Leslie Gallegos, Taysom Garside , Ali Lee, Jennifer conlin
TABLE OF CONTENTS INTRODUCTION
2
HISTORY AND NATURE
3-5
THE SCOPE OF BULLYING
6-7
RAMIFICATIONS
8-9
SOLUTIONS
11-16
ADDITIONAL RESOURCES
17
APPENDIX
18-21
BIBLIOGRAPHY
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INTRODUCTION Bullying is a huge problem within today’s society. While things have been done to prevent bullying, research shows there are still mass amounts of bullying taking place under the radar. This means that even though we are aware of the problem, we do not fully understand the consequences or we do not really know how to handle it. The reality is, bullying affects everyone and everything. It does not matter what age you are, you stand a chance to being a victim. As a team we wanted to address this issue so people can understand a little more about bullying, and its consequences. We want to provide a clear definition of bullying as well as real bullying stories, ramifications and solutions so people can understand the magnitude of the problem.
Schools should be a safe place for children, where they go to learn and grow, not a place that crushes their self-esteem. Demonstrating to children that they are not alone will give them confidence. Everyone is different, but in some way we are all the same, we are all special and no child should think that they are not. We hope to address this issue in the most helpful way so we can educate others and work on ways to eradicate this issue.
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HISTORY AND NATURE
Bullying; perhaps one of the ugliest words a child can hear. Bullying; perhaps one of the ugliest words a child can hear.
WWII also significantly altered and affected the awareness of basic human rights and the dignity of life. This is because of the universal declaration of human rights that was created. “Everyone has the right to life, liberty and security of person” (Universal Declaration of Human Rights, 1948). .
Now, we often hear about bullying in school. Many of us may have been victims of bullying as children or teenagers. Research on bullying was rare before the 1970s, but does that mean it didn’t happen before then? (Koo, 2007). Though we hear about it more in recent history, bullying has been going on for centuries. According to Dr. Hyojin Koo, even before the term “bullying” was coined, children were often mocked and humiliated by their schoolmates. When the term “bullying” was introduced and used, it was still seen as a natural and acceptable behavior, especially for young boys. The Times magazine introduced and published the very first bullying incident on August 6, 1962, after the death of a soldier. “It is clear from the evidence that this unfortunate man, dreadfully as he retaliated upon his tormentors, was the victim of long, malignant, and systematic bullying” [The Times, 1962, p.8, col. f](Koo, 2007). 3
What is bullying? According to Em Beagles, a behavior specialist for Spokane Public Schools, children oftentimes cannot identify bullying. “They can’t classify what is right or wrong” she said. “As they get older, the victim begins to accept inappropriate behavior and bullying as normal and acceptable behavior. This can really hurt their self-esteem.” In 2014, the Centers for Disease Control and Department of Education released the first federal uniform definition of bullying for research and surveillance. The core elements of the definition include: unwanted aggressive behavior; observed or perceived power imbalance; and repetition of behaviors or high likelihood of repetition (HHS, 2018). This current definition acknowledges two modes and four types by which children and teenagers can be bullied or can bully others. The two modes of bullying include direct (bullying that occurs in the presence of a targeted youth) and indirect (bullying not directly communicated to a targeted youth such as spreading rumors). In addition to these two modes, the four types of bullying include broad categories of physical, verbal, relational (efforts to harm the reputation or relationships of the targeted youth), and damage to property (HHS, 2018). Two significant events in 1999 paved the way for greater recognition of bullying in school. The first event was a tragic school shooting killing 13 people and injuring more than 20. Investigators of the Columbine Shooting found that the two killers (who committed suicide on the scene) were part of an outcast group in school. Because of this tragedy, bullying was taken more seriously in the school and across the country (Columbine Shooting, 2018). The Davis v. Monroe case of 1999 has also emerged as a landmark case with broad implications for bullying. 4
A 5th grade girl was being sexually harassed by another student. Frustrated by the school’s lack of responsiveness, the parents went to the police to press charges. The boy plead guilty (Cornell University Law, 1999). Six years later, the case reached the Supreme Court. The court recognized that sexual harassment of one student by another student could constitute a discriminatory act under Title IX of the Education Amendment (Cornell and Limber, 2015). In 2010, the Office for Civil Rights of the U.S. Department of Education indicated that schools must “eliminate any hostile environment and its effects” as well as take steps to “prevent the harassment from recurring” (Cornell and Limber, 2015). Since 1999, legislative activity on bullying in schools has been remarkably active. Between 1990 and 2010, more than 120 bills were enacted by state legislatures that either introduced or amended education or criminal justice statutes addressing bullying (U.S. Department of Education, 2011).
