Category: Bullying

Introduction

Disabled persons fall within the category of marginalized or underserved populations in many communities. In learning institutions, school-going children with such physical, emotional, or cognitive challenges find it hard to achieve their goals when there are cases of abuse. Bullying has become a systemic challenge that members of this minority population in educational centers continue to face. In the past, little studies have been completed trying to analyze and expose the nature of this predicament. This report presents a detailed literature review and an evidence-based intervention to help most of the victims of bullying in schools.

Literature Review

Historically, scholars and policymakers have challenged the establishment and promotion of separate classrooms and schools for disabled learners. Within the past two decades, a transformative model has emerged in different societies to allow for inclusive learning environments for all children, including with disabilities. Øksendal et al. (2019) observed that most of studies completed between 1989 and 2003 revealed that bullying was higher among learners with various disabilities. In the same analysis, Øksendal et al. (2019) identified these major forms of abuse: teasing, verbal insults, threats, taking personal items, name-calling, and making fun. These issues tend to create tense environments for the affected individuals, thereby compelling them to have reduced number of friends while struggling with the challenge of staying alone. The nature of these challenges explained why there was a strong need for presenting proper guidelines and interventions.

In another report, Berchiatti et al. (2021) observed that bullying was a major challenge that affected the overall outcomes and experiences of children with learning disabilities and special educational needs (SEN). Specifically, the study revealed that 90 percent of the individuals included in the investigation reported different forms of bullying (Berchiatti et al., 2021). Consequently, these victims encountered numerous challenges in the learning environment, including reduced participation in social activities and disinterestedness. The ultimate result was that their academic scores and grades where poorer in comparison with their normal classmates. The absence of proper mechanisms to reshape child behavior was also seen as a major predictor for negative outcomes in learning environments with disabled individuals.

In another investigation, Falla et al. (2021) observed that a number of factors in different schools created numerous opportunities for increasing cases of bullying. For instance, the fact that some children had sensory, emotional, intellectual, physical, and developmental disabilities was the first determinant of the possible nature of bullying. Additionally, learners in intolerant educational environments were 2 times more likely to be being bullied than their counterparts in desirable classrooms (Falla et al., 2021). In the same study, Falla et al. (2021) reported that some of the children with different types of disabilities were observed to bully their classmates. These issues show conclusively that disabilities are directly linked to bullying in a wide range of learning environments.

Disabilities are usually diverse and tend to affect school-going children differently. In a study by Øksendal et al. (2019), the primary focus was on the needs of individuals with food allergies and special health demands. For instance, the investigation observed that the existence of medical conditions made more learners incapable of expressing themselves fully or engaging in activities capable of meeting their needs. Consequently, non-disabled children had a tendency of making fun or failing to integrate them in their social groups. The affected individuals, therefore, suffered the problem of loneliness (Falla et al., 2021). Additionally, some of the learners with various allergies witnessed incidents whereby their counterparts exposed various allergens to them (Falla et al., 2021). This portrayal reveals that bullying in students with disabilities was a major problem that could affect their overall educational and life outcomes.

The problem disability in learning institutions has compelled researchers to focus on different forms of personal challenges and how they dictate the overall level of bullying. For example, Lekhal and Karlsen (2021) observed that bullying was more common among students with a wide range of learning disabilities and special difficulties. Additionally, the study revealed that those who had vision and hearing challenges had reduced chances of being abused or insulted in comparison with those who had physical disabilities (Lekhal & Karlsen, 2021). This report was instrumental because it shed more light on the personal factors among the disabled fraternity and how the dictated their possibilities of encountering different forms of bullying and abuse (Lekhal & Karlsen, 2021). The emerging insights could help future researchers and policymakers to consider appropriate strategies to help most of the affected individuals.

In the 2021 annual report by UNESCO, it occurred that disabled children aged between 13 and 15 years had increased chances of encountering different forms of abuse in their environments (UNESCO News, 2021). These problems affected tem both in school and their neighborhoods. The most likely reason for such a trend was because they were transitioning from childhood to their adolescence. The physical and emotional changes taking place in their bodies were a leading personal factor towards the increasing possibility of discrimination and subsequent bullying (UNESCO News, 2021). This observation could guide experts and policymakers to meet the demands of more learners during the identified age bracket and ensure that they recorded positive educational outcomes.

