Putting The Bully In His Place. Causes, Consequences and Possible Solutions to Bullying - Term Paper Example

?Putting The Bully In His Place Causes, Consequences and Possible Solutions to Bullying Many adults who experience social and emotional difficulties with 7others may have had negative experiences in the past that continue to affect them up to the present. One common reason is bullying. Fitzpatrick and Bussey (2011) explain that bullying is a form of aggression that has become a prevalent problem in society. It affects up to one third of children in school (Due, Holstein & Soc, 2008). Bullying involves the infliction of harm on a less powerful person by a more powerful individual or group by way of physical, verbal or psychological means. It is a growing problem in schools that threaten to cause long-term negative effects that victims and bullies may be burdened with all their lives (Hawker & Boulton, 2000). This paper endeavors to study the causes, consequences and possible interventions for bullying behaviors in schools. It is the researcher’s attempt to contribute solutions to this common issue in schools that is shared by many, but not addressed enough, hence the bullying cycle continues. Definition of Bullying Olweus (cited in Nansel, Haynie & Simons-Morton, 2003) defines bullying as aggressive peer-to-peer behavior with three conditions, namely: an intention to harm or disturb the victim; the aggression is done repeatedly and there is an imbalance of power between the bully and the victim. Ayenibiowo & Akinbode (2011) identified three forms of bullying as physical, verbal and psychological aggression. Physical bullying inflicting bodily harm on someone and may involve hitting, kicking, spitting, pushing, taking personal things, etc. Verbal bullying employs the use of mean words and tone of voice to express aggression and may entail taunting, teasing, name calling, threatening, criticizing, humiliating, etc. Finally, psychological bullying is intentionally causing anxiety, stress and fear in a victim to make him or her emotionally unstable and may involve spreading rumors, destroying social relationships, intimidating, making one a target of jokes, etc. Lyznicki et al (2004) claim that bullying occurs usually in school. With boys, the bullying is mostly physical and verbal while with girls, relational bullying is usually resorted to and this is more subtle and more difficult to detect. Causes of Bullying Anyone can be a victim especially if he or she is not assertive enough to protect him/herself. However, the bully is the one responsible for inflicting harm, so the problem usually lies with him. There are many causes of bullying behavior. One is frustration at one’s situation. The bully may have learning disabilities that he is having a difficulty coping with while being expected to perform at a required level in school (Kaukiainen, Salmivalli, et al. (2002). Consistently getting poor grades and disappointing his parents may be disheartening and one way he or she expresses such disappointment is through bullying others. The bully may also be abused or neglected at home and needs a victim to express anger and pour out his or her frustrations upon. Another cause may be that the bully is being bullied himself and needs someone to bully around just to maintain the status quo (Esplage, Holt & Henkel, 2003). This way, he or she may feel that power has been regained even though in reality, he or she still feels powerless with the person who bullies him or her. The child may also have a poor or no role model who can guide him to appropriate behavior (Fekkes, Pijpers & Verloove-Vanhorick, 2005). The bullying behavior may also have been learnt from someone who has been a bad influence to him (Turner, 1991). Although in theory, hurting others is known to be an inappropriate but in practice he or she sees people of authority practicing bullying, he or she then imitates it in his or her own life. Finally, the bully may have a conduct disorder which is the precursor to antisocial, psychopathic or personality disorder (Bullying in Schools, n.d.). Ayenibiowo & Akinbode (2011) explain one theory that stimulates bullying behavior for both the bully and the victim. When a provocation is felt, an individual accesses possible behavioral responses from memory. Associations in memory that are similar to the situation at hand guide the person in responding, following rules or patterns learned from past experiences. It may be a ‘fight or flight’ response to provocation. However, it does not mean that once an individual access a response, he will carry it out, as in the case of withheld impulse. The next step of processing is to evaluate the interpersonal, intrapersonal, instrumental and moral consequence of the response and decide what to do next. Ultimately, the decided response translates into motor and verbal behavior. All these processes may happen in just seconds and the person may not even be aware of it. Ayenibiowo & Akinbode (2011) clarify that social-information-processing theory posits that these are the mental process that people go through during social interactions and in various contexts. At each stage, individuals develop certain patterns of processing cues that are remembered for future reference. For example, if remembered cues are grimaces on the face of the bully along with the curling of fingers into a ball, the victim may remember a parent that abused him and the attacks were cued with the same grimace and curling of fingers and his past impulsive reactions were to duck and cover his face and just take in the abuse. The same behavioral response may likewise be done in the present bullying situation. Consequences The consequences of bullying are different for the victim and the bully. Victims of bullying often suffer harm and distress as well as long term negative mental, social and physical health outcomes (Arseneault, Bowes & Shakoor, 2010; Nansel, Overpec, Pilla & Ruan, 2001; Landstedt & Gadin, 2011). On the other hand, bullies also experience negative outcomes such