Psychology

Research Problem
What are the immediate and long-term effects of bullying on children

Objectives
The objectives of the study are as follows 1) to determine the relationship between bullying and stress reduction measures, and 2) to identify factors which encourage or discourage bullying among children. The specific objectives of the are as follows 1) to create a simulation model which will explain the general effects of bullying, and 2) provide comprehensive recommendatory memo

Review of Related Literature
For some, bullying among children is considered a harmless kid stuff. However, there are ill effects in consonance with the negligence of this kind of misconducts that are undertaken by children. There are instances when victims of such misbehavior are drawn into the consequences of depression and anxiety. Thoughts of skipping classes or transferring to other schools nonetheless become an option among youngsters in order to avoid their dreaded bullies. But this is not yet the worst scenario, for thoughts of suicidal are also likely to occur if things become a lot more horrid for the child.

According to Jones et al (2001), the immediate effects of bullying are as follows 1) loss of self-esteem, 2) pragmatic loss of self-belonging, and 3) inability to cope with play-related activities. According to Pirkey (2003), the immediate effects of bullying are an integral part of play-related activities because this measures the ability of children to adapt to their environment. However, the negative consequences of bullying far outweigh its sole benefit.

According to the Department for Children, Schools and Families (DCSF),bullying is a behavior by an individual or group, usually repeated over time, that intentionally hurts another individual or group, either physically or emotionally.

Hence, Olweus (1993), stated that it is an aggressive behavior that is intentional and involves an imbalance of power or strength. And thus, happens over a period of time.

There are lots of manners by which bullying may take its form. In its most conventional types, bullying takes place through teasing, name-calling, spreading rumors, doing physical harm and excluding from a group. Nowadays, bullying can also happen over the World Wide Web. This is what is referred to as cyberbullying. It is a form of bullying that is exhibited through sending any derogatory or offensive text or email messages as well as spreading degrading images or videos on the internet.

Similarly, bullies come in all shapes and sizes. It does not matter if youre black or white thin or fat. A bully falls under the category of someone who finds pleasure and psychological satisfaction through the sufferings or injuries that heshe has caused other people.

In contrast with the thought that bullies are people with low self-esteem, that causes them to engage into such acts of violence and other forms of delinquency, bullies are in fact claimed to be people with high, defensive and self-aggrandizing form of self-esteem. When bullies feel that their self-esteem are being threatened, they often react by putting others down, through violence ( Santrock, 2003).

Surveys according to Tellus3 that was carried out in 2008 by OFSTED (the Office for the Standards in Education) claim that about 44 or almost half of young children are being bullied at school. Hence, according to ChildLine  a childrens helpline, from the span of April 2008-April 2009, an estimate of 2,700 calls about bullying per month are being reported to them, making it the number one reason why children call.

Furthermore, statistics from the Violence Prevention Coalition of Greater Los Angeles shows alarming rates of bullying incidents among the vicinity. Their statistics shows that,
In 2005, about 28 percent of 12- to 18-year-old students reported having been bullied at school.
In 2005, 19 of students said that they had experienced bullying that consisted of being made fun of 15 reported being the subject of rumors and 9 said that they were pushed, shoved, tripped, or spit on. Of those students who had been bullied, 79 said that they were bullied inside the school, and 28 said that they were bullied outside on school grounds.

Of the students in 2005 who reported being bullied, 53 said that they had been bullied once or twice in 6 months, 25 had experienced bullying once or twice a month, 11 reported being bullied once or twice a week, and 8 said that they had been bullied almost daily.

 Among students who reported being bullied in 2005, males were more likely than females to report being injured during such an incident (31 vs. 18).

In 2005, some 11 of students ages 1218 reported that someone at school had used hate-related words against them, and more than one-third (38 percent) had seen hate-related graffiti at school.

A 1998 study of 6,500 students in rural South Carolina further claims  that  23 percent of students in grades 4-6 had been bullied several times or more while 20 percent had bullied others.

Likewise, a 2001 study of 15000 U.S. students show that 17 percent of students in grades 6-10 reported having been bullied sometimes or more, with 8 percent being bullied once a week. 19 percent said they had been a bully to others sometimes or more.

Henceforth, according to bullying statistics, 4th up to 8th graders comprise the biggest group of youngsters that experience bullying.

There are different reasons why bullying takes place for both the victim and the perpetrator. Social status, racial discrimination, gender, homosexuality, and disability are several reasons why someone is being bullied or hurled around. However, bullying could also take place for no reason at all. On the other hand, false title for power or dominance would account for the bullys step of action.

Looking at the wider picture, Psychology as a branch of social science provides ideas as well as concepts that may trace down to the root cause of misconducts and misbehaviors of children, especially those under their middle childhood stage such as fourth graders.

Schickedanz, Hansen and Forsyth (1990), identifies that during middle childhood, children use verbal hostility rather than physical aggression like they used to be in their preschool stage. Through verbal hostility, children express their dislike, anger or displeasure for someone.

