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Bullying in Today’s Schools
A report prepared by Elderine Wyrick
Although
bullying is not new, it seems to be a primary source of growing violence
among young people. The shocking increase in school violence and campus
shootings has encouraged societies all over the world to consider
bullying as a serious problem needing to be resolved. For the past
thirteen years, the countries of Australia, Norway, England and the
United States researched the topic of bullying. Each of these countries
developed written guidelines for teachers and counselors to help prevent
bullying.
In 1991, D. Olweus wrote, “A person is being bullied or victimized when he or she is
exposed, repeatedly and over time, to negative actions on the part of
one or more persons” (Hoover1996, 4). In the University of London report
entitled, Bullying: Don’t Suffer in Silence, Professor Peter
Smith reports that bullies deliberately hurt others repeatedly in such a
way that it is difficult for the victim to defend himself. Bullying
behaviors can include name-calling, nasty teasing, threats, extortion,
physical violence, damage to belongings, leaving pupils out of social
activities, and deliberately spreading malicious rumors (Bullying 2000,
9-10).
Some
professionals distinguish between direct (overt) bullying and indirect
(covert, relational) bullying. “Direct bullying includes physical and
verbal aggression such as kicking, hitting, threatening, name-calling,
and insulting. Indirect bullying includes aspects of social isolation
such as ignoring, excluding, and backbiting (Van der Wal 2003, 1312).”
Boys more often use direct bullying and indirect bullying is more common
in girls. Both girls and boys can be bullies. Usually boys bully boys.
Girls are bullied by both boys and girls. However, it is more common for
a boy to be a bully than a girl (Hover 1996, 10).
Bullying
is a widespread, serious problem that cannot be ignored. Studies show
bullying to occur mostly in middle and junior high school years, but can
continue into the high school groups if not corrected. The major type of
bullying is verbal abuse (Hover 1996, 17). However, physical violence is
now on the rise. It was estimated that one out of every fifteen students
are threatened or injured with a weapon in a school, and the odds of
getting into a physical altercation is approximately one in eight
(Bucher 160). It is believed that over 160,000 students miss school
everyday because of bullying (Trautman 243).
The
responsibility of keeping a positive climate and safe atmosphere belongs
to school officials and board members. It is imperative that schools
take bullying seriously. Schools can no longer take the attitude that it
is just “the normal ‘rough-and-tumble’ of child development.” It is a
precursor to dangerous violence. In addition, it promotes intense misery
among students (Hoover 1996, 3).
Each
school needs to take a firm stand against bullying and include a written
policy to provide set consequences for such behavior. Schools can begin
an active anti-bullying campaign using a four-step approach—(1) define
the problem, (2) discuss the problem with the students, (3) train the
students in correct behavior, and (4) enforce the consequences for
offenders.
The Common Concern Method (CCM), introduced by Pikas in 1989, offers a
five-stage structure for guiding schools in early intervention programs
for both the victim and the bully. The CCM method seeks to help bullies
build empathy for the victim. Ideally, this encourages understanding in
the bully and helps him choose different behavior patterns toward weaker
students. The bully and the victim can then come to resolution, which is
the ultimate goal. Some professionals believe that this approach may be
too direct. However, research supports the theory that aggression
diminishes in the “face of increased empathy.” Schools continue to find
success with it (Hover 63). The five part process of the CCM include:
1) Move the bully into empathy for the victim,
2) Help the bully own his responsibility,
3) Seek to find a solution to the issue,
4) Use role-playing and reverse role-playing to teach victims and
aggressors better responses
5) Teach social skills and coping skills to solidify the resolution and
encourage correct behavior patterns for the future (Hover 1996, 81).
These techniques help the
bully understand how it feels to be on the other side of the coin.
Classroom
instruction and discussion can help students understand about bullying
and what is not acceptable behavior (Hover 1996, 45). Students should be
encouraged to work together with the school to create and maintain a
positive school culture and climate. Discussion groups can help students
define a “safe school.” The ultimate goal is to have a positive climate
where people can be trusted, respected, and involved. Intolerance will
not exist and students will not be harassed or threatened when everyone
at school work toward a better school atmosphere. (Bucher 2003, 163).
Staff members
can create a positive atmosphere by being committed to the success of
their students, and by not disciplining students with peers present. In
addition, consistent consequences and appropriate severity for
infractions produce a better climate. Students need to feel that they
belong, that they can make real choices, and that they can depend upon
the rules to be enforced fairly (Bucher 2003, 163).
School
violence happens in unsupervised areas. Teachers should be aware of
these areas and purposely offer more surveillance. Some schools use
uniforms, ID badges, cameras, metal detectors, and smart cards for
access control. Although these may add a sense of security, prevention
is the best approach to school violence. By knowing the early warning
signs of violence given by the U.S. Department of Education in 1998,
professionals can get these students involved in training before major
problems surface.
These
early warning signs include students who:
-
socially withdraw
-
display excessive
feelings of isolation or choosing to be alone
-
excessive feelings of
rejection
-
are a victim of
violence
-
feel picked on and
persecuted
-
show low school
interest and poor academic performance,
-
express violence in
writings and drawings
- show uncontrolled anger, patterns of impulsive
and chronic hitting and intimidating
- have a history of discipline problems, violent
and aggressive behavior, intolerance for differences, and prejudicial
attitudes
-
involved in drug and
alcohol use
-
affiliation with gangs
-
have inappropriate
access to firearms
-
make serious threats
of violence (Bucher 2003, 165).
Children
can learn not to bully. When the parents and the school stand united in
their training, the child will usually change. Authorities must set
guidelines explaining what bully behavior is and why it is not
acceptable. This will help the child understand how it makes people feel
and how it affects their friendships. Often the child will choose to
change. Adults can practice rehearsed patterns of behavior to teach a
different response. This training, mixed with encouragement and praise
when change is obvious, can turned around your school’s atmosphere. As a
result, students will have a safer and more pleasant place to learn.
Works
Cited
Bucher, Katherine T. and M. Lee Manning. 2003.
“Challenges and Suggestions
for Safe Schools.” The
Clearing House. 76:3, 160-64.
Bullying: Don’t Suffer in Silence.2000.
London, England: Goldsmith College,
University of London.
Available from the Department for Education
and Skills.
http://www.dfes.gov.uk/bullying/pdf/dfee%20bullying%20insideNEW.pdf
[August 10, 2003].
Hoover, John H. and Ronald Oliver. 1996. The
Bullying Prevention Handbook.
Bloomington, Indiana:
National Education Service.
Trautman, Melissa L. 2003. “Identify and Reduce
Bullying in Your Classroom.”
Intervention in School
and Clinic. 38:4, 243-47.
Van der Wal, Marcel F. Cees A. M. de Wit, and Remy
A. Hirasing. 2003.
"Psychosocial Health among
Young Victims and Offenders of Direct and
Indirect Bullying.” Pediatrics
111:6, 1312-17.
© 2002, Elderine Wyrick |
