Difference between revisions of "Bullying" - New World Encyclopedia

From New World Encyclopedia
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==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 class]]es and even between [[nation]]s.  
+
'''Bullying''' is an act of repeated aggressive behavior in order to intentionally hurt another person, physically or mentally. A second common element in behavior recognized as bullying is a perceived imbalance of power, which allows an individual, or group, to victimize another.<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>
 +
 
 +
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>
 
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.
 
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.
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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 in school and the workplace may also be referred to as peer abuse.
  
 
Bullying is distinguished from [[aggression]] in general:
 
Bullying is distinguished from [[aggression]] in general:
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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:
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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 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>
  
 
== 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.  
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[[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 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 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>  
 
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>  
  
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>
+
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>
 
 
[[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/>  
 
  
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===
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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.  
 
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 and programs 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:
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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>
 
<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>
  
When perpetrated by a group, workplace bullying is sometimes known as [[mobbing]], which can be described as:  
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When perpetrated by a group, workplace bullying is sometimes known as "[[mobbing]]," which can be described as an emotional assault:  
<blockquote>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.<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>
+
<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>
  
 
===Cyberbullying===
 
===Cyberbullying===
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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 of a general consensus that "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.
 
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 of a general consensus that "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.
  
However, outrage at the violent and inappropriate nature of such behavior has caused controversy in armed forces around the world.<ref name=bbcmil>[http://news.bbc.co.uk/2/hi/uk_news/4477960.stm Military bullying a global problem], ''BBC News'', 28 November 2005. Retrieved October 10, 2008.</ref>.  
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However, outrage at the violent and inappropriate nature of such behavior has caused controversy around the world.<ref name=bbcmil>[http://news.bbc.co.uk/2/hi/uk_news/4477960.stm Military bullying a global problem], ''BBC News'', 28 November 2005. Retrieved October 10, 2008.</ref>  
 +
 
 +
For example, in [[Russia]], ''[[Dedovshchina]]'' ({{lang-ru|дедовщи́на}}) is the name given to the informal system of subjugation of new junior [[conscription|conscripts]] in the armed forces. ''Dedovshchina'' 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>[http://news.bbc.co.uk/1/hi/world/europe/7425694.stm Russia army suicides cause alarm] ''BBC NEWS'', 29 May 2008. Retrieved October 10, 2008.</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>   
 
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>   
 
In [[Russia]], ''[[Dedovshchina]]'' ({{lang-ru|дедовщи́на}}) is the name given to the informal system of subjugation of new junior [[conscription|conscripts]] in the armed forces. ''Dedovshchina'' 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>[http://news.bbc.co.uk/1/hi/world/europe/7425694.stm Russia army suicides cause alarm] ''BBC NEWS'', 29 May 2008. Retrieved October 10, 2008.</ref>
 
  
 
===Political bullying===
 
===Political bullying===
 
{{main|Jingoism}}
 
{{main|Jingoism}}
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), p. 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]].
+
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), p. 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]].
  
 
===Hazing===
 
===Hazing===
 
{{main|Hazing}}
 
{{main|Hazing}}
[[Hazing]] is 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]].  
+
[[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]].  
  
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 where exactly the other side passes over into degrading, even harmful abuse that should not even be tolerated.  
+
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:  
 
Hazing has been reported in a variety of social contexts, including:  
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==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===
+
===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.
  
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 response is also very often the most effective means of stopping bullying, usually to only one.
 
  
 
===Helping victims at school===
 
===Helping victims at school===

Revision as of 20:53, 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. A second common element in behavior recognized as bullying is a perceived imbalance of power, which allows an 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]

These "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 in school and the workplace may also be 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.[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]

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.[8] It has also been suggested that a prejudicial view of subordinates can be 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 environment in 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.[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 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 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.[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.[13]

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.[14]

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.[15]

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."[16]

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.[17]

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.[17] 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.[17]

Military bullying

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 of a general consensus that "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.[18] 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.[19]

For example, in Russia, Dedovshchina (Russian: дедовщи́на) is the name given to the informal system of subjugation of new junior conscripts in the armed forces. Dedovshchina 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.[20]

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.[21]

Political bullying

Political bullying by one country of another can be a form of Jingoism—"extreme patriotism in the form of aggressive foreign policy."[22] 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 US 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.


Helping victims at school

Many of the responsibilities of members of a school team is that they need to help the victims of bullying.[23] 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;[2] Craig & Peplar, 1999;[24] Ross, 1998;[5] ) 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 1.2 Finessa Ferrell-Smith, Tackling the Schoolyard Bully: Combining Policy Making with Prevention National Conference of State Legislatures, 2003. Retrieved October 9, 2008.
  2. 2.0 2.1 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
  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. Student Reports of Bullying, Results From the 2001 School Crime Supplement to the National Crime Victimization Survey, US National Center for Education Statistics
  5. 5.0 5.1 5.2 P. N. Ross, Arresting violence: A resource guide for schools and their communities (Toronto: 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 Issues: Why Do People Bully? Anti-Bullying Center, Trinity College, Dublin. 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. 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)
  15. Noa Davenport, Ruth Distler Schwartz, and Gail Pursell Elliot, Mobbing: Emotional Abuse in the American Workplace (Civil Society Publishing, 1999, ISBN 0967180309)
  16. Sameer Hinduja and Justin W. Patchin, Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying (Corwin Press, 2008, ISBN 978-1412966894)
  17. 17.0 17.1 17.2 W. Belsey, Cyberbullying: An Emerging Threat to the Always On Generation www.bullying.org. Retrieved October 9, 2008.
  18. Jean M. Callaghan and Franz Kernic (eds.), Armed Forces and International Security: Global Trends and Issues (Munster: Lit Verlag, 2004, ISBN 3825872270)
  19. Military bullying a global problem, BBC News, 28 November 2005. Retrieved October 10, 2008.
  20. Russia army suicides cause alarm BBC NEWS, 29 May 2008. Retrieved October 10, 2008.
  21. The Values and Standards of the British Army – A Guide to Soldiers (UK: Ministry of Defence, UK, 2000), paragraph 23.
  22. Catherine Soanes (ed.), Compact Oxford English Dictionary for University and College Students (Oxford: Oxford University Press, 2006), p. 546.
  23. Thames Valley District School Board (2006). Safeschools. London, Ontario
  24. 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
  • Callaghan, Jean M., and Franz Kernic (eds.). Armed Forces and International Security: Global Trends and Issues. Munster: Lit Verlag, 2004. ISBN 3825872270

External links

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