problems related to school

8/2/2019 Problems Related to School

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PROBLEMS RELATED TO SCHOOL

THERE ARE MANY TYPES OF PROBLEMS WHICH IS FACED BY THE CHILD:

1) BULLING

2) TRUENCY3) AGGRASSION

4) CHEATING5) WITHDRAWL

6) POOR ACADEMIC PERFORMANCEOther problems are:

1) STEALING

2) LYING

3) USING VULGAR AND OBSCENCE LANGUAGE

BULLING

Bullying DefinedBullying is a form ofaggressivebehaviormanifested by the use of force or coercion to

affect others, particularly when the behavior is habitual and involves an imbalance of

power. It can include verbalharassment, physicalassault orcoercion and may be directedrepeatedly towards particular victims, perhaps on grounds ofrace, religion,gender,

sexuality, or ability.[2][3] The "imbalance of power" may be social power and/or physical

power. The victim of bullying is sometimes referred to as a "target".

Bullying behavior may include name calling, verbal or written abuse, exclusion from

activities, exclusion from social situations,physical abuse, orcoercion.[13][18]Bullies may

behave this way to be perceived as popular or tough or to get attention. They may bully outofjealousy or be acting out because they themselves are bullied.

School bullying

School bullying is a type of bullying that occurs in connection with education. [2][3] and

causes irreversible damage to the victims.[citation needed] Bullying can bephysical, verbal, or

emotional.

In schools, bullying occurs in all areas. It can occur in nearly any part in or around the

school building, though it more often occurs in PE,recess, hallways, bathrooms, on school

buses 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 ofor isolating one student in particular and gaining the loyalty of bystanders who, in some

cases, want to avoid becoming the next victim. These bullies taunt and tease their target

before physically bullying the target. Targets of bullying in school are often pupils who areconsidered strange or different by their peers to begin with, making the situation harder for

them to deal with.
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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 (relational aggressionorpassive aggression), humiliation, or exclusion even whilemaintaining overt commitments to anti-bullying policies.

Types of bullying

Physical bullying

Physical bullying is any unwanted physical contact between the bully and the victim. This

is one of the most easily identifiable forms of bullying.

punching

pushing

shoving

kicking

inappropriate touching tickling

headlocks

school pranks teasing

fighting

Use of available objects as weapons

Emotional bullying

Emotional bullying is any form of bullying that causes damage to a victims psyche and/oremotional well-being. Examples include:[2][8]

spreading malicious rumors about people

keeping certain people out of a "group"

getting certain people to "gang up" on others (It also could be considered physicalbullying)

ignoring people on purpose - the silent treatment

harassment

provocation

Verbal bullying

Verbal bullying is any slanderous statements or accusations that cause the victim undue

emotional distress. Examples include:[8]

directing foul language (profanity) at the target

commenting negatively on someone's looks, clothes, body etc. -personal abuse
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tormenting

harassment

rumors

being laughed at

Cyber-bullying

Cyber-bullying is any bullying done through the use of technology. This form of bullying

can easily go undetected because of lack of parental/authoritative supervision. Because

bullies can pose as someone else, it is the most anonymous form of bullying. Cyberbullying includes, but is not limited to, abuse using email, blog, instant messaging, text

messaging, websites, social networking sites, etc.

Sexual bullying

Sexual bullying is "any bullying behaviour, whether physical or non-physical, that is based

on a persons sexuality or gender. It is when sexuality or gender is used as a weapon byboys or girls towards other boys or girls although it is more commonly directed at girls.It can be carried out to a persons face, behind their back orthrough the use of

technology."[9]

Bullying is a common occurrence in most schools. According to the American

Psychological Association, approximately "40% to 80% of school-age children experiencebullying at some point during their school careers".[16] Regardless of the grade level,

socioeconomic environment, gender, religion, or sexual orientation, bullying can happen to

anyone. However, various studies point out that students from lower socio-economicbackgrounds are more bullied than students from higher socio-economic backgrounds.[17]

Most children experience bullying at some point in their academic careers. The following isa list of statistics that illustrate the severity of bullying within classrooms:[16]

20-40% of bullying victims actually report being bullied

70% ofmiddle school andhigh school students experience bullying in school

7-12% of bullies are habitual and pose a serious threat

23% of 9th graders have carried a weapon to school recently [18]

5-15% of students are constantly bullied

27% of students are bullied because of their refusal to engage in common sexual

practices

25% of students encourage bullying if not given proper education and support in

anti-bullying techniques[15]

Due to the low numbers of students who actually report incidents of bullying, teachers need

to have a certain level of awareness that will thwart any potential problems. This awareness

starts with understanding bullying.

Short-term and long-term effects

See also: Post traumatic stress disorderand Psychological trauma
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Dombeck says that as a forty-year-old man, he still feels the effects of the bullying he

received as a ten-year-old. Every day, he would dread riding the bus home from school

because he was bullied by the older children on the bus. Dombeck defines some commonshort-term and long-term effects of bullying. These include, but are not limited to: [19]

Short-term:

depression

suicide (bullycide)

anxiety

anger

significant drop in school performance

Long-term:

abiding feelings ofinsecurity

lack oftrust extreme sensitivity (hypervigilance)

need forrevenge

CAUSES OF BULLING

School bullying is a major cause ofschool shootings. 71% of the attackers were motivated

by being bullied and picked on. School shooters that died or committed suicide left behind

evidence that they were bullie Bullying behaviour is a complex issue and research in thearea does not identify the supremacy of any one cause of bullying. Below is a summary

overview of key factors that are considered to contribute in various ways, to the likelihood

of bullying behaviours. The information below is not a complete list of all factors. They dorepresent major categories of focus with examples of predominant factors of influencewithin each.