Over 3.2 million students are victims of bullying each year. 5
Currently, all but one state has passed a law that directs school districts or individual schools to develop policies to address bullying (Cornell and Limber, 2015).ing. In more recent years, there has been an increase of bullying among LGBTQ students. Though sexual orientation has been of controversy for centuries, relatively recent civil rights movements have pushed for more awareness and acceptance. Because of the increase of awareness, there has also been an increase in bullying. In 2008, 26% of boys (9th-11th grade) who experienced bullying indicated that they were bullied by being called gay (Stufft, 2011). LGBTQ students are three times more likely than heterosexual peers to have been verbally assaulted or involved in a physical altercation at school (Stufft, 2011). Because of the increase in revolutionized technology, bullying has reached beyond the barriers of school walls. Cyberbullying has emerged as a new and especially harmful way to engage in bullying.
Through the use of digital communication (web postings, text messages, tweets), the bully can exercise great power in creating public humiliation on a continuous and constant basis. Although there are some unique and challenging aspects to cyberbullying, most authorities recognize that cyberbullying is a modality for engaging in verbal and social bullying, subject to the same definitional criteria, rather than a qualitatively different behavior (Cornell and Limber, 2015). While boys are more apt to engage in physical harm as a way to bully, girls are more likely to participate and experience cyberbullying (Stafft, 2011). Between 1 in 4 and 1 in 3 U.S. students say they have been bullied at school (HHS, 2018). The reality is harsh. We hope to explore the scope of the problem, explain the ramifications, and suggest realistic solutions to lower the frightening statistics of school bullying.
the scope of bullying The scope of bullying is a difficult topic to define. 20 or so years ago you could define bullying as physical or emotional abuse through means of physical and verbal contact. With this definition of bullying the scope is relatively easy to see, find and calculate. Teachers would see or hear it happening in their classrooms, recess monitors do the same outside. We could track and monitor things happening that qualified as bullying. Now the tables have turned as the definition of bullying grows and encompasses so much more it is becoming increasingly harder to find the scope of bullying. Bullying now has been defined as “[Bullying is] emotionally, or mentally, or physically putting down someone and it happens everywhere, it never stops.�—Young adult in a focus group discussing bullying. 6
Many people say the easiest way to describe the scope is everyone is affected by it. With bullying happening through social media and the internet, children are more susceptible to bullying as it is taking on new forms. It is continually becoming easier and easier to hide it through technology. Bullying has become something that doesn’t care what you look like or how smart you are it is ready to take on any and every person. It takes on different forms for different people and that is what makes it so hard to find. In an article and study on bullying they said, “Despite a growing literature on bullying in the United States, a reliable estimate for the number of children who are bullied in the United States today still eludes the field (Kowalski et al., 2012; Olweus, 2013).� Bullying affects all ages, grades in school and schools. With this knowledge or lack of, we can fuel our fire to better understand and grasp the severity and scope of bullying. As we work towards better understanding the scope of bullying we can better treat the problem, but in the meantime it is our responsibility to stop and report bullying anytime we see it.
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RAMIFICATIONS Bullying is a very serious subject that should not be taken lightly. Bullying and aggression in schools can have a traumatic and lasting effect on the well being of children and youth. In fact, there is an increased risk of being violent later in life, by about one-third for bully victims and two-thirds for bullies. This means that bullying begets bullying! Ramifications in kids who are bullied: Kids who are bullied experience different and negative physical and mental health issues. They are more likely to experience the following: * Depression and anxiety * Health complaints * Decreased academic achievement Ramifications in kids who bully others: Kids who bully others can engage in violent behaviors into adulthood. * Kids who bully are more likely to:Abuse alcohol and other drugs in adolescence and as adults * Get into fights, vandalize property, and drop out of school * Engage in early sexual activity * Have criminal convictions and traffic citations as adults * Be abusive toward their romantic partners, spouses, or children as adults.
