Literature Review of School Bullying 1 Literature Review of Bullying at Schools (original) (raw)

Working to prevent school bullying: key issues

Bullying in Schools

A brief historical background Over the last two decades, bullying in schools has become an issue of widespread concern (Smith, Morita, Junger-Tas, Olweus, Catalano and Slee, 1999). This is not to say that in earlier times bullying in schools was ignored. There was much animated public discussion of bullying in English private schools in the mid-nineteenth century following the publication of the famous novel Tom Brown's school days (Hughes, 1857). This book evoked strong expressions of abhorrence towards, and condemnation of, the practice of bullying, and various suggestions were made on how it could be countered (see Rigby, 1997). However, the systematic examination of the nature and prevalence of school bullying only began with the work of Olweus in the 1970s in Scandinavia. The volume of research since then has clarified much about the nature of bullying, and the suffering it can cause (see Rigby, 2002; Smith, 2004). Certain pupils are clearly more at risk of being involved as bullies or victims, or sometimes both (bully/victims), by virtue of personality, family background factors, characteristics such as disability, and the nature and quality of friendships and peer-group reputation. Also, there is considerable evidence that the experience of being a victim can exacerbate outcomes such as low self-esteem, anxiety, depression, mistrust of others, psychosomatic symptoms, and school refusal (Hawker and Boulton, 2000). In addition, a career as a bully in school predicts increased risks of violence and abuse in later life. There is now a clear moral imperative on teachers and educators to act to reduce bullying in schools; and a moral imperative on researchers to try to give the most informed advice in this respect. The most tragic outcome of victimisation is suicide. It was the suicide, within a short interval, of three boys in Norway that led in 1983 to the first major anti-bullying intervention by schools, at a national level. The reports of an evaluation of this intervention in Bergen, with supplementation by the developing Olweus Bullying Prevention programme 1

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.

Bullying in Schools Bullying in Schools

Bullying Outline, 2021

Outline BULLYING IN SCHOOLS 1 Specific Purpose: To inform my classmates about the prevalence and dangers of bullying in schools Thesis Statement: Despite the numerous efforts put in place by the government, bullying has remained prevalent, leading to adverse impacts of depression, suicide, and dropout from schools. This outline offers a blueprint for analyzing the problem through the lens of its definition, precipitating factors, severity, impacts, and viable solutions.

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.

Bullying in School: Prevalence, Students Involved, and Consequences

White Paper , 2018

Although the bully-victim conflict is an age-old scenario, researchers only began studying it in school settings 45 years ago. The most agreed upon definition of bullying includes three criteria: 1) intentionality (desire or goal of inflicting harm, intimidation, and/or humiliation), 2) some repetitiveness, and most importantly, 3) a power imbalance between the socially or physically more prominent bully and the more vulnerable victim. The power differential can manifest among a variety of factors, such as physical dominance, self- confidence, peer group status, etc. Conversely, conflict between equals is not considered bullying, but rather, general aggression. Another, more recent concept that has emerged in the field of bullying research is the category of “bully-victims,” a smaller subset of youth who both perpetrate and experience bullying. The forms bullying can take include: direct aggression (e.g., name calling, hitting, belittling someone in front of others) or indirect, relational aggression (e.g., spreading rumors, exclusion from the group, hurting another’s reputation). Often occurring in school contexts, which has expanded in recent years to include cyberbullying in the virtual worlds of digital and social media, bullying takes place throughout the school years, from elementary to high school and has likewise been studied across the grades. And since bullying is a familiar, if not intimate, school experience for most people, it is sometimes easy or tempting to accept it as a rite of passage or a typical childhood experience, rather than a problem that needs to be addressed. As Olweus (2013) explains, “being bullied by peers represents a serious violation of the fundamental rights of the child or youth exposed” (p. 770). It is with this understanding of bullying – as a violation of basic human rights – that this two-part brief explores the phenomenon (history, prevalence, risk factors, and consequences) in Part I and reviews research- based interventions in Part II.

School Bullying Definition, Types, Related Factors, and Strategies to Prevent Bullying Problems

This article discusses school bullying, which sometimes occurs among schoolchildren, aiming to raise pupils’, teachers’, administrators’, and parents’ awareness of the problem. Within this framework, the definition, characteristics, frequency and types of school bullying, relation of bullying to sex and age, the negative effects of bullying on pupils, characteristics of bullies, victims, and bully/victims, the risk places at schools and the response of school staff to bullying are all examined. Finally, strategies to prevent bullying problems at schools are suggested. This work is based on a review of theliterature and because of the limited number of publications on the subject in Turkish, mostly work written in English is referred to.