be divided into two categories: Direct bullying, and indirect bullying.[3]

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.[4] 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.[4]

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.[5] 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.[6]

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.[7]

Characteristics of bullies

Research indicates that adults who bully have personalities that are authoritarian, combined with a strong need to control or dominate.[8] It has also been suggested that a prejudicial view of subordinates can be particular a risk factor.[9] While envy and resentment may be motives for bullying,[10] there is little evidence to suggest that bullies suffer from any deficit in self esteem (as this would make it difficult to bully).[11]

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.[12]

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

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.[6]

Types of 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, hallways, bathrooms, on school buses 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.

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.[5]

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.[13]

School shootings 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.[7]

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.

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 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.

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.

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.

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

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."[14]

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.[15]

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.[15] 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.[15]

Political bullying

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 corruptions, coup d'états, and kleptocracies are the solution and response to the countries being bullied.[citation needed]

Military bullying

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.”[16]

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.[17]

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.[18].

Hazing

Main articles: Hazing and 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:

  • Sports teams
  • Academic fraternities and sororities (see 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.
  • College and universities in general.
  • Associated groups, like fan clubs, school bands
  • Secret societies and even certain service clubs, or rather their local sections (such as some modern US Freemasons; not traditional masonic lodges)
  • Similarly various other competitive sports teams or clubs, even 'soft' and non-competitive ones (such as arts)
  • The armed forces — e.g., in the U.S., hard hazing practices from World War I boot camps 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."
  • Police forces (often with a paramilitary tradition)
  • Rescue services, such as lifeguards (also drilled for operations in military style)
  • In workplaces
  • Inmate hazing is also common at confinement facilities around the world, including frequent 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.


Strategies to cope with bullying

Traditional Response

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.

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 response is also very often the most effective means of stopping bullying, usually to only one.

Helping victims at school

Many of the responsibilities of members of a school team is that they need to help the victims of bullying.[19] The following strategies may be considered:

  1. 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.)
  2. 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.
  3. Inform the parents of the victim and of the bully. Discuss possible solutions with them. Arrange a meeting with them if possible.
  4. Follow up in communicating with the victim, the parents and the teachers about the situation.
  5. Monitor the behavior of the bully and the safety of the victim on a school-wide basis.

Strategies to reduce bullying within schools

Researchers (Olweus, 1993;[1] Craig & Peplar, 1999;[20] Ross, 1998;[4] ) provide several strategies which address ways to help reduce bullying, these are:

  • make adults aware of the situation and involve them
  • make it clear that bullying is never acceptable
  • hold a school conference day devoted to bully/victim problems
  • increase adult supervision in the yard, halls and washrooms more vigilantly
  • emphasize caring, respect and safety
  • emphasize consequences of hurting others
  • enforce consistent and immediate consequences for aggressive behaviours
  • follow up on all instances of aggression
  • 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

  1. 1.0 1.1 Dan Olweus, Bullying at School: What we Know and What we can Do (Wiley-Blackwell, 1993, ISBN 0631192417) Cite error: Invalid <ref> tag; name "olweus" defined multiple times with different content
  2. 2.0 2.1 2.2 John H. Hoover and Ronald L Oliver, The Bullying Prevention Handbook: A Guide for Principals, Teachers, and Counselors (Solution Tree, 2008, ISBN 978-1934009116)
  3. Student Reports of Bullying, Results From the 2001 School Crime Supplement to the National Crime Victimization Survey, US National Center for Education Statistics
  4. 4.0 4.1 4.2 P. N. Ross, Arresting violence: A resource guide for schools and their communities (Toronto: Ontario Public School Teachers' Federation, 1998)
  5. 5.0 5.1 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)
  6. 6.0 6.1 School Issues: Why Do People Bully? Anti-Bullying Center, Trinity College, Dublin. Retrieved October 9, 2008.
  7. 7.0 7.1 Finessa Ferrell-Smith, Tackling the Schoolyard Bully: Combining Policy Making with Prevention National Conference of State Legislatures, 2003. Retrieved October 9, 2008.
  8. C. Brodsky, The Harassed Worker (Lexington Books, 1976, ISBN 0669010413)
  9. Blake Ashforth, "Petty tyranny in organizations" Human Relations 47(7) (1994): 755-778.
  10. 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)
  11. 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.
  12. 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.
  13. 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)
  14. Sameer Hinduja and Justin W. Patchin, Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying (Corwin Press, 2008, ISBN 978-1412966894)
  15. 15.0 15.1 15.2 W. Belsey, Cyberbullying: An Emerging Threat to the Always On Generation www.bullying.org. Retrieved October 9, 2008.
  16. The Values and Standards of the British Army – A Guide to Soldiers, Ministry of Defence, UK March 2000, paragraph 23.
  17. 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
  18. Military bullying a global problem, BBC, UK Monday, 28 November 2005
  19. Thames Valley District School Board (2006). Safeschools. London, Ontario
  20. Craig, W.M. & Peplar, D.J. (1999). Children who bully - Will they just grow out of it? Orbit, 29 (4), 16 - 19.

References
ISBN links support NWE through referral fees

  • 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
  • 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
  • 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
  • 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
  • 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
  • Hinduja, Sameer, and Justin W. Patchin. Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying. Corwin Press, 2008. ISBN 978-1412966894

External links

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