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Understanding Bullying Behavior: What Educators Should Know and Can Do
Abstract
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. Full article: http://www.aft.org/sites/default/files/ae-winter2016englander.pdf
... Therefore, academics determine bullying behavior in students is vital. Their vital role in class makes academics will facilitate preventing students for not participating in bullying behavior by providing insight regarding bullying behavior [2]. ...
... Having middle school readers make connections and develop deeper understandings is a way to incite change at the ground level, where the readers are the ones who experience these situations outside of a bound book. Englander (2016) reminded us that children need to learn how to cope with meanness and that it is not a problem that adults alone should fix. By reading novels that teach these skills, empathy and coping skills may be welcome by-products of book selections that are both suitable for middle schoolers and meaningful. ...
Exposing middle school students to characters with disabilities in young adult literature will not only forward an agenda of diversity in literature, but also teach readers about bullying and its repercussions for a vulnerable group of adolescents. The connections created through studying these novels can help build and strengthen a safe, inclusive, and supportive environment for all students. This article provides an overview of three novels that feature a main character on the autism spectrum who was bullied and describes the experience from a first-person perspective. Using these novels in middle school classrooms provides possibilities for students to make personal connections to bullying, learn acceptance, and learn more about themselves. Suggestions for activities and discussions that emanate from the use of these novels can help teach empathy and inclusion in the middle school setting, where feeling safe and included can be the gatekeeper to academic success and emotional well-being.
Because of the negative consequences associated with adolescent behavioral problems, such as violence, more research is needed that focuses on the interconnectedness between unsafe schools, bully victimization, and subsequent violence. Additional research may also help identify the processes through which victimized individuals become offenders. Drawing from Bronfenbrenner's ecological systems theory and Coleman's social capital theory, this researcher argues that the bonds between youths and their families and youths and their schools are important for understanding violent offending. Additionally, this chapter merges insights from sociological and criminological research to explore how unsafe schools and victimization occurring in multiple contexts contributes to youths becoming violent offenders. This chapter also provides policy implications, stressing the importance of an approach that considers how we can best invest in youth's future by bridging families and schools to promote safer schools for all students.
Because of the negative consequences associated with adolescent behavioral problems, such as violence, more research is needed that focuses on the interconnectedness between unsafe schools, bully victimization, and subsequent violence. Additional research may also help identify the processes through which victimized individuals become offenders. Drawing from Bronfenbrenner's ecological systems theory and Coleman's social capital theory, this researcher argues that the bonds between youths and their families and youths and their schools are important for understanding violent offending. Additionally, this chapter merges insights from sociological and criminological research to explore how unsafe schools and victimization occurring in multiple contexts contributes to youths becoming violent offenders. This chapter also provides policy implications, stressing the importance of an approach that considers how we can best invest in youth's future by bridging families and schools to promote safer schools for all students.
Bullying is a persistent pattern of mistreatment that has been common worldwide with relatively high magnitude in schools and workplace. The adverse effects of bullying may lead to decreased social functioning, poor clinical performance and attendance ultimately low standardized results among medical trainees. Therefore this study aims to investigate the rate of bullying in medical trainees in order to analyze the adverse consequences affecting their health and well-being.METHODOLOGYThe cross-sectional survey was conducted on medical trainees/- house officers of MBBS and BDS who had completed at least 6 months of training in primary or tertiary care hospitals, recruited through the non- obability sampling technique. The data was collected through self-administered questionnaire.RESULTSA total of 70 participants filled the questionnaires including 8 males and 62 females. It was concluded that 70% participants faced bullying and 21.4% to 30% reported moderate to severe distress.CONCLUSION
It was concluded that majority of medical trainees bullied during training while majority fails to report the issue. The act bullying or harassment was performed by senior staff and outsiders that lead to severe distress among students therefore crucial steps should be taken to address the situation for better physical and mental well-being.