Environmental Factors

Physical violence in the media may contribute to bullying (Berkowitz, 1984; Smith and

Donnerstein, 1998). This is a difficult area to generalise about as some students can watcha lot of violence in the media and not be affected while other students can display higher

levels of aggression from watching a lot of violence in the media.

Social factors

Dysfunctional families Children who bully are 3 times more likely to have family orparental problems (Stephenson and Smith, 1989). Children who have positive relationships

with their parents are less likely to bully (Rigby, 1993; Bowers et al.; 1992).

Bystander Factors
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The presence of bystanders can contribute to the bullying (Olweus, 2001). Bystanders can

be passive which condones the bullying incident or can prevent others from intervening

(Salmivalli, 2001).

Cairns and Cairns (1994) identified the influence of peer groups. While individuals more

than groups, exhibit bullying behaviour (Rigby and Slee, 1999), around 85% of bullyingincidents happen within peer groups (Atlas and Pepler, 1997). A study on bullying

incidents in playgrounds found although bystanders were present in 88% of bullyingincidents, they only intervened in 19% of cases (Hawkins, Pepler and Craig, 2001).

Individual factors

The bullys own predisposition. Children who bullied have been reported as being low inempathy and therefore not being sensitive to the plight of others (Enderesen and Olweus,

2001; Menesini et al.; 1997). Students themselves gave the following reasons for bullying

(Rigby, 2008):

1. The other child annoyed them2. To get even

3. For fun

4. Others were doing it too

5. Because they were wimps6. To show how tough I am

7. To get things or money

d.

Bullying Survival Tips

Here are some things you can do to combat psychological and verbal bullying. They're alsogood tips to share with a friend as a way to show your support:

Ignore the bully and walk away. It's definitely not a coward's response

sometimes it can be harder than losing your temper. Bullies thrive on the reaction

they get, and if you walk away or ignore hurtful emails or instant messages, you'retelling the bully that you just don't care. Sooner or later the bully will probably get

bored with trying to bother you. Walk tall and hold your head high. Using this type

of body language sends a message that you're not vulnerable. Hold the anger. Who doesn't want to get really upset with a bully? But that's

exactly the response he or she is trying to get. Bullies want to know they have

control over your emotions. If you're in a situation where you have to deal with abully and you can't walk away with poise, use humor it can throw the bully off

guard. Work out your anger in another way, such as through exercise or writing it

down (make sure you tear up any letters or notes you write in anger).


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Don't get physical. However you choose to deal with a bully, don't use physical

force (like kicking, hitting, or pushing). Not only are you showing your anger, you

can never be sure what the bully will do in response. You are more likely to be hurtand get in to trouble if you use violence against a bully. You can stand up for

yourself in other ways, such as gaining control of the situation by walking away or

by being assertive in your actions. Some adults believe that bullying is a part ofgrowing up (even that it is character building) and that hitting back is the only way

to tackle the problem. But that's not the case. Aggressive responses tend to lead to

more violence and more bullying for the victims.

Practice confidence. Practice ways to respond to the bully verbally or through your

behavior. Practice feeling good about yourself (even if you have to fake it at first).

Take charge of your life. You can't control other people's actions, but you can stay

true to yourself. Think about ways to feel your best and your strongest so thatother kids may give up the teasing. Exercise is one way to feel strong and powerful.

(It's a great mood lifter, too!) Learn a martial art or take a class like yoga. Another

way to gain confidence is to hone your skills in something like chess, art, music,

computers, or writing. Joining a class, club, or gym is a great way to make newfriends and feel great about yourself. The confidence you gain will help you ignore

the mean kids.

Talk about it. It may help to talk to a guidance counselor, teacher, or friend

anyone who can give you the support you need. Talking can be a good outlet for the

fears and frustrations that can build when you're being bullied.

Find your (true) friends. If you've been bullied with rumors or gossip, all of the

above tips (especially ignoring and not reacting) can apply. But take it one step

further to help ease feelings of hurt and isolation. Find one or two true friends and

confide how the gossip has hurt your feelings. Set the record straight by telling yourfriends quietly and confidently what's true and not true about you. Hearing a friend

say, "I know the rumor's not true. I didn't pay attention to it," can help you realize

that most of the time people see gossip for what it is petty, rude, and immature.

Strategies to reduce school bullying

Researchers (Olweus, 1993);[22] Craig & Peplar, 1999;[23] Ross, 1998;[24] Morrison, 2002;[25]

Whitted & Dupper, 2005;[26]Aynsley-Green, 2006;[27] Fried-Sosland[28]provide several

strategies which address ways to help reduce bullying, these include:

Make sure an adult knows what is happening to their children. Enforce anti bully laws.

Make it clear that bullying is never acceptable.

Recognize that bullying can occur at all levels within the hierarchy of the school(i.e., including adults).

Hold a school conference day or forum devoted to bully/victim problems.