Sroufe, Cooper, Dettart and Marshall (1996) explain that during the early stages of childhood, preschoolers use instrumental aggression. Instrumental aggression is the use of hostile behaviors in order to get something heshe wants such as to how a young child struggles to get hisher playmates toy. However, after this period, and children start to enter their life as elementary pupils, their tendency to use instrumental aggression declines but their hostile aggression which is solely aimed to hurting someone, does not. Children in their elementary years are most likely to be engaged in verbal disputes and insults rather than hitting someone. This commonly transpires when children feel that their egos are violated or just by getting even with someone.

However, Papalia and Olds (1990) claims that not all children are conformed to such change because there are instances when a child becomes more and more aggressive and hostile to other people because of some factors in hisher life. When this gets out of hand, this can be very dangerous. 

Frustration together with imitation is also seen to be factors affecting the behaviors of children which can lead to acts of bullying. This can be better understood through an experiment conducted by the social-learning theorist, Albert Bandura and his colleagues in 1961.

Their experiment led to the clear influence of imitation towards a childs aggression. Through observation, it was seen that, the children who were the subjects of the experiment imitated various aggressive behaviors that they have seen displayed by adults against the Bobo Doll. Their behaviors closely mimic the specific actions that they have previously seen the adult perform.

Moreover, though frustration does not always result to aggression, children who  are experiencing frustration commonly due to insults, trauma, or punishment are more likely to be aggressive than a contented child.

But perhaps the most useful way to trace down a childs behavior and conducts is to go back to the foundation of the child. Psychology as well as other fields of social sciences agree that the best way to assess an individuals personality is to start with his immediate family. Psychology claims that there is a recognized pattern between the implications of a childs early attachments with hisher parents to hisher current behavior and personality.

Children, who were identified to be securely attached to their parents during their infancy stage or early childhood development, seem to be a lot friendlier, more outgoing and approachable. Likewise, there is also a connection between ones early attachments to his tendency to become a bully or a victim. A recent study of 4- and 5-  years-old found that victimizers, or bullies, had anxiousavoidant attachment histories at 12 and 18 months. Furthermore, most victims- children who are consistently passive in the face of aggression  had anxiousambivalent attachment histories. In fact, in all the cases in which a child with an avoidant attachment history was paired with a child with a child with ambivalent attachment history, one victimized the other (Schickedanz, Hansen and Forsyth , 1990, p252).

Indeed, parents take the biggest part in rearing their childs behaviors. It pays to take note of a childs early developments as well as paying attention to his or her experiences outside their home. Parents should keep their eyes open for any signs that their child are being bullied or thus,  are engage in any bullying activities.

It essential to establish a good communication set-up with your child in order for them to be more open in sharing their thoughts, opinions, experiences and most importantly their problems.

A childs home should be a learning place where values are inculcated and social norms are founded. It is a childs first and continuous learning environment by which heshe acquires hisher ideas, behaviors and manners being shared with other people. The manner by which a child interacts with other children can be traced down to the kind of discipline the child receives at home. A child who is being disciplined through yelling or hitting by a parent shows a clear manifestation of the same manner towards other people. More often than not, a child who experiences bullying at home demonstrates the same kind of action.

There is a need for parents to be very much careful of how they talk or act in front of their children. Children tend to look at an adult especially hisher parents with much respect and admiration that whatever these adults do are considered right and appropriate in the eyes of a child.

A child who observes marital disputes between hisher parents to the extent of physical assaults will most likely handle his own arguments in the same manner.  Name calling as well as using derogatory words are common among children. Though they may notbe much aware of its impacts as well as not totally meaning what they said, these are considered forms of bullying that could have been acquired through what they have heard over a conversation of adults. Parents should be aware as well as being very careful with the language and words they use at home. Thus, they should never tolerate their children in doing so. As what has been often reiterated, prevention is better that cure. That is why, at an early stage of a childs life, parents should already treat the root cause of the problem.

The success of facilitating a nonviolent and anti-bullying environment is not a one man program. According to recent researches, bullying happens most frequently in places where there is lack of adult supervision during breaks and free time. But, there are great chances of diminishing cases of bullying if only there will be strict implementations of school policies, raising awareness and providing support and protection for students. Thus, there is a great need for mutual understanding as well as cooperation from both the school administration and the parents.

Even if in such case that a school offers a good anti-bullying program but parents do not take part in imparting the necessary help the school needs, then, the program will only go to waste.

On the other hand, even if parents sustain their children with values and supervision, but if the school does not do anything to prevent or eradicate bullying prevalence within the school grounds, statistical  data of bullying incidences are sure to rise.

In any angle that youll look at it, bullying brings about turmoil to its victims. Yet, bullying in the long run nonetheless causes its perpetrator more vivid side effects in all of hisher aspects of life. Acts of bullying will eventually lead to a life of misery and destruction on the guilty party if interventions are not to be taken as soon as possible.  Bullying takes its equal share of karma- what comes around, goes around.