While prior research establishes that youth who experience family problems are more likely to leave home before reaching adulthood, we know less regarding how peer victimization in the form of bullying may influence youths' likelihood of becoming runaways. Youth often run away from home to escape family conflict or abusive home environments. Mental illness, behavioral problems, and delinquent peers are also powerful forces predicting the likelihood of running away from home. Additionally, recent literature suggests that negative experiences at school may increase youths' decisions to leave home prematurely. In this article, I review literature that addresses who runs away from home, including variations by age, race/ethnicity, sexual orientation, gender, family structure, mental health, problem behaviors, and peer networks. I also suggest directions for future research, including an approach that considers how families and schools individually and collectively affect youths' likelihood of running away from home. Finally, I recommend a focus on bully victimization to better understand how victimization outside of the family affects the likelihood that youth will become runaways.
We investigated the co-occurrence of traditional bullying, cyberbullying, traditional victimization, and cybervictimization, and analyzed whether students belonging to particular groups of bullies (e.g., traditional, cyber, or both), victims (e.g., traditional, cyber, or both), and bully-victims differed regarding adjustment. Seven hundred sixty-one adolescents (49% boys) aged 14–19 years (M = 15.6 years) were surveyed. More students than expected by chance were totally uninvolved, more students were traditional bully-victims, and more students were combined bully-victims (traditional and cyber). The highest risks for poor adjustment (high scores in reactive and instrumental aggression, depressive, and somatic symptoms) were observed in students who were identified as combined bully-victims (traditional and cyber). In addition gender differences were examined.
We examine instances of youth cyber aggression, arguing that the close relationships of friendship and romance substantially influence the chances of being targeted. We investigate networks of friendship, dating, and aggression among a sample of 788 eighth- to twelfth-grade students in a longitudinal study of a New York school. Approximately 17 percent reported some involvement in cyber aggression within the past week. LGBTQ youth were targeted at a rate over four times that of their heterosexual peers, and females were more frequent victims than males. Rates of cyber aggression were 4.3 times higher between friends than between friends of friends. According to both an exponential random graph model and a lagged, network MRQAP regression, electronic attacks emerged far more frequently between current or former friends and dating partners, presumably due to competition, revenge, or attempts to fend off romantic rivals.
"Bullying" is a term that’s being, well, bullied. It’s been rendered essentially powerless by being constantly kicked around,” writes nationally recognized bullying expert Elizabeth Kandel Englander. In this practical and insightful book, Englander dispels pervasive myths and misconceptions about peer cruelty, bullying, and cyberbullying. Drawing on her own and others’ research, she shows how educators can flag problematic behaviors and frame effective responses. Englander puts a special focus on “gateway” behaviors—those subtle actions that, unchecked, can quickly escalate into more serious misbehavior—and explores how students perceive their own and their peers’ behavior.
Written in an accessible, conversational tone and informed by careful research, this timely book is an essential guide for educators. Key takeaways include the impact of technology on social behavior, a framework for responding effectively to bullies—including innovative ideas about the role of social peers—and suggestions for working with parents.
Hate crimes and bullying behaviors among children have similarities. Both often focus on “different” individuals as preferred targets, such as those from controversial groups (e.g., homosexuals). Thus, unequal power exists between a bully and his or her victim, and this dynamic precludes the use of equal-power interventions such as mediation. A second similarity is a lack of basic respect for all persons and the subsequent justification of violence against a particular person or group. A third similarity is the predominance of these behaviors among young (juvenile) offenders. These similarities between hate crimes and bullying in children may inform bullying-prevention efforts. Programs need to reduce bullying behaviors by focusing on tolerance of differences, the promotion of positive attitudes toward diversity, and negative attitudes toward hate-based victimization of people who may be different from the mainstream. The Massachusetts Aggression Reduction Center's Anti-Bullying Program provides a model for this approach.
Bullying is physical and or psychological abuse perpetuated by one powerful child upon another, with the intention to harm or dominate. Bullying and aggression in schools has reached epidemic proportions. Abusive bullying behaviors begin in elementary school, peak during middle school, and begin to subside in high school. Bullying behaviors are associated with catastrophic violence. Cyberbullying has emerged as one result of the increasingly online social life in which modern teens and children engage. Mediation may be inappropriate. The only safety mechanism that children will ultimately retain is the one between their ears.