Increase adult supervision in the yard, halls and washrooms more vigilantly.

Emphasize caring, respect and safety.
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Emphasize consequences of hurting others.

Enforce consistent and immediate consequences for aggressive behaviors.

Improve communication among school administrators, teachers, parents andstudents.

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

Teach your child to defend him/herself verbally. Fighting back physically may land

the bullied in school trouble or even legal trouble.[29]

Keep in mind the range of possible causes: e.g., medical, psychiatric,psychological, developmental, family problems, etc.

If problems continue in your school, press harassment charges against the family of

the person who is bullying you.

Adjust teacher preparation programs to include appropriate bullying interventionsto use in their classroom.[

School bullying

Workplace bullying

Cyber-bullying

Possible warning signs:

Numerous lost belongings

Frequent injuries or damage to clothes or property

Spends time primarily with younger students (may indicate a

problem with peers)

Avoids recess (i.e., playground) before, during and/or afterschool

Arrives to school late or just at the starting bell

Appears to be alone most of the time at school

Obtains an excessive or insufficient amount of sleep
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Warning Signs

Possible warning signs that a child is being bullied:

Comes home with torn, damaged, or missing pieces of clothing, books, or other

belongings; Has unexplained cuts, bruises, and scratches;

Has few, if any friends, with whom he or she spends time;

Seems afraid of going to school, walking to and from school, riding the schoolbus, or taking part in organized activities with peers (such as clubs);

Takes a long, illogical route when walking to or from school;

Has lost interest in school work or suddenly begins to do poorly in school;

Appears sad, moody, teary, or depressed when he or she comes home;

Complains frequently of headaches, stomachaches, or other physical ailments;

Has trouble sleeping or has frequent bad dreams;

Experiences a loss of appetite; or Appears anxious and suffers from low self-esteem.

It seems that children bully for a variety of reasons and when dealing with child bullyingit's essential to identify who is the bully at the centre of the violence - there's usually one

person who's the gang leader - and the reasons for bullying which include:

frustration - a child is impaired in some way and is frustrated and resentful becausethe source of their difficulty has not been identified - problems can includedeafness, dyslexia, autism, allergy, being left-handed, undiagnosed PTSD or some

unidentified learning difficulty - nevertheless the child is expected to perform at the

level required by the school and no attempt is made to identify the source of thefrustration

the child is being bullied, the responsible adults have repeatedly failed in their duty

of care, so the child slowly and reluctantly starts to exhibit aggressive behavioursbecause that's the only way to survive in this bullying-entrenched climate

poor or no role model - the child has no role model at home, or a poor role model

for one or both parents and has never had the opportunity to learn behaviour skills

abuse at home - the child is being abused and is expressing their anger throughbullying

neglect at home - similar to abuse as the child's emotional and behavioural

development is being retarded

undue influence - the child has fallen in with the wrong crowd

conduct disorder - the child has a conduct disorder, the precursor to antisocial,

psychopathic or other personality disorder


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: Bullying in school sometimes consists of a group of students taking advantage of or isolating one studentin particular and gaining the loyalty of bystanders who want to avoid becoming the next victim.

These bullies may taunt and tease their target before physically bullying the target.

Bullying prevention

Bullying happens in every school, but with an effective bullying prevention program,

bullying can be reduced. If your child is being bullied, chances are that there are

other children in the school who are having similar experiences.

If your school does not have official anti-bullying policies or an active bullying

prevention program, work with other parents and your school officials to develop one.

Strategies students use to bully others:1

Physical - hitting, kicking, beating up, pushing, spitting, property damage, and/or

theft.

Verbal - teasing, mocking, name calling, verbal humiliation, verbal intimidation, threats,

coercion, extortion, and/or racist, sexist or homophobic taunts.

Social - gossip, rumor spreading, embarrassment, alienation or exclusion from the

group, and/or setting the other up to take the blame.

Cyber or electronic - using the Internet, email or text messaging to threaten, hurt,

single out, embarrass, spread rumors, and/or reveal secrets about others.

Bullying and gender:2

Boys tend to be physically aggressive.

Boys may be more accepting of bullying than girls.

Boys are more likely to both bully and be bullied than girls.

Girls tend to bully other girls indirectly through peer groups. Rather than bully a

targeted child directly, girls more often share with others hurtful information about

the targeted child.

Girls experience sexual bullying more often than boys (for example, spreading rumors

about sexual activity or being targeted as the recipient of sexual messages.)

Understanding the condition of children as they enter school can provide clues to help parents and teachers

understand children's performance later in their school career. This information can also provide teachers

with essential information for individualizing the curriculum to help children learn more effectively.

Finally, assessment of the condition of children could be an important part of accountability measurement.

Learning disabilities are common.


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According to the National Dissemination Center for Children with Disabilities, 'as many as 1 out of every 5

people in the United States has a learning disability,' but 'there is no one sign that shows a person has a

learning disability. Experts look for a noticeable difference between how well a child does in school and

how well he or she could do, given his or her intelligence or ability. There are also certain clues that may

mean a child has a learning disability.' Most of these clues 'relate to elementary school tasks, becauselearning disabilities tend to be identified in elementary school. A child probably won't show all of these

signs, or even most of them. However, if a child shows a number of these problems, then parents and theteacher should consider the possibility that the child has a learning disability.'