as poor mental health and a greater risk of delinquent behavior, alcoholism, substance abuse and violence (van der Wal, de Wit, & Hirasing, 2003; Hemphill et al., 2011; Farrington & Ttofi, 2011). Limber and Nation (1998) suggest that there are short- and long-term consequences of bullying for both perpetuator (bully) and victim. Chronic victims experience more physical and psychological issues than other children who have not experienced harassment (Limber and Nation, 2009). This may include eating disorders such as anorexia and bulimia nervosa. These victims need to grow out of their perceived role as victim to prevent them from growing up to be adults with increased risk of depression, poor self-esteem and other mental health problems (Parker & Asher, 1987; Olweus, 1994; Rivers & Smith, 1994). More specific psychological and psychosomatic disorders observed as consequences of bullying include insomnia, nervousness, melancholy, indifference, lack of concentration and social phobias among bullying victims (Leymann, 1990). Williams et al (1996) also reported the symptoms of frequent worries, sadness, nervousness and fearfulness among victims. These factors may lead to the development of anxiety disorders. Organizational victims of bullying suffer social discrimination from their peers, social disharmony, psychosomatic disorders, and depression; longing for help, nervousness, pressures, anxiety, and hopelessness to a degree more than their non-bullied contemporaries (Parker & Asher, 1987; Rivers & Smith,1993;. Mikkelsen & Einarsen, 2002). Solutions/ Interventions Recognizing the negative outcomes, parents, educators and children concerned need find appropriate interventions to decrease, if not stop, bullying behaviors. Holmgren et al. (2011) recommend that bullying prevention programs should make students think critically and allow them to identify and discuss effective coping skills. During discussions, they get to share with fellow students their perceptions and attitudes towards bullying (Ma, 2002, Young et al., 2009; Hummell, 2007; Swearer & Cary, 2003). Students should also be made aware of when there is a need for adult professional help. They also need to be empowered to report bullying acts. Kazdin & Rotella (2009) argue that reporting is one way for schools to respond to bullying problems. Teachers only observe 4% of incidents of bullying because bullies are conscious not to be caught by their teachers. However, there is much victim reluctance to report the incident in fear that it will only get worsened. Even bystanders who witness bullying incidences are not likely to report it even if 85 percent of such incidents happen in full view of others, usually the peers of the bully and the victim (Kazdin & Rotella, 2009). This makes it difficult for school officials, parents and other concerned adults to know about the bullying problem and effectively deal with it (Education Development Center, 2008). Van Schoiack-Edstrom et al. (2002) add that programs should purport the teaching of social problem solving, decision making skills and stress management skills. One model that has been proven effective was designed by Olweus in Norway and Sweden in the early 1980's. It entailed multiple levels of intervention. The first one is the individual-level intervention wherein direct discussions with the identified bullies are held and dealt with appropriately. Next is the classroom-level intervention when the whole class establishes rules against bullying and each student is required to follow. This level also involves parents so each child is carefully monitored even at home. Lastly, the school-wide intervention surveys bullying problems in school and involves all teachers and staff to increase supervision of the students in and out of the classrooms, holding schoolwide assemblies to discuss anti-bullying strategies and training of teachers for awareness and understanding of as well as action against bullying (Limber & Nation, 1998). Holmgren, Lamb, Miller & Werderitch (2011) also suggest some anti-bullying strategies that may be implemented in schools such as drama/role-playing, and the use of videos and literature. Drama/ Role-Playing Students can take on the perspective of the role they are playing during drama activities even if personally, they are not the same. In doing so, they get a better understanding of other people’s perspectives and ways of thinking so they learn to empathize with them (Enz, Zoll, Vannini, Schneider, Hall, Paiva & Aylett, 2008). Social learning theory contend that vicarious learning ensues when one observes other people engage in various behaviors and this also happens when they watch simulated scenarios such as in dramatic play or role-playing activities. Knowledge and skills are attained when one watches how a bully shows nonchalance in his behavior and no sense of remorse for hurting another person while the victim is helpless in defending herself. Watching this bullying behavior without actually engaging in the performance themselves, help students understand the thoughts and feelings each role portrays (Corsini & Wedding, 1995, as cited in Beale & Scott, 2001). Dramatization of bullying situations help students learn verbal defense strategies that they can use as well as other strategies they can do in dealing with bullying situations. Students become aware of what bullying is and understand what they need to do when they are caught in a bullying act or witness a bullying situation (Sharp & Cowie, 1994, as cited in Jefferey, Miller & Linn, 2001). The discussion that may follow to process the drama activity may involve active interactions among the students especially with those with similar problems so they can share alternate solutions or strategies to prevent bullying situations. This way, students are able to see other points of view through the discussions (Beale & Scott, 2001). Literature Since students enjoy reading stories, one way to impart lessons on bullying is through the use of stories with the same or related theme. When students relate