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Ramifications of Bystanders: Bystanders can also face consequences * Have increased use of tobacco, alcohol, or other drugs * Have increased mental health problems, including depression and anxiety * Miss or skip school Plus, one survey reported that 64% adults believe that school shootings is very likely to take place where they live. “Individual shooters were known to have a slightly lower IQ, have a shorter temper, an unstable home OR social life, cruel to animals, blamed others for unhappiness/unfairness,were teased at school, were bullies themselves, felt mistreated, initiation of fights, frequent lying, stealing, forcing another into unwanted sexual activity, running away from home, etc.” In 2015 there were only 11 true reports of a gun going off in a school according to NPR. This means that even though there is a slim to none chance of an individual experiencing this trauma, the fear is prevalent. Even hearing stories of people being bullied can cause fear to the masses. “Being distracted” and “fear of being attacked” were among the top statistically significant variables of people who have been through some type of bullying trauma. Bullying at school is a predictor of delinquency, violence, and other anti-social behavior in adulthood. Bullying seems to be a key risk marker for anti-social development. Therefore, studies on whole-school bullying programs, and child-oriented strategies of crime prevention, as well as family intervention need to be more integrated.
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SOLUTION 1 Help children identify what bullying is and be aware of the child and their needs According to Em Beagles, a behavior specialist for Spokane Public Schools, children oftentimes cannot identify bullying. “They can’t classify what is right or wrong” she said. “As they get older, the victim begins to accept inappropriate behavior and bullying as normal and acceptable behavior. This can really hurt their self-esteem. In 2012, adults were notified in less than half (40%) of bullying incidents (HHS, 2018). Helping kids understand what bullying is in school and in the home will help them to correctly identify bullying in situations. It is important to keep lines of communication open for parents, teachers, and students so that the problem can be addressed early on (HSS, 2018). Paying attention to students and their behaviors will help parents and teachers notice warnings and signals of potential threats at school. The National Education Association (NEA) encourages people not to ignore even just harmless situations of teasing. When you see something – do something (NEA, 2017). Preventing bullying requires a commitment to creating a safe environment where children can thrive, socially and academically (APA, 2018). Teachers should be knowledgeable and observant of their students. They should set positive expectations about behavior for students and adults (NEA, 2018). It is important to label the behavior as bullying. Explain why these behaviors are inappropriate. Teachers should also be trained on how to deal with bullying situations. Public schools should seek help from the school district nurses, psychologists, social workers, and other appropriate professionals (HSS, 2018). When teachers notice rare behavior from the bully or the victim, the teacher should talk with each student individually. That way, the student will feel safe to talk about everything openly (NEA, 2017). Identify inappropriate behavior (APA, 2018). Again, a realistic solution to school bullying is to help the child identify what bullying is. Teachers and parents should be aware of the child’s needs by creating a positive environment.
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Like teachers, parents have a responsibility in helping their child know what bullying is. They also are responsible for creating a safe and positive environment for their children (APA, 2018). The American Psychology Association suggest that parents should talk openly with their children. They should observe their children for signs that they are being bullied (APA, 2018). To keep a safe environment for their children, parents should set boundaries with technology since cyberbullying is especially harmful today (APA, 2018). When students live in a bully free zone, and when they attend school where awareness is taught, they will understand what bullying is. They will be able to accurately identify inappropriate behavior (APA, 2018). Again, a realistic solution to school bullying is to help the child identify what bullying is. Teachers and parents should be aware of the child’s needs by creating a positive environment.
SOLUTION 2 ENFORCE ANTI BULLYING PROGRAMS IN SCHOOL The second solution is to better teach and enforce the Anti-Bullying programs in schools. Many people and statistics show that even though these programs are in place in majority of schools, they are like a book sitting on a shelf. It is only there to fill the shelf and say you have books not be taken down, opened and studied. Schools need to be training their staff on these programs, so they may feel comfortable teaching it to their students and enforcing it in their personal classrooms. Studies show that these programs being formed have great content and have the potential to make huge changes in decreasing bullying but, studies also show that they aren’t being used to their full potential in the schools that have them.
