School Bullying: A Crisis or an Opportunity? (original) (raw)

BULLYING RESEARCH 3 REVISED n FINAL

handling bullies through role-playing, classroom discussions about the motivation and effects of bullying to sensitize students and promote self-awareness thus, learning the proper ways to address bullying.

A developmental perspective on bullying

Aggressive Behavior, 2006

In this paper, we examined the forms and relationship contexts of bullying in adolescence. Using cross-sectional data, we assessed grade and sex differences in self-reports of bullying and sexually harassing peers, as well as reports of dating aggression from1896 students from early to late adolescence. Reports of bullying others were highest around the school transition, with lowest levels at the end of high school. Boys reported more bullying and sexual harassment than girls. Sexual harassment of same-and opposite-sex peers increased over the early adolescent years and leveled off in later high-school years. There were no sex differences in the prevalence of indirect or physical aggression with a dating partner. Adolescents who bullied were at increased risk for the other forms of relationship aggression. These data highlight bullying as a relationship problem and point to the need for prevention programs to curtail the use of power and aggression in adolescent relationships.

School Bullying: Development and Some Important Challenges

After sketching how my own interest and research into bullying problems began, I address a number of potentially controversial issues related to the definition and measurement of such problems. The importance of maintaining the distinctions between bullying victimization and general victimization and between bullying perpetration and general aggression is strongly emphasized. There are particular problems with the common method of peer nominations for purposes of prevalence estimation, comparisons of such estimates and mean levels across groups and time, and measurement of change. Two large-scale projects with time series data show that several recent claims about cyber bullying made in the media and by some researchers are greatly exaggerated and lack scientific support. Recent meta-analyses of the longterm outcomes for former bullies and victims provide convincing evidence that being involved in such problems is not just a harmless and passing school problem but something that has serious adjustment and public health consequences that also entail great costs to society. Another section presents my view of why the theme of bullying took quite some time to reach the peer relations research community in the United States and the role of a dominant research tradition focusing on "likeability" in this account. In a final section, I summarize some reasons why it may be considered important and interesting to focus both research and intervention on bully/victim problems. 751 Annu. Rev. Clin. Psychol. 2013.9:751-780. Downloaded from www.annualreviews.org by University of Bergen UNIVERSITETSBIBLIOTEKT on 03/30/13. For personal use only.

Literature Review of School Bullying 1 Literature Review of Bullying at Schools

EDUA 7740: School Bullying Literature Review of School Bullying 2 Bullying and Harassment at Schools Bullying and harassment are not new issues that students and schools face. In fact, over the years, it has been viewed as being so commonplace in schools that it has been overlooked as a threat to students and reduced to a belief that bullying is a developmental stage that most youth will experience then get over (Ross, 2002, p. 107). But not everyone gets over the personal trauma that can come with bullying both for the victim and the bully. This is why it is seen happening by adults in work places, in homes, and in the community. Therefore, this harassment is not isolated to schools alone. But schools are the best place to actively intervene. Teachers, administrators, counsellors, and even students have the greatest access to the most students through a school system. It is here that school staff can intervene, support and educate students about ending bullying behaviours directly and indirectly; breaking the bullying-cycle. This paper will address bullying in general at all grade levels, but its intervention focus will be at the high school level. Harris & Hathorn, (2006, p. 50) state:

Four Decades of Research on School Bullying An Introduction

This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological se-quela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide psychologists with a comprehensive review that documents our current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts.

Developmental Trajectories of Bullying and Associated Factors

Child Development, 2008

Trajectories in bullying through adolescence were studied along with individual, family, and peer relationship factors. At the outset, participants' ages ranged from 10 to 14; 74% identified as European Canadian with the remainder from diverse backgrounds. With 8 waves of data over 7 years, 871 students (466 girls and 405 boys) were studied to reveal 4 trajectories: 9.9% reported consistently high levels of bullying, 13.4% reported early moderate levels desisting to almost no bullying at the end of high school, 35.1% reported consistently moderate levels, and 41.6% almost never reported bullying. Students who bullied had elevated risks in individual, parent, and peer relationship domains. Risk profiles and trajectories provide direction for interventions to curtail the development of power and aggression in relationships.

Consequences of Bullying on Students Affected by this Phenomenon

Academic Journal of Interdisciplinary Studies, 2014

Schools have always been considered a place where values like peace, harmony, and wisdom predominate. However, this image has gradually changed over the past years. In recent decades, bullying has become a major issue for the school system, thus becoming a main concern primarily for teachers, parents, and most importantly, students themselves. (Rigby, 2013) Bullying is defined as a behavior that occurs when an individual or a certain group of individuals seek to violate, persecute, or intimidate others through their strength or power (Sullivan, Cleary & Sullivan, 2005). Bullying arises everywhere, and it can be performed by anyone against any person, for reasons beyond merely race and gender. It may be present in any environment where human beings interact, and schools in Albania are no exception. Bullying is not simply a part of growing up, and the only way to diminish involved people's neglect on this problem, is by making them aware of the destructive effects it has on their emotional state and on societal values as well. A wide scope of research on the effects of bullying indicates how detrimental and harmful it is for students who go through it (Sullivan, 2004). In most situations, victims do survive, but this social issue marks their lives forever. Bullying can affect everyone implicated in it: victims, aggressors, and spectators. It is associated with various negative consequences that lead to mental health problems, substance use, and in more extreme cases, suicide. Nevertheless, it is important to note that many children are very resilient and overcome this experience relatively unaffected, both physically and psychologically (Rigby, 1996). The main objective of this paper is to examine the effects that bullying has on students involved in this phenomenon. To accomplish this goal, a systematic literature review was undertaken to identify the effects on victims, aggressors, and spectators.