Advice for Kids

The key to helping kids is providing strategies that deal with bullying on an everyday basis

and also help restore their self-esteem and regain a sense of dignity.

It may be tempting to tell a kid to fight back. After all, you're angry that your child is

suffering and maybe you were told to "stand up for yourself" when you were young. Andyou may worry that your child will continue to suffer at the hands of the bully.

But it's important to advise kids not to respond to bullying by fighting or bullying back. It

can quickly escalate into violence, trouble, and someone getting injured. Instead, it's best to

walk away from the situation, hang out with others, and tell an adult.

Here are some other strategies to discuss with kids that can help improve the situation and

make them feel better:

Avoid the bully and use the buddy system. Use a different bathroom if a bully is

nearby and don't go to your locker when there is nobody around. Make sure youhave someone with you so that you're not alone with the bully. Buddy up with a

friend on the bus, in the hallways, or at recess wherever the bully is. Offer to do

the same for a friend.

Hold the anger. It's natural to get upset by the bully, but that's what bullies thriveon. It makes them feel more powerful. Practice not reacting by crying or looking

red or upset. It takes a lot of practice, but it's a useful skill for keeping off of a

bully's radar. Sometimes kids find it useful to practice "cool down" strategies suchas counting to 10, writing down their angry words, taking deep breaths or walking

away. Sometimes the best thing to do is to teach kids to wear a "poker face" until

they are clear of any danger (smiling or laughing may provoke the bully).

Act brave, walk away, and ignore the bully. Firmly and clearly tell the bully to

stop, then walk away. Practice ways to ignore the hurtful remarks, like acting

uninterested or texting someone on your cell phone. By ignoring the bully, you'reshowing that you don't care. Eventually, the bully will probably get bored with

trying to bother you.

Tell an adult. Teachers, principals, parents, and lunchroom personnel at school can

all help stop bullying.

Talk about it. Talk to someone you trust, such as a guidance counselor, teacher,

sibling, or friend. They may offer some helpful suggestions, and even if they can't

fix the situation, it may help you feel a little less alone.


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Remove the incentives. If the bully is demanding your lunch money, start bringing

your lunch. If he's trying to get your music player, don't bring it to school.

What effects does bullying have?

Being bullied can seriously affect a child's physical and mental health. This can include:

feeling sad and lonely

lacking confidence and feeling bad about themselves

becoming depressed

complaining of various physical symptoms e.g. headaches, stomach aches

worrying and trying to avoid going to school

These problems can carry on long after the bullying has stopped.

Who and what can help?

Parents

Be open to the possibility that your child might be being bullied. Some parents

may not think of bullying as a possible reason for their child's distress.

Listen One of the most important things you can do is to listen to your child if they

say they are being bullied. It can be very difficult for them to talk to anyone aboutit.

Take your child seriously Many children suffer in silence for a long time before

they tell anyone. They may be ashamed, embarrassed, and may believe that theydeserve it. Many children are frightened of telling because they fear the bullies will

find out and hurt them even more. It can take great courage to tell an adult. Do not blame the child Being bullied is not their fault (although they may think it

is).

Reassure them that they were right to tell you.

Do not promise to keep the bullying a secret Something must be done about it.

Reassure your child that you, and the teachers, will make sure that things do not getworse because they have told you. Tell the school so they can stop it. Teachers

don't always know that a child is being bullied. Find out if there is an anti-bullying

programme in the school.

Talk with your child and work out ways of solving the problem Include your

child in decisions about how to tackle the problem. For example, work out some

practical ways for them to stop the bullying. You might discuss what they shouldsay back if they are called names, or where it's safe to go at playtime.

School

Bullying can happens in any school, so it is important that each school has an effective

anti-bullying programme. They should make it clear that they won't allow bullying or


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aggressive behaviour. Schools that have these policies, and who take every incident of

bullying seriously, tend to have less bullying.

Every school can obtain an anti-bullying pack from the Department for Education. Thereare a number of agencies that can offer advice and help in how to set up effective

programmes (see below for sources of further information).

Other professionals who can help

Children whose health has been affected may benefit from some specialist help from their

general practitioner, school nurse, a social worker or an educational psychologist who willbe able to offer help and advice. Children with emotional problems quite often need these

to be treated directly, even if the school has managed to stop the bullying. Your general

practitioner can refer your child to a child and adolescent mental health service (CAMHS).

EFFECTS OF BULLINGThere are many life-long effects of bullying on children during school, from mental illness

to low self-esteem to suicide. While suicide is rare in bullied children, the other effects of

bullying are also devastating and last well beyond the time when the child is actuallybullied. Many schools and clubs have a zero tolerance policy towards bullying, but

sometimes have difficulty identifying the victims and the abusers because children are

afraid to come forward.