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In the British Journal of Education Psychology an article was written stating that, “one of the approaches to reduce this pervasive problem is to encourage teachers to employ anti-bullying strategies.” As teachers make the change and step forward to employ and use the anti-bullying programs that their school has it is shown that bullying will decrease. A study written about in this same article states, “School-based interventions could decrease bullying by over 20% and decrease victimization by up to 20% as well.” These are big numbers. This is eliminating bullying from the lives of about 6 students per classroom. This is huge, it means that in a grade with 6 classes, 36 students have the potential to stop being bullied if the teachers will just enforce and teach the policies that are already in place. That is saving almost an entire class worth of students each year in each grade form being bullied. Bullying can take on many forms. It is, “A specific form of aggressive behavior and can be described as a situation when a student: ‘is exposed repeatedly and over time, to negative actions on the part of one or more students’ These negative actions take place when an imbalance of power exists between the victim and the aggressor.” This includes and encompasses bullying in every form, from physical to media and online. It can hold many names but they are all the same and can all be stopped with a few adjustments to the way schools and homes are working now. The reason this needs to be changed now is that bullying doesn’t just hurt or affect the victim, it affects all those around them. “Those who bully, those who are targeted, and those who witness bullying, are all susceptible to long-term, social and emotional problems.” This is affecting every student in the class room which is why it is so important for teachers to enforce and teach the anti-bullying programs that the school has. By taking just a few minutes each day or a couple times a week to teach the students about what bullying is, and how their school wants them to deal with it and minimize it they will change their classrooms dramatically. The students that have the potential to be bullied will learn about getting help, and those who have the potential to be the bullies will learn about the consequences of what they do if they choose to bully someone.
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Emily Okerlund a teacher at West Haven Elementary stated that, “I think the solution lies in teaching students.” She said that as students learn how to better understand the programs schools have, they can better understand ways to deal with things when they are upset instead of turning to bullying. She said that it would also help students to see these programs and initiatives being put into action by the teachers. As she has seen bullying in her school, she has made a special effort this year to teach her students about how to understand their feelings, and ways to deal with those feelings as opposed to bullying (an initiative being used in her school) she has seen a change in her classroom, she says “I don’t see it in happen in my class during class time.”
She knows that there is a possibility of bullying still happening outside the classroom but she also knows that by eliminating it from her classroom she makes it a safe place for students to come especially those being bullied. The possible disadvantage to this solution is that teachers may not see the importance of enforcing these programs in their classes or not make time to teach these. If this does happen, the cycle will just continue. To help teachers find time to enforce these, the schools can make time a least one day a week that is set apart for teachers to go over these things. Schools can also go over these programs and enforce them in times like assemblies and other school wide gatherings to ensure every student being taught about these programs.