The possible impact of bullying on children with disabilities is a area that has received numerous support from different investigators. In their study, Berchiatti et al. (2021) realized that all forms of bullying were detrimental in nature and affected the overall mental and cognitive wellbeing of the victims. Specifically, majority of them recorded increasing levels of anxiety, stress, reduced emotional intelligence, and low self esteem (Lekhal & Karlsen, 2021). Most of these individuals withdrew from most of the learning and social activities designed to support their needs. Consequently, such individuals found it hard to grasp most of the contents delivered in the classroom. This issue could explain why disabled persons in mixed schools continued to record poorer grades in comparison with their non-disabled classmates.

In aged disabled learners, the problem of bullying was pervasive and predisposed them to depression and stress. In a study by Gao (2020), it occurred that violence and verbal abuse in learning institutions could take different shapes. In advanced cases, the affected children could develop additional mental and psychological problems. In worst scenarios, some of the victims could chose to quit school or even commit suicide. The complexity of these outcomes was a valid reason for learning environments and educationists to consider various interventions that could help deliver better outcomes (Berchiatti et al., 2021). The implementation of appropriate policies and guidelines could set the stage for helping more teachers to challenge bullying against disabled learners directly. Such a move was evidence-based and capable of empowering these students to realize their academic and developmental aims.

Research-Based Intervention

The nature of the identified problem in the completed literature review calls for an effective intervention guided by the concepts of educational psychology and human development. The first attribute guides educationists to master how children learn, the nature of the necessary resources and methods, the best processes, and personal differences. The consideration of such aspects guides the educator to provide the relevant guidelines and support to ensure that human development is realized (Gao, 2020). Based on this understanding, Bronfenbrenners model stands out as a powerful framework for developing the best intervention that could help prevent cases of bullying against disabled children in their respective classrooms.

The selected model asserts that the biological attributes and environmental aspects influence a childs overall development. This bio-ecological framework identifies various systems that help educationists identify and mitigate barriers in the learning process (Gao, 2020). The professionals need to begin with the micro-system since it revolves around the individual. This attribute will help the educator learn more about the child and consider the best ways to empower him or her. The meso-system describes the relationships of the individual with the surrounding environment. The teacher will consider the relevant approaches to make the environment inclusive and capable of minimizing cases of abuse (Gao, 2020). The exo-system will focus o the wider external settings whereby development could be achieved. The macro-system will entail the cultural attributes capable of affected the learners and inhibiting or promoting abusive tendencies. His framework also provides the chrono-system to embrace emerging concepts and ideas that could help improve educational processes while overcoming bullying against disabled learners.

Based on this understanding, teachers and policymakers can consider the use of the identified framework to introduce ideas and practices capable of maximizing resilience. The model will allow educators to identify the major systems and tackle predictors of bullying directly. The professional will then form a multidisciplinary team to guide the victims and non-disabled learners in the classroom (Gao, 2020). An inclusive approach would help improve the level of resilience and create opportunities for reduced bullying. The beneficiaries of this intervention will find it easier to challenge all forms of abuse. They will go further to introduce extracurricular activities that can allow the learners to get rid of their biases.

A sense of belonging will emerge whereby the learners will form better social groups and disregard the established social tendencies. These beneficiaries will also learn how to report and shame those who engage in bullying. Majority of them would also be willing to engage in other sports activities (Berchiatti et al., 2021). The process, therefore, needs to be pursued in such a way that it resonates with the concept of educational psychology. This means that the professionals will implement the intervention model within the wider teaching process (Øksendal et al., 2019). More learners will receive personalized instructions, counseling, support, and guidelines based on their personal capabilities and disabilities. These efforts will make the intervention effective, capable of influencing the learning process positively, and eventually help mitigate the pervasive problem of bullying.

Conclusion

Bullying remains one of the predicaments learners with disabilities encounter in their learning environments. Different forms of abuse exist that define the nature of this issue, such as name calling, insults, exposure to allergens, and violent behaviors. The occurrence of these victimizations makes it impossible for disabled learners to remain in their social groups or record positive educational results. The proposed intervention appears practical, evidence-based, and capable of supporting inclusive classrooms that have reduced cases of bullying.

References

Berchiatti, M., Ferrer, A., Galiana, L., Badenes-Ribera, L., & Longobardi, C. (2021). Bullying in students with special education needs and learning difficulties: The role of the studentteacher relationship quality and students social status in the peer group. Child & Youth Care Forum, 1(1). Web.