Read more:http://www.livestrong.com/article/127006-effects-bullying-children-

school/#ixzz1rLcpR4EP

Anxiety and Depression

Bullying causes long-term problems such as depression and anxiety. In his essay "The

Long Term Effects of Bullying," psychologist Mark Dombeck relays his own bullying

experiences as a child, as well as the experience of his patients, and then asserts that the

anger, anxiety and depression of that moment often lingers into adulthood, causingproblems with keeping a job, forming relationships and even continued victimization in

abusive relationships or work environments. Dombeck writes that intervention is necessary

so that as adults, the victims "learn that they are acceptable people who have something tooffer other people."
http://www.livestrong.com/article/127006-effects-bullying-children-school/#ixzz1rLcpR4EPhttp://www.livestrong.com/article/127006-effects-bullying-children-school/#ixzz1rLcpR4EPhttp://www.livestrong.com/article/127006-effects-bullying-children-school/#ixzz1rLcpR4EPhttp://www.livestrong.com/article/127006-effects-bullying-children-school/#ixzz1rLcpR4EPhttp://www.livestrong.com/article/127006-effects-bullying-children-school/#ixzz1rLcpR4EP


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Physical Ailments

Children who are bullied will complain of headaches, stomachaches and overall fatigue.

The issues are usually caused by mental anguish that manifests in physical ailments. Anarticle, "What are the Signs Your Child is Being Bullied" at mychildsaftey.com suggests

that children who are bullied often use physical complaints to get out of school.Additionally they may avoid the school bathrooms, causing urinary tract infections fromholding urine during the day.

Read more:http://www.livestrong.com/article/127006-effects-bullying-children-

school/#ixzz1rLcdw9L4

Poor Grades

Children who are bullied can't concentrate in school so their grades often plummet,

according to the mychildsafety.net article. In fact, suddenly falling grades may be awarning sign that your child is being bullied. A child's grades may also suffer if she misses

a lot of school due to bullying.

Bullying doesnt just have serious short-term effects on children. Many people who were

bullied as kids experience devastating long-term effects from these experiences, well into

their adulthood.

Short-Term Effects of Bullying

1. Kids are more likely to skip school, both if they are bullied and if they bully others.

Bullying can have a severe effect on the academic potential of children. Bullied kids are

often so scared of facing their bullies that they skip school. One study found that on any

given day, up to 160,000 students stay home from schoolbecause they are scared of beingbullied.

But its not just the children who get bullied that are impacted.Kids who bully others are

also much more likely to skip school and eventually, drop out of school entirely.

2. Bullied children are more likely to get sick.

Kids who are bullied are far more likely to report feeling physically sick, with symptomssuch as coughing, sore throat, stuffy nose, headaches, and stomachaches. Studies have also

found that the more frequently a child is picked on, the more severe these symptoms

become.
http://www.livestrong.com/article/127006-effects-bullying-children-school/#ixzz1rLcdw9L4http://www.livestrong.com/article/127006-effects-bullying-children-school/#ixzz1rLcdw9L4http://www.livestrong.com/article/127006-effects-bullying-children-school/#ixzz1rLcdw9L4http://www.williampollack.com/voices_intro.htmlhttp://www.williampollack.com/voices_intro.htmlhttp://www.stopbullyingnow.hrsa.gov/kids/effects-of-bullying.aspxhttp://www.stopbullyingnow.hrsa.gov/kids/effects-of-bullying.aspxhttp://www.livestrong.com/article/127006-effects-bullying-children-school/#ixzz1rLcdw9L4http://www.livestrong.com/article/127006-effects-bullying-children-school/#ixzz1rLcdw9L4http://www.williampollack.com/voices_intro.htmlhttp://www.williampollack.com/voices_intro.htmlhttp://www.stopbullyingnow.hrsa.gov/kids/effects-of-bullying.aspx


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Adrienne Nishina, Assistant Professor of Human Development at UC Davis, explains how

bullying can lead to health problems: Research with youth and adults shows that negative

social interactions are experienced as particularly stressful. Stress causes the body tosecrete the stress hormone cortisol. Cortisol impairs immune system functioning, leaving

the individual more vulnerable and less able to combat physical illnesses.

3. Bullied teens are more likely to drink and become aggressive

People who are bullied for the first time in their teens, rather than in their childhood, aremore severely impacted by their experiences.

One study found that college students who were bullied earlier on in life responded

normally to provocation, butstudents who werent bullied until their teenage years were

more withdrawn and sensitive to violence.

The study also found that females were more likely to react with aggression when someone

provoked them, while males were more likely to turn to alcohol as a coping mechanism.

Long-Term Effects of Bullying

1. People who bullied others when they were children are more likely to get into

trouble with the law as adults.

Norwegian psychology research professor Dr. Dan Olweus has found that there is a strong

correlation between between having bullied others as a child and experiencing legal or

criminal troubles as an adult.

In one study, Olweus found that 60% of people who bullied others when they were ingrades 6 through 9 had at least one criminal conviction by the age of 24.

2. People who were bullied as children are more likely to have psychological problems

as adults.

Olweus found that children who were bullied in the 6th and 9th grades were more likely to

experience depression and low self-esteem by the time they were 23 years old.

Other studies have shown that people who remember being teased as a child had higher

rates of depression, social anxiety, pathological perfectionism, and greater neuroticism as

adults.

3. People who were bullied as kids are more likely to be bullied in the workplace as an

adult.