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SOLUTION 3 PARENT INVOLVEMENT IN ANTI BULLYING CAMPAIGNS We propose that parents are to be involved in any anti bully campaign that is taught in school. Schools are doing more than ever to teach students that “Kindness is cool” and it seems to have helped somewhat, however, the same teachings need to be implemented in the home life in order for any real change to occur. According to Dr. Gail Gross, “what I have learned as a human behavior expert and child development specialist is that our interactions with our parents form the crucible for our growth. Through these interactions, we learn what is good and bad, right and wrong, who we are and who we are to be.” (huffington post 2016) According to neuroscience 90% of a child’s brain develops during the first 5 years of life. This means that most of your child’s morals and values and how they perceive the world will be formed by the time they are 5 years old. Parents need to take advantage of these precious years and start teaching their child what bullying is, how to respond to it, and why it isn’t OK to tolerate. Schoolbullying.gov defines bullying as: unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time.” Some people interpret physical force like punching as bullying, however, it can occur on a smaller scale. For example: a boy sat sadly on the bench during recess. When asked why he wasn’t playing, he replied that a peer from his class table handed out tickets allowing them to play. If he didn’t grant you a ticket you were forced to sit on the bench. Even though there was no physical threat, a boy used his perceived power to manipulate those around him in a negative way. Jennifer Barley works with foster children and juvenile delinquents. Jennifer Bauerly said that bullying doesn’t always stem from bullies. A lot of the time bullying can be situational and used as a game, a way to fit in, a reaction of embarrassment, and so on. Just like the above example, that boy might not of been a bully, but merely playing a game and trying to understand his influence. 15
Maybe he is the oldest in his home and is used to making up the rules. Bullying is an action and we must be careful not to tie it to a person’s personality. Jennifer explains that bullying is a child’s way of trying to find security that he is lacking somewhere, usually from a dominant forceful person in the home. If we can attack the core issue, bullying will go down significantly. When we just attach labels to people, they might incorporate the self-fulfilling prophecy and only see themselves as a bully. Elementary schools across the nation are implementing RAD programs. “Since 2001 radKIDS® 501c3, has become the National Leader in Children’s Safety Education. Empowering children and parents with a revolutionary skill-based curriculum, that strengthens children personal boundaries and parental confidence.” (radkids.org) It increases a child’s critical thinking skills and replaces fear with knowledge in order to combat bullying. I believe if we implement a similar course for parents in an allotted ten week program, parents will understand how to look for signs that their child is being bullied, know how to ask the right questions, and be able to combat it with in home teaching. Most people don’t attach value to things that are free so I propose we attach a fee of $50 (or something that isn’t too high) for parents to be able to sign up and attend. This program can be used in replacement of court mandated training for families who have one strike against them. When a family comes together on a subject, more change is likely to happen. The only disadvantage to this idea is that not everyone will have the time or desire to attend such classes. I then propose incentives like free tickets to a local kid activity like a museum or amusement park, coupon for free food (such as in library summer reading programs), or extra credit to your child’s grade. If we can entice parents to come initially, they will choose to stay when they see how valuable the information is.
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resources WHERE TO FIND INFO
WHERE TO FIND HELP
* https://www.stopbullying.gov/research-resources/bullying-and-pediatricians/index.html Pediatricians and healthcare providers are important allies to help determine if a child is being bullied. They can alert parents to the signs of bullying and how it may impact a child’s health, and can provide resources for intervention, relief, and healing.
* https://www.stopbullying.gov/get-help-now/index.html Provides you with the best tips and places to go or to call if you are being bullied.
* https://www.stopbullying.gov/research-resources/bystanders-are-essential/index.html More information about bystanders
* https://store.samhsa.gov/mhlocator This website helps you find and locate a local counselor or other mental health services.
* https://www.stopbullying.gov/research-resources/consequences-of-bullying/index.html More information about consequences of Bullying.
* https://suicidepreventionlifeline.org/ The Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals.
* https://www.justice.gov/crt/how-file-complaint#three file a complaint about a situation tha involves harrasment or discrimination.
* https://www.stopbullying.gov/sites/default/ files/2018-09/tour-stopbullying.pdf Infographic
* https://www.stopbullying.gov/ Website with more information and provides you with so many resources.
* https://www.stopbullying.gov/sites/default/ files/2017-10/cyberbullying-infographic.pdf Cyberbullying facts * https://www.stopbullying.gov/sites/default/ files/2018-08/KindnessWorks.pdf Kindness is one of the most significant contributors to positive school climate. Being kind makes others happy, makes you feel good, and helps prevent bullying. * https://www.stopbullying.gov/research-resources/ preventing-bullying-through-moral-engagement-research-summary/index.html Learn how to prevent bullying.
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TEAM BIOGRAPHIES ALI LEE Ali is a Senior at BYU-Idaho. She is studying communication in advocacy. She has experience working in public relations and administration. She has always had a great interest in advocating for children’s rights. Ali is from Washington and currently resides there.
She is married to her wonderful husband and has never been happier.
Team member task
Team member task
Ali was assigned to be writer number one. She was responsible for researching and gathering information about the background of the issue. She was also responsible for presenting a solution and putting together facts and information to support her claims.