Falla, D., Sánchez, S., & Casas, J. A. (2021). What do we know about bullying in schoolchildren with disabilities? A systematic review of recent work. Sustainability, 13(1), 416-433. Web.

Gao, W. (2020). Anti-bullying interventions for children with special needs: A 2003-2020 systematic literature review. HLK.

Lekhal, R., & Karlsen, L. (2021). Bullying of students who receive special education services for learning and behaviour difficulties in Norway. International Journal of Inclusive Education. Web.

Øksendal, E., Brandlistuen, R. E., Holte, A., & Wang, M. V. (2019). Peer-victimization of young children with developmental and behavioral difficultiesA population-based study. Journal of Pediatric Psychology 44(1), 1-4. Web.

UNESCO News. (2021). Bullying rates higher for children with disabilities. UNESCO.

Introduction

Bullying is an undesirable word commonly encountered in schools and at workplaces. Bullying is associated with the abusive behavior of an enlightened person. Bullies fear being publicly summoned to account for their actions. Hence, this demonstrates that a person who bullies aims at hiding his/her inadequacy. Despite the bravery that bullies illustrate they are individuals of low self-esteem and confidence.

Student bullying

Student bullying is a prevalent phenomenon in most schools across the world. Several factors are linked to the vice. In my opinion, I view that the demand to dominate and suppress other students and getting ones way causes a person to bully. When a bully needs more control over others, he/she views the only alternative is to invoke undesirable behavior, which seems to him/her as legitimate. Also, defiant and aggressive behavior contributes to bullying. Field (2006) indicates that a student who is disobedient toward the parents, teachers, and other adults, is likely to bully others in the school.

Why bullying happens

People bully to hide their incompetence. The level in which a person bullies describes his/her inadequacy. Field (1996) illustrates that people who bully tend to direct their inadequacy towards others. This is done to avoid accepting responsibility, reduce fear of being weak, and divert attention from their inadequacy.

Who does bullying?

Bullying is typically accomplished by people who have never learned the practice of owning responsibility for their behavior. Similarly, a person who bullies fails to recognize the consequences of his/her behavior on others. This indicates that they do not recognize a better way of behaving (Macfarlane and McPherson, 2004).

Is experience linked to bullying?

It is difficult to connect bullying behavior with an individuals past experiences. However, according to Macfarlane and McPherson (2004), the types of families that bullies have may support the connection. Macfarlane and McPherson (2004) explain bullies tend to come from households that are characterized by little affection or friendliness. Similarly, these households usually consider themselves as separated from each other.

Effects of bullying

Bullying is a behavior linked to several effects. Long-term emotional damage is one effect connected to bullying. The experience of being bullied results in irreversible damage to a victim. Shore (2006) indicates that bullying leads to long-term wounds which cause damage to ones self-esteem. Consequently, bullying instills self-loathing and fear. This is because bullying, being a recurring practice damages the capability of viewing oneself as a capable and worthwhile person.

What has been done?

Various schools and other institutions affected by bullying have placed bully and victims problems on their administration plan. Several suggestions about handling and preventing bully behaviors have been proposed. One of the strategies being embraced is focusing on changing the victims behavior (Shore, 2006). Education on this aspect is being done to reduce vulnerability to bullying.

Measures to be taken to deter bullying

Bullying is undesirable behavior that society must deter at all costs. In schools, teachers, parents, and other stakeholders should have a piece of working knowledge on how to manage the vice (Shore, 2006). The knowledge acquired can be used to understand the causes, effects, and the necessary intervention. Similarly, Macfarlane and McPherson (2004) suggest that the knowledge gained can systematically be used to implement elaborate strategies which can reduce the vice.

Reference List

Field, T. (1996). Bully in sight: how to predict, resist, challenge and combat workplace bullying: overcoming the silence and denial by which abuse thrives. Texas: Success Unlimited.

Macfarlane, A., and McPherson, A. (2004). Bullying: The Truth. Oxford: Oxford University Press.

Shore, K. (2006). The ABCs of Bullying Prevention: A Comprehensive Schoolwide Approach. New York: NPR Inc.

Introduction

Bullying in schools is a growing concern all over the world. Violence and insults cause psychological harm not only to victims but also to bullies. Students who get abused often feel insecure at school and dream of a safe place to go. In turn, those who insult their classmates may suffer from a lack of parental support. If I had the power to change anything in the world, I would stop bullying in schools to prevent students from harming others. I would ensure that every child is taught in a psychologically comfortable environment where he or she feels valued and respected both by teachers and peers. One particular way to achieve this is by implementing anti-bullying programs.