Cyberbullying: Identification of Risk Groups for Adjustment Problems Zeitschrift für PsychologieBullying among Middle School and High School Students
- Mckenna
Cyberbullying: Identification of Risk Groups for Adjustment Problems,"
Zeitschrift für Psychologie / Journal of Psychology 217 (2009): 205–213;
and McKenna et al., "Bullying among Middle School and High School
Students."
Zero Tolerance Discipline Policies: A Failing Idea
- Marian Wright Edelman
Marian Wright Edelman, "Zero Tolerance Discipline Policies: A
Failing Idea," Huffington Post, August 5, 2011,
www.huffingtonpost.com/marian-wright-edelman/zero-tolerance-discipline_b_919649.html (http://www.huffingtonpost.com/marianwright-edelman/zero-tolerance-discipline_b_919649.html).
- Rachel See
- Jana Dinkes
- Katrina Kemp
- Thomas D Baum
- Snyder
See, for example, Rachel Dinkes, Jana Kemp, Katrina Baum, and
Thomas D. Snyder, Indicators of School Crime and Safety: 2008
(Washington, DC: U.S. Department of Education and U.S. Department
of Justice, 2009), 36-37;
Sexual Identity, Sex of Sexual Contacts, and Health-Related Behaviors Among Students in Grades 9-12-United States and Selected Sites
- Laura Kann
- O'malley Emily
- Tim Olsen
- Mcmanus
Laura Kann, Emily O'Malley Olsen, Tim McManus, et al., "Sexual
Identity, Sex of Sexual Contacts, and Health-Related Behaviors Among
Students in Grades 9-12-United States and Selected Sites, 2015,"
MMWR Surveillance Summaries 65, no. 9 (2016): 1-202.
Department of EducationBullying: Peer Abuse in Schools
U.S. Department of Education, "Bullying: Peer Abuse in Schools," LD
Online, November 3, 1998, www.ldonline.org/article/6171
(http://www.ldonline.org/article/6171).
Youth Voice Project: Student Insights into Bullying and Peer Mistreatment
- Stan Davis
- Charisse L Nixon
Stan Davis and Charisse L. Nixon, Youth Voice Project: Student
Insights into Bullying and Peer Mistreatment (Champaign, IL: Research
Press, 2014).
- M Mullen
- David Hertz
- Heather Finkelhor
- Richard Turner
- Sherry L Ormrod
- Hamby
Mullen, and M. Hertz, "Bullying among Middle School and High School
Students—Massachusetts, 2009," Morbidity and Mortality Weekly
Report 60, no. 15 (April 22, 2011): 465–471; and David Finkelhor,
Heather Turner, Richard Ormrod, and Sherry L. Hamby, "Trends in
Childhood Violence and Abuse Exposure: Evidence from 2 National
Surveys," Archives of Pediatrics & Adolescent Medicine 164, no. 3
(2010): 238–242.
Web of Popularity, Achieved by Bullying Well (blog)
- Tara Parker-Pope
Tara Parker-Pope, "Web of Popularity, Achieved by Bullying," Well
(blog), New York Times, February 14, 2011,
http://well.blogs.nytimes.com/2011/02/14/web-of-popularity-weaved-by-
bullying (http://well.blogs.nytimes.com/2011/02/14/web-of-popularity-
weaved-by-bullying).
Bullying: Peer Abuse in Schools
U.S. Department of Education, "Bullying: Peer Abuse in Schools," LD
Online, November 3, 1998, www.ldonline.org/article/6171
(http://www.ldonline.org/article/6171).
Bullying among Middle School and High School Students
- Mckenna
and McKenna et al., "Bullying among Middle School and High School
Students."
Web of Popularity, Achieved by Bullying
- Tara Parker-Pope
Tara Parker-Pope, "Web of Popularity, Achieved by Bullying," Well
(blog), New York Times, February 14, 2011,
http://well.blogs.nytimes.com/2011/02/14/web-of-popularity-weaved-bybullying (http://well.blogs.nytimes.com/2011/02/14/web-of-popularityweaved-by-bullying).