with the material by identifying with the characters of the story who may be associated with a person or even themselves, in real life, they gain a stronger level of understanding (Keene & Zimmerman, 1997, as cited in Hillsberg & Spak, 2006). For example, the story may feature a big bully attacking a smaller, frailer child by kicking him to the ground and saying mean things to him. The teacher may focus on each character from his external description to his perceived inner thoughts and feelings. The students may suggest that the bully’s face is not smiling, mad and his body language communicates dominion over the victim. The students can try to interpret why the bully in the story is behaving this way and may be urged to use their own imagination to think up of a scenario the bully may have been in earlier. In understanding the bully, they also understand his attitude and behavior and in turn, they get to understand how they may also feel when put in the same situation right before the bully attacks the victim. From identifying causes, they may apply it to themselves so they are aware of what to avoid doing when they face the same identified cause. Later, the students can focus on the victim and follow the same pattern of analysis of the victim’s situation (Hillsberg & Spak, 2006). In sharing appropriate literature about bullying with bullies and victim in the audience, bullies may learn to empathize with a character in the story and come to understand the consequences of their actions. On the other hand, victims may gain a sense of hope and comfort that their situations may be helped and that there is a chance and opportunity for them to stand up to people who abuse and exploit them (Hillsberg & Spak, 2006). Videos Similarly, videos are effective materials in teaching anti-bullying strategies to students. In integrating relevant video clips in class activities, the students learn social skills and empathy for people who are victimized by bullies (Froeschle et al., 2008). With the enhancement of their social skills and empathy comes the reduction of chances of victimization from bullying (Lorimer, 2006). Like in the use of literature, videos watched by students on bullying behaviors may be used as springboard for discussion and written reflections about bullying, which are essential components of a bullying prevention program (Schoen & Schoen, 2010). Video stories should be carefully selected, having “memorable protagonists, engaging plots,and a story ?that empowers victims of bullying” (Hillsberg & Spak, 2006, p. 25). It should also be effective in identifying feelings, points of view of each character in the story, recognizable appropriate and inappropriate behaviors that students can compare and contrast, the need of victims for self control and the value of personal boundaries (Froeschle et al., 2008, Hummell, 2007, & Young et al., 2009). Conclusion Power can be intoxicating. Some people who have a strong desire to be powerful due to a number of reasons that may only be known to them, may resort to seizing it and using it to bully others. In doing so, they feel more powerful. Such a feeling may override any sense of remorse, sympathy or mercy towards their victim. In developing a pattern of bullying behaviors, both bully and victim suffer negative consequences that may continue for the rest of their lives. Among these are physical and psychological pains and deficiencies that may affect how they interact with others or deal with challenging situations. Their coping mechanisms may be defective and they may continue to be vulnerable to future bullying situations. In being aware of this, bully prevention programs should be installed in schools. Such programs should make students understand the causes and consequences of bullying and develop a conviction to prevent such bullying occurrences in order to avoid the negative consequences. Recommended interventions are Olweus’ multiple-leveled intervention that may be implemented throughout the whole school community. Other anti-bullying strategies suggested are the use of relevant and appropriate drama/ role-play activities portrayed by the students themselves; use of literature and videos. These activities and materials present learning situations to students to process through discussions with each other. It is assumed that it is in the processing of the learning from the activities and materials that empowers students in their fight against bullying. It is essential to nip bullying behaviors while it is just in the beginning stages. However, this would be difficult if they are not properly reported. Thus, reporting of bullying situations should also be encouraged and provided guidelines in order for students to be emboldened enough to step forward and report witnessed bullying instances. Putting bullies in their rightful place does not mean that they should just be punished for bad behavior. It is recommended that they should be made to learn from their mistakes and realize the need to change for the better and to make a commitment to stop their inappropriate behavior. This would require in-depth processing and perhaps, psychotherapy to get to the root of the problem. This also goes for the victims. The pain and suffering experienced in the hands of bullies may have left deep wounds that need intensive treatment. Peace in the world is one ideal that most people desire. One way to achieve it is in preventing bullies from taking charge. It is heartening to realize that many concerned parents, educators and scholars are finding ways to keep peace and harmony in schools. May the seeds of compassion and understanding that they plant in the hearts and minds of the young grow and thrive, as the youth are the future inheritors of this world. May the world finally see the peace it deserves when the youth of today takes over tomorrow. 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Empowering students: Using data to transform a bullying prevention and intervention program. Professional School Counseling, 12 (6), 413-420. Read More