Main text

During the school years, students may get bullied, and some of them may be abused daily. Unfortunately, children who are most often insulted are those who cannot defend themselves. They suffer consequences beyond embarrassment and may even experience physical distress (Cunningham et al, p. 600). The negative psychological effect of this harmful practice is life-long, which is why victims of a bully often become afraid of others and ashamed of themselves. It is thus important to stop bullying to make all children grow in a positive classroom climate.

Several interventions could be proposed to prevent abuse in schools. Firstly, all students need to be educated about the danger of bullying. It is crucial to ensure that children are offered a safe environment where they can discuss any problem they may have with another student. Help provided by a school psychologist is valuable as this person could teach children how to defend themselves. It is worth mentioning that school staff training is essential to addressing the discussed problem. When teachers see bullying happening, they should intervene and stop it so that victims know that they are bullied unjustly and abusers learn they have no right to behave in that manner.

If I had a supernatural power to address bullying myself, the first thing I would do is ensure that every child is raised in a well-functioning family with a positive environment. I believe that the main reason for bullying is the way a child is treated at home by his or her parents and how they interact with each other. The point is, children, start to insult their peers when they see others acting so. It is thus crucial to prevent students from learning such aggressive patterns.

Secondly, I would make bullies feel loved by parents, so these children do not assert themselves by insulting others. The reason for that is that the biggest sickness of life is to think that no one needs you. Thirdly, I would teach all the victims how to stand for themselves, so that they never feel wrong for just who they are. In particular, I would like to explain to them that they are unique and no one has a right to cause them any harm. Thus, these children would not act as victims the next time they get bullied.

Work Cited

Cunningham, Charles E., et al. What Limits the Effectiveness of Antibullying Programs? A Thematic Analysis of the Perspective of Students. Psychology of Violence, vol. 6, no. 4, 2016, pp. 596606.

Bullies are people with the prevailing antisocial behavior of getting under others skin and converting them to be their helpers (Besag, 2009). How and why on earth would one child bully another? Well, someone can be wondering what they gain by making others their subjects.

Bullying can exist in different forms which including physical, verbal, covert and cyber bullying. Physical bullying involves the use of force such as manhandling fellow students, beating them up, hitting them with objects, tripping them and damaging of their properties. Verbal bullying includes name-calling, stereotyped remarks and hurling of insults. Covert bullying includes spreading of rumors against other children and mimicking embarrassingly. Cyber bullying is the use of technology surreptitiously to harm peoples reputations and takes in form the form of making defamatory comments on social media.

A majority of people tend to believe that bullying is old-fashioned and does not exist. These people fail to think outside the box since they may not have experienced it first hand or happened to a person close to them. This is absolutely incorrect since the bullied students in schools fail to realize their full potential because of fear of bullies. This increases their risk of getting depression and feelings of loneliness and isolation. Those who are bullied fail to think properly and as such fail in their assignments and examinations since they are full of anxiety at all times, experience nightmares and even may contemplate suicide in extreme cases where they fail to attach any meaning to life beyond being bullied (Rigby, 2012).

Bullied children not only fail to attain their dreams in school but also in life. Their self-esteem gets so low that they will always fear to take the next step since they fail to seize opportunities and think everything is a threat to them. Research has shown that young dults who were bullied in their childhood displayed a high propensity for being impoverished in their lives, struggle to hold on to regular jobs and depicted an antisocial relationship with fellow young adults in the form of withdrawal behaviors.

Those who bully others as well are not off the hook yet since their lives as well will be hampered in a way or another. They get into fights most of the time and vandalism of property. These acts land them in undesirable scenarios with the school authorities and risk being thrown out of school before completion.

Their later lives as well will be full of troubles as they will try to bully everyone including their children and workmates. Authorities will be hot on their heels because of vandalism to property and they may spend their lives in jails. Such kind of acts will result in isolation and hatred and they will feel disconnected with the rest of the people making them depressed and contemplate suicide (Marr& Field, 2006).

When bullying is eradicated and children realize that the schools they attend are free from this act then they divert their attention to learning rather than attempting to be safe. This enables them to realize their potentials in full and beyond what they may conceive. A free learning environment brings the best out of students.