Sadly, many people who were victimized as children cant seem to shake off their victim

status even after theyve grown up.
http://www.education.com/reference/article/bullying-impact-on-health-and-academics/http://www.education.com/reference/article/bullying-impact-on-health-and-academics/http://www.newscientist.com/article/dn6600-effects-of-bullying-worse-for-teens.htmlhttp://www.newscientist.com/article/dn6600-effects-of-bullying-worse-for-teens.htmlhttp://www.ericdigests.org/1997-4/bullying.htmhttp://www.education.com/reference/article/Ref_What_Happens_Over/http://www.education.com/reference/article/bullying-impact-on-health-and-academics/http://www.education.com/reference/article/bullying-impact-on-health-and-academics/http://www.newscientist.com/article/dn6600-effects-of-bullying-worse-for-teens.htmlhttp://www.ericdigests.org/1997-4/bullying.htmhttp://www.education.com/reference/article/Ref_What_Happens_Over/


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One study onbullying in the workplacefound that 57% of people who were being bullied

at work had also been bullied as children at school.

The subject of bullying has been gaining momentum, replacing a nonchalant attitudedriven by a nonchalant label. Evidence emerges on the psychological front that bullying

has lasting, debilitating effects on mental health and self-image, as evidenced by a surge ineating disorders, body dysmorphia, and suicides. Bullied children often spend their

adulthoods casting themselves in similar roles, perpetuating the cycle.

The National Youth Violence Prevention Resources Centerand The Health Resources and

Services Administation reports that 15% to 25% of students in the U.S. are bullied. US

bullying behavior has seen a 5% increase. Children who are obese, gay, or have disabilitiesare at a 63% increased risk.

Bullied children as well as their aggressors are more likely to be experiencing family

dysfunction, domestic violence, conduct and personality disorders, and criminal conduct

than the general school population. Bullying magnifies these genetic and environmentalpredisposing risk factors.

Bullies relay messages to already-sensitive children that they are inherently flawed.

Consequently, a kind of neuroticism is cultivated in the child coupled with a growing

desperation for acceptance. The child, young and unable to distinguish between the bigpicture and the little one, may begin to control her body as her options are limited. This

further intensifies the problem. Once a full-blown eating disorder is born, the victim

becomes unable to see her body objectively. Dieting is only a further catalyst for perceptualdistortions. The BBC reports that a survey by the charity Beat reveals that nearly half of

young people suffering from eating disorders blame bullying as a contributing factor to

their illness.

Bullying can also cause Body Dysmorphic Disorder, a body image disorder defined by aneurotic, painstaking preoccupation with a subtle or imagined physical anomaly. The

disorder usually cultivates during adolescence and treatment (usually cognitive-behavioral

therapy) is arduous. Body dysmorphic disorder is on the rise.

Extreme cases of bullying such as that of 18-year-old Rutgers University student TylerClementi frequently result in suicide. Two students streamed Clementis sexual encounter

with another male student onto the internet. Humiliated, Clementi frantically drove to the

George Washington Bridge and leapt to his death. Those students who are face-to-face

bullied, and/or cyberbullied, face increased risk for depression, PTSD, and suicidalattempts and ideation, says Iowa State Professor Blumenfeld.

Scandinavian researcher Dan Olweus claims that bullying can be reduced by 50% through

the implementation of school programs. His program has been applied throughout Norwayand has yielded significant results. The program includes school-wide, classroom, and

individual interventions.
http://www.education.com/reference/article/Ref_What_Happens_Over/http://www.education.com/reference/article/Ref_What_Happens_Over/http://www.education.com/reference/article/Ref_What_Happens_Over/


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Bullying, once just a part of growing up has now gained national and worldwide media

attention. Online resources such as BRAVE (Bullying Resources and Values Education)

and Olweus have channeled a new era; the bully has finally been exposed.

Mental Effects of School Bullying

Anxiety

Anxiety is one of the most commonly felt emotions by those who are bullied.

Victims of bullying often are anxious about when and where the next attack willoccur and may even feel generalized, non-specific anxiety all through the day.

Fear

Anxiety that continues to grow may turn into full-fledged fear, especially if the

bully has already followed through with threats in the past. Fear may even emerge

in the form of anxiety attacks, which are also referred to as panic attacks.

Depression

Students who are consistently bullied over a period of time may become depressed

about themselves and their situation. Victims often feel powerless to counteract abully's harassment.

Self Esteem

Bullies often attack a victims' self esteem through verbal harassment and social

exclusion. Individuals who are consistently berated and excluded by bullies maybegin to believe that the bully's personal insults are true.

Suicidal Ideations

In some situations, victims of bullying begin to contemplate suicide. If they feel

powerless for long enough, these individuals may feel that death is the only escape

from their torture. This is one of the reasons why bullying should be takenextremely seriously by adults in authority.

Read more:Mental Effects of School Bullying | eHow.comhttp://www.ehow.com/facts_5510963_mental-effects-school-

bullying.html#ixzz1rLfBw2ZF
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HOW DO WE STOP BULLING IN SCHOOL

The best and most obvious way to stop bullying in schools is for parents to change the way

they parent their children at home. Of course, this is much easier said than done andeveryone parents their children differently. Bullies, however, come from homes where

physical punishment is used and children have been taught that physical violence is theway to handle problems and get their way.

Bullies usually also come from homes where the parents fight a lot, so violence has beenmodeled for them. Parental involvement often is lacking in bullies lives and there seems to

be little warmth.

Early intervention and effective discipline and boundaries truly is the best way to stop

bullying, but parents of the victims or therapists cannot change the bullys homeenvironment. Some things can be done at the school level, however.