Taysom was signed to be writer number two. On of her tasks was to research on the scope of bullying.In her research she found that this is a topic that is common and known to almost everyone. It is a problem in every country where there are children. Many countries are attempting to find solutions to it because they realize the importance and the severity of the issue.She also conducted an interview with someone who deals with and sees bullying daily.
Taysom garside Taysom Garside is a junior at BYU-Idaho on track to graduate with a Bachelor’s degree in Communications with an emphasis in Advertising. She has the goal of getting her MBA as soon as she finishes up at BYU-I. She would like to eventually own her own advertising company. 18
Jennifer Conlin
Leslie Gallegos
Jennifer Conlin Aguilar is the CFO to Budget Videos and is a senior at BYUI. She likes to volunteer at her local church and enjoys helping people to see their worth. She will make it her mission to find the quietest person in the room and help them open up about who they are. Her mantra is: “I love you, I just don’t know why yet.� She is married to her sweetheart of 8 years and raises her 3 biracial kids in a kind conscientious manner. She loves volleyball and is forever a foodie. schools in general.
Leslie is a senior at Brigham Young University - Idaho. She is majoring in Communications with an emphasis in Advertising. She is originally from Lima, Peru. She enjoys creating highly targeted marketing campaigns as well as creating online ads for different companies.
Team member task Leslie Gallegos was signed to be the editor. She was in charge of editing and creating the design. As well as designing and putting all the information researched together.
Team member task Jennifer Conlin Aguilar is the third writer and is in charge of creating the third solution and Ramification section.She heavily researched all areas of bullying and narrowed it down to what she thinks will make the most difference in fixing this world wide epidemic.
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PERSONAL REFLECtions
Taysom garside This assignment has given me a chance to take something that I have been thinking about for my future family and gain lots of knowledge and understanding about it. I have loved being able to read and learn so much about the different parts of bullying. I feel like this has given me a chance to take something that I know very little about and open my eyes up to the many different parts, pieces and details that make it up. I have learned about the past failures and successes in helping stop or prevent bullying in schools which I think helped to form my ideas because I was able to see things that have and haven’t worked before. I also loved researching this topic because I hope to be a mother one day and part of being a mother is raising children that will have to receive an education and attend school, the platform for bullying. Learning everything I have about bullying has helped me become a better parent before I am even a parent. I am excited to take all of the things I have learned and use them to be a better more knowledgeable and pro-active parent. I have also loved the opportunity to teach my husband and family about all of the things I am learning. My sister is currently thinking about teaching and I have loved sharing all of the different articles and handouts I have found. The greatest part about this project is how much I have been able to apply what I am learning into my life. I have used it in more ways than I would have ever thought but I am so grateful that I am able to grow due to a project for school. I think it is important that we all take the chances we have to apply things we learn from school into our lives. From this I hope everyone takes the knowledge that each person has the power to make a change and stop bullying no matter what role you play in this world.
ALI LEE I have never seen myself as a victim of bullying in school. I never felt threatened or harassed. I did however witness may incidents or occasions of bullying. It was always evident in school and among children of all ages. I was taught that bullying was never right. Why then was it so common for my classmates to bully each other? Having grown up, I have worked a lot in several different schools. As an adult witnessing bullying can be such a sad thing. Having worked on this issue book, my eyes have been open to the actual problem and realistic solutions. I was baffled to learn of the severity of bullying. The data blew my mind as 1/4-1/3 children in the United States are bullied. I was even more saddened to learn that may times incidents of bullying are never reported. This is a very serious problem. Inappropriate acts or behaviors should never be seen as normal or appropriate. Many children don’t understand what bullying is and can’t differentiate between good and bad behavior. This made me think of the importance of teaching children what bullying is. I can only imagine how much help this can be in finding realistic solutions. You can’t solve a problem that you don’t know is there, right? As I researched, I learned that bullying is not a new thing. Though the word “bullying” wasn’t coined or used centuries ago, aggression and harsh behavior was still very evident. As I reflected upon this ever so dangerous social problem we see today, I was hopeful as I researched possible solutions. There are so many things that can be done every day by any person that can help reduce the amount of bullying we see in the schools or our friends and children. It was interesting to learn the importance of awareness as well as the importance of understanding. Consequences and punishments appropriately put into action can also help children see the seriousness of the problem. There have been correlations brought to our attention in this book about these very solutions
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Bullying can be present in every social environment, it does not necessarily means that the poor are the ones that suffer more from this situation. I also enjoyed working on this book because it taught me that bullying is universal, and it exits in different parts of the world. I want to be able to master this subject and to learn from its consequences so I can inform others about the reality of schools now. Every parent should know about bullying and be aware that their kids can be subject of it. I would not like that to happen but everyone need to be prepared. I think it is important to get this issue book out there and to share it with everyone we know so they can learn a little more about bullying and violence in schools.
