Understanding Bullying (original) (raw)

What Is the Definition of Bullying

" Bullying is when you keep picking on someone because you think you're cooler, smarter, stronger or better than them. " How did we come up with this definition? Let's start with the basics. What exactly is the definition of bullying? Unfortunately there are as many definitions of bullying as there are people talking about it. One definition of bullying of kids is: Bullying is a form of proactive aggression in which the bullying is unprovoked and the bully initiates the bullying behaviour. (Dodge and Coie, 1987) Another is: Bullying involves an imbalance of power between the bully and the victim, is intentionally harmful and occurs repetitively. (Olweus et al., 1999) A great definition of bullying for kids from stopbullying.gov that incorporates elements of both of these bullying definitions is: Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. To put this into a more kid-friendly definition of bullying, you could say that: Bullying is when you keep picking on someone because you think you're cooler, smarter, stronger or better than them.

Assessment of Bullying: A Review of Methods and Instruments

Journal of Counseling & Development, 2004

and Springfield, Colorado, were relatively obscure small towns and cities until they became the site of a shocking episode of violence in which children killed children and teachers in school. To shed light on the cause of these incidents, the U.S. Secret Service interviewed 40 boys involved in school shootings and determined that many of these children were humiliated and harassed by peers over long periods of time (Simonvich & White Stack, 2000). Hence, a common thread in many of these episodes of school violence seems to be childhood bullying. Bullying is a significant, pervasive form of school violence (Batsche, 1997). Olweus (1993), who is considered by many researchers to be the leading expert on peer victimization, offers a general definition of bullying that includes repeated exposure to negative actions by one or more students over time. Olweus (1993) further defined a negative action as a purposeful attempt to injure or inflict discomfort on another, either through words, physical contact, gestures, or exclusion from a group. The portion of the definition that includes harassment conducted repeatedly and over time is designed to exclude occasional negative actions that are not perceived as being serious and may be directed toward one student on one occasion and toward another student on a different occasion. However, in certain circumstances, a single instance of serious victimization may be perceived as bullying (Olweus, 1993). Three general forms of bullying have been delineated in the literature (Ross, 1996). Olweus (1993) first distinguished between direct and indirect bullying, later describing direct bullying as "relatively open attacks on a victim" (p. 10) and indirect bullying as a "form of social isolation and intentional exclusion from a group" (p. 10). Indirect bullying eventually was referred to in the literature as relational victimization and describes manipulation of relationships or friendships to inflict emotional pain on another, such as a group of peers retaliating against someone by ignoring her or him (Bjorkqvist, Lagerspetz, & Kaukiainen, 1992; Crick & Grotpeter, 1995). Finally, a further distinction was made in the form of a third category, direct verbal aggression, which consists of such behaviors as name-calling, shouting, abusing, and accusing (Bjorkqvist et al., 1992). Research has identified bullying as being ongoing, unsolicited, and frequently not physically injurious (Hoover, Oliver, & Thomson, 1993; Olweus, 1993). Essentially, bullying is the process of establishing and maintaining social dominance through overt aggression and doing so in ways that victims are unable to deflect because of their lack of skills, their inability to effectively integrate with peers, or their inability to develop subgroups of peers (C. M. J. Arora & Thompson, 1987). Unfortunately, many children are bullied in schools. Estimates vary regarding how many children are bullied, but research has suggested that at least 15% to 20% of all students will experience bullying during their school career (Batsche, 1997). Children who are chronically victimized by bullies may experience such short-term prob

Bullying: description and analysis of a phenomenon

2006

This article purports to present this Special Issue about Bullying and, at the same time, to introduce the phenomenon of bullying in order to facilitate readers an updated vision about the problem that will be worked from different perspectives by researchers from national and international scope. With this purpose, we present some controversial aspects in the characterization of bullying related to definition, incidence and prevalence of bullying and the influence of specific variables like age and gender. At the same time, it is done a revision of the more frequent types of bullying behaviours, the characterization of involved agents, as well as the analysis of the most important risk factosr those are underliying problem's genesis. The final goal is to provide information about bullying for facilitating the characterization and comprehension, more specifically, of a real problem that is interesting and important into the educational centres.

Theoretical Perspective of Bullying

https://www.ijhsr.org/IJHSR\_Vol.10\_Issue.8\_Aug2020/IJHSR\_Abstract.014.html, 2020

Background: School bullying has become a common phenomenon worldwide. A student or a group of students may perform frequent aggressive behavior to a student or a group of students who cannot defend at the time of bullying. Prior to understanding what bullying is one cannot step into implementation of antibullying strategies. But the concept of bullying itself is so complex that, for the conceptual understanding of the same, one must be well understood in its background theories. Hence, it is consensus theoretical concept that some theoretical concept must be explored. Methods: In This study, various sources such as published and/or unpublished web-based materials were used in order to gather information regarding theoretical foundation of bullying. For preparing this paper, materials were reviewed by using traditional or narrative literature review method. Scholar is doing PHD in TU. This paper was also presented in seminar of Tribhuvan University (TU) as a requirement of partial fulfillment of PHD. Results: It is substantiated that bullying is viewing differently and people/institution have try to manage using various approaches However, implementation of the various strategies to reduce bullying have achieved only limited success. Therefore, understanding of the bullying from its root is the most Conclusion: Bullying is differently seen by different individual. In order to address issues of bullying effectively, we must able to use multidimensional strategies. Different theoretical prospective definitely provides clear cut picture and makes easy for implementation of the antibullying strategies

Understanding Bullying Behavior

This may not be the first time you've read about bullying, but like many educators, perhaps you still feel frustrated with a problem that seems to defy a tsunami of opinions, discussions, stories, and proposed solutions. Anyone working in schools knows very well how serious bullying can be; on the other hand, it's not uncommon to hear even mild slights characterized as bullying. We want to help children who are being targeted, but we also know there's no way to require children to like each other. We know that children can be cruel online, but realistically, how can educators address problems that are happening off campus and in cyberspace? My purpose in this article is to help educators sort through some thorny issues that complicate our efforts to understand bullying and cyberbullying, and to suggest practical and realistic ways to address these behaviors effectively.