1. Most school programs that address bullying use a multi-faceted approach to theproblem. This usually involves counseling of some sort, either by peers, a school

counselor, teachers, or the principal.2. Hand out questionnaires to all students and teachers and discuss if bullying is

occurring. Define exactly what constitutes bullying at school. The questionnaire is a

wonderful tool that allows the school to see how widespread bullying is and whatforms it is taking. It is a good way to start to address the problem.

3. Get the childrens parents involved in a bullying program. If parents of the bullies

and the victims are not aware of what is going on at school, then the whole bullyingprogram will not be effective. Stopping bullying in school takes teamwork and

concentrated effort on everyones part. Bullying also should be discussed during

parent-teacher conferences and PTA meetings. Parental awareness is key.4. In the classroom setting, all teachers should work with the students on bullying.Oftentimes even the teacher is being bullied in the classroom and a program should

be set up that implements teaching about bullying. Children understand modeling

behaviors and role-play and acting out bullying situations is a very effective tool.Have students role-play a bullying situation.

Rules that involve bullying behaviors should be clearly posted. Schools also could

ask local mental health professionals to speak to students about bullying behaviors

and how it directly affects the victims.

5. Schools need to make sure there is enough adult supervision at school to lessen andprevent bullying.

Bullying in school: guidelines for effective actionIt is now widely accepted that bullying is prevalent in all schools; that it is extremely

harmful to the health, well-being and the academic progress of a substantial minority of

students; and, moreover, actions taken by the school and by parents can significantly

reduce its occurrence. Growing community concern about violence and peer victimisation
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has led, in some states, to governments insisting that schools take action to reduce bullying.

Schools want to know how to respond.

Thanks to years of applied social research in the area of bullying in schools, reliable

guidelines to effective action to reduce bullying in schools can be provided. Here are ten

guidelines.

1.Begin with a clear, acceptable definition of bullying. It is not the same thing as

"aggression" or "violence," although elements of these may be present when bullyingoccurs. It is not simply a desire to hurt. Bullying is actual hurtful behaviour directed by

more powerful individuals or groups against those who are less powerful. It is not the same

thing as fighting or quarreling between people of about the same strength. It is typically

repeated, often enjoyed by the bully or bullies, never justified. It is experienced asoppression.

2 Recognize that it may take many forms, both psychological and physical, direct as in

name calling and hitting, and indirect as in exclusion and rumour spreading. Make a list ofthe behaviours that you see as the means by which members of the school community

bully. Be sure to include teachers and parents. In identifying bullying you need to considerwherein the power imbalance lies and why the actions of the perpetrator(s) are unjustified.

3 Discover what is happening at your school between members of the school

community and in what ways power is being used or abused. Much can be gleaned fromeveryday observations of how students interact with each other in classrooms and

playgrounds, how staff treat each other, and the quality of their interactions with students

and with parents. However, given the diversity of impressions observers commonly

receive, it is sensible to make use of short, reliable questionnaires answered anonymouslyby all the parties: students, teachers and parents (see end note). These can help to assess the

problem and discover what needs to be done. They can provide reliable estimates of the

nature, extent and consequences for the school community of bullying at a school. We candiscover how safe children feel at the school; how they are being affected mentally and

physically, and how school attendance and learning is being affected by bullying. The

questionnaires can give us information about where bullying is taking place and howstudents are reacting to it. We may note how interested students are in participating in

meetings to help reduce bullying. We are able to see how the school staff and parents view

bullying, and more especially what kinds of policies and actions staff and parents wouldsupport. In general, they provide sound data from which the school community can

collectively make informed judgements about how to proceed.

4 Make a plan for action. This normally arises out of a general discussion of what has

been discovered about bullying at the school from questionnaires, supplemented by

relevant books, articles and videos. The task of producing a draft Anti-Bullying Policy for

the school may be delegated to a school committee which should aim at providing aresponse which is widely supported. Include as committee members representatives from

students and parents: their perspectives and support are essential.
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5 Provide an Anti- Bullying Policy which contains these features:

(i). A statement of the school's stand against bullying(ii). A succinct definition of bullying, with illustrations

(iii) . A declaration of the rights of individuals in the school community - students,

teachers, other workers and parents - to be free of bullying(iv) . A statement of the responsibilities ofall those who see bullying going on to seek to

stop it.

(v). A general description of what the school will do to deal with incidents of bullying (seepoint 8 )

(vi) . An undertaking to evaluate the policy in the near and specified future

The policy should reflect the views and values of members of a school community in itsown unique circumstances. The means by which it is finally determined are as important as

the content, for unless it helps in promoting a whole school community approach its

effectiveness will be limited.

6.Talk with students individually and in groups about what can be done, and workwith them. Classroom discussions are vital. Most students dislike and despise bullies.Your first aim is to convince them that it is in their interest to think about how bullying can

be overcome. Next, seek to turn their feelings into actions, so that when bullying occurs

more of them will act so as to discourage it by not reinforcing the bullies by smiling orshowing approval. Rather (you hope) they will provide, or seek, help for the person being

victimised. Aim to get more students to include victimised children in their games or

befriend them in some way. Encourage students to devote time and effort working with

staff to develop and implement strategies to eliminate bullying.

Here are some suggestions: about how these aims can be achieved.

(i) Role play an incident in which bullying occurs. Then discuss why such things happen atyour school, what harm they do, what can be done to stop such things happening.