jennifer conlin I believe that the inability to properly communicate is the source of most major problems individually and universally. Bullying is a way for an individual to find a sense of security. The bully is unable to properly express their vulnerabilities in a healthy manner and so, acts out in whatever way first comes to the natural man. This is why it is imperative that parents TEACH their children how to communication and keep the channels of communication open in a healthy and safe environment. Too often, people attach the “bully label” to a person’s core. Deep down, no one was born a bully, rather, it is a learned behavior. First and foremost, we must disassociate bullying with a person. He isn’t a bully, but he is acting in a bullying manner. Now, the individual has a way out of the vicious cycle that bullying can cause. He/she has the opportunity to change the mold of his/her previous actions and become who he/she ultimately wants to be: happy, safe, secure, accepted, etc. If we fail to do this they will fall into the self-fulfilling prophecy that turns a couple of actions into an outright “unchangeable” personality. A “bully”, the victim, and any potential witnesses are all in fact, victims in different ways. If children can learn this, have empathy with one another, understand how to communicate in these scenarios, many bully situations will subside. Knowledge is power.
leslie gallegos This assignment has helped me a lot to understand more about bullying and the possible causes that provokes someone to be a bully. Bullying is somethings that can bring consequences is someone’s future. There are even cases of people that has committed suicide due to bullying in their schools. I want to create awareness about this subject because it is on us to be able to recognize what bullying means and how we can stop it. This book has helped me learn possible ways to stop bullying (solutions) and to help others understand this issue. I would definitely share this issue book with my friends and family members so they can see the problem and understand a little more about this issue. 21
BIBLIOGRAPHY SCHOOL BULLYING AND RESOURCES
Finley, Laura L. School Violence-A Reference Handbook. 2014. p217-218
Bender, Doris, Losel, Friedrich. Bullying at school as a predictor of delinquency, violence and other anti‐social behaviour in adulthood, 03 March, 2011.
Murphy, Amy; Van Brunt, Brian. Addressing DANGEROUS BEHAVIOR in the Classroom: A threepronged approach can help educators prevent or de-escalate classroom crises. 01 September 2018
Bishnoi, Deepshikha. “School Bullying and Victimization in Adolescents.” Indian Journal of Health & Wellbeing, vol. 9, no. 3, Mar. 2018, pp. 413–416. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=aph&AN=129285046&site=ehost-live.
Datta, Pooja, et al. “The Toxicity of Bullying by Teachers and Other School Staff.” School Psychology Review, vol. 46, no. 4, Dec. 2017, pp. 335–348. EBSCOhost, doi:10.17105/SPR-2017-0001.V46-4.
Brewer Jr.; Lawrence, Steven; Meckley-Brewer; Stinson, Hannah; M. Philip. Fearful and Distracted in School: Predicting Bullying among Youths. October 2017
Koo, Hyojin. “A Time Line of the Evolution of School Bullying in Differing Social Contexts.” Asia Pacific Education Review, vol. 8, no. 1, 2007,pp. 107-116. https://files.eric.ed.gov/fulltext/EJ768971.pdf
Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention; Board on Children, Youth, and Families; Committee on Law and Justice; Division of Behavioral and Social Sciences and Education; Health and Medicine Division; National Academies of Sciences, Engineering, and Medicine; Rivara F, Le Menestrel S, editors. Preventing Bullying Through Science, Policy, and Practice. Washington
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