(ii).Have students write an essay about any conflict they have noticed going on at school.Afterwards, with their permission, read out some, have them identify what bullying is ;then

seek their reactions and their suggestions about what can be done to prevent bullying.

Discuss these and, if possible, reach resolutions.

(iii).Have students watch a good video that deals with bullying , eg., Only Playing , Miss;

or read a good book., eg., Cat's Eye by Margaret Attwood, and discuss it afterwards. For

younger children, read Don't pick on me by Rosemary Stone.

(iv). Present a relevant problem for discussion, for example: How bystanders can be

encouraged to help victims rather than support the bullies.

(v) Invite those who are interested in doing something to stop bullying to form an Anti-

Bullying Committee, run by an interested teacher who is prepared to listen to their ideas

about what students can do to reduce bullying in their school.
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An Anti-Bullying Committee can be very effective in countering bullying. Many students

will in fact respond sincerely to invitations to participate in this work . They are generallymuch better informed about what is happening between students than are staff members. In

fact, students are much more likely to go to them for help and in some cases they are more

effective in solving their problems. Students on such committees are often eager to developand employ peer mediation skills which can change the school ethos into one that

discourages bullying. Finally committee members can provide the much needed link

between staff and students in implementing school policy against bullying.

In establishing such a committee (a) include representatives from all the different years and

aim for a gender balance (b) consider carefully whether the committee can safely include

students who have been bullies in the past (this can be very useful, given that some bullieshave their following) (c) provide teacher leadership that is democratic and not over-

directive (d) treat all suggestions with respect but encourage ideas that are pro-social and

not vindictive. Examples could include: a committee member speaking out against bullying

at a school assembly; forming a welcoming group for new students, designing anti-bullyingposters; making themselves available to talk with students who have a bullying problem;

(e) advising staff on problems as they arise and acting as intermediaries between staff andstudents on issues of bullying.

7.Identify and promote staff behaviours that can have positive effects on interpersonal

behaviour between students. These include (i) personally modeling pro-social, respectful

behaviour and avoiding unduly pressuring or bullying students (ii) carefully monitoring

student behaviour in class and at break times and discouraging bullying whenever it is

observed (iii) being open to students who need support when they are being victimised byothers (iv) passing on to other staff members relevant information about bullying incidents

and planning jointly to remedy the situation

8. Deal appropriately with bullying incidents. It is important to recognise that incidents

of "bullying" often vary widely in severity and seriousness. None should be ignored, but

one needs to differentiate 'least severe', eg occasional thoughtless teasing, for which aninformal "talking to" is often adequate, from 'most severe', eg continual group harassment

with threats and physical injury, for which formal procedures are needed. These would

normally include interviews with perpetrators and parents, possible suspensions of

recalcitrant bullies, and, in some circumstances, police action, and/or the use ofCommunity Conferences at which all the parties involved, including parents, may be

present.

Many cases are of intermediate seriousness. Such bullying is in no sense "criminal" but

nevertheless of serious concern. It is continual, often employing a range of bullying tactics,

such as cruel or derisory remarks, occasional jostling or pushing around, rumour spreading,malicious notes and deliberate exclusion and isolation. Over time such treatment can be

extremely hurtful and must be stopped. How the school responds to such cases should be a

major focus for discussion and, if possible, group consensus. Many schools are now opting

for a two stage process. As a first step, perpetrators are identified and spoken with
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individually - without threats. The teacher or counsellor shares his concern with the "bully"

for the person being victimised and (once the victim's plight is acknowledged) invites the

perpetrator to act in a responsible and constructive way to remedy the situation. Pioneeredby the Swedish psychologist , Anatol Pikas, and known as the Method of Shared Concern,

this approach often works - especially if there is careful monitoring of subsequent

behaviours. In the minority of cases where this approach is not successful and the bullyingcontinues, non-physical sanctions may be used. (The website provides detailed descriptions

of alternative methods).

9.Provide help students who are being victimised by others at school. Where possible,

victims should be helped to solve the problem themselves. When this happens there is a

rapid rise in the self-esteem of the person who was victimised. Teachers need to identify

children whose behaviour is so provocative as to invite bullying - and point this out. Theyneed to exercise judgement as to whether victims can reasonably overcome their problem,

given the situation they are in and their capacity to overcome the odds. Something more

than moral support, valuable though it can be, may be needed. The perpetrators may need

to be confronted by the school authorities.

10.Work constructively with parents. Teachers often need to work with parents overcases of bullying, either because the bully's parents need to be appraised of the situation

and asked to help, or because parents want help from the school because their child is being

bullied. Restraint is often needed in interviewing parents of either kind. It is tempting toheap blame upon the bully and by association the bully's parents, when cooler counsel

suggests that the wiser course is to share one's concern for the victim and point to how the

behaviour of the son or daughter is contributing to this unhappy state. However, if one is

met with denial or cynicism, the school needs to take very firm action. With parents of thevictim the danger is that you will react to the understandable anger of the parent over what

has happened in an over-defensive way, creating the impression that the school's reputation

is more important than the child's well-being. If at the meeting the focus can be on theSchool Anti-Bullying Policy - which parents have helped to develop - and how it can be

implemented for the good of the school and the good of the child, you are a long way

towards solving the problem together.
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