It is high time that people open their third eye to this vice and wake up from the uninformed thought that bullying does not exist to the reality that it is responsible for the death of major talents and abilities in people. Everyone should take an initiative to ensure that schools will be free of bullying. Teaching children on the effects of such acts on their lives and those of others will go a long way in stamping out this vice.

References

Besag, V. (2009). Bullies and Victims in Schools: a guide to understanding and management. London, UK: Touchstone.

Marr, N & Field, T. (2006). Bullycide, Death at Playtime. New York, NY: McGraw Hill.

Rigby, K. (2012). New Perspectives on Bullying. New York, NY: McGraw Hill.

Introduction

Bullying refers to the consistent and deliberate actions used by individuals to undermine others. Such actions aim to cause distress and provoke the victims since they are perceived to be powerless. In schools, bullying poses a danger to young students since it creates an uncomfortable environment for them to learn and thrive while pursuing their education. With parents and teachers unaware of these cases, it becomes difficult to detect and correct, hence, forcing the affected parties to endure the abuse over extended periods. This affects their performance in school while initiating a series of problems as they continue with their education. Bullying has been identified globally as a cause for concern due to the repercussions that arise from its continued spread in schools. Therefore, bullying affects the learning process of students by undermining the balance of power, causing physiological and physical problems in their lives.

While bullying may be perceived as a normal rite of passage in some age levels and schools, its impact on the lives of victims is far-reaching. Students who undergo this type of victimization in most cases lose their dignity and fail to take up the chances that present themselves during the learning process (Gordon, 2018). Therefore, some people may recover from the effects of bullying after a short while but others must endure the continued negative impacts throughout their lives as they develop into adulthood. This paper, thus, focuses on the definitions and causes of bullying, the prevalence and consequences associated with it, and possible intervention strategies employed to fight it.

Summary of Research

Definition and Causes of Bullying

The process of bullying involves the actions taken against others, either as a group or on an individual basis, towards another person incapable of properly defending against it. Behaviors are classified as bullying in instances where they occur intentionally, are repeated, and aim to change the balance of power. Ultimately, this makes it difficult for the victim to react or respond to such continuous attacks, empowering the bully. Menesinia and Salmivalli (2017) identify verbal attacks, social aggression, and physical behavior as the most common forms of bullying. Additionally, the onset of the digital age has also brought a rise in online bullying using social media. The above definition goes to show the extent to which the vice can manifest itself in learners pursuing education at a young age.

Bullying has evolved to be a global problem with students across different countries experiencing some form of victimization. Data from the United States Department of Health and Human Services showed a staggering 160,000 students have experienced a form of bullying in their school life, leading to them missing classes (Oliveira et al., 2018). The researchers further conducted a study to determine how bullying affected math scores in respondents in 6^th grade. The aim was to understand the role of social-emotional skills in the students when influenced by bullying. From the results of the study, black students were more likely to experience bullying as compared to those from other races. Additionally, obese students also experienced a higher prevalence of being victimized. Social-emotional skills were determined to play a critical role in the ability of a student to be bullied. Ultimately, bullying caused a decline in the mathematics performance of the students showing a negative effect on the learning process.

Bullying further requires a social context to properly occur, hence, several stakeholders are involved. Individual influences affect a persons ability to pursue this form of victimization against others in the school setting. These include psychopathic tendencies, antisocial feelings, masculine trends, and susceptibility to peer pressure (Swearer & Hymel, 2015). A student who displays any of these signs has a higher likelihood of developing into an oppressor of others. A combination of these factors, therefore, may also push a student to engage in bullying others. Additionally, peer influences can also act to increase the possibility of ill-treatment. Groups that view it as a normal rite of passage or acceptable are likely to allow it to happen. This highlights the important role that bystanders have in influencing the continuation of this vice in the school setting.

Apart from that, family influences also increase the prevalence of bullying, with the characteristics of immediate family members and relatives likely to impact young students living in such environments. The involvement of such people in gang activity, domestic violence, and the lack of parental support and communication, all negatively impact the minds of learners. This may develop feelings of aggression, which may be lashed out on classmates or peers during their interactions. This behavior can continue over time reinforcing the idea of power in the bully, eventually becoming addictive.

Consequences of Bullying

The prevalence of bullying varies among different jurisdictions arises due to challenges in definitions and measurement of the phenomenon. Cultural and linguistic differences are the leading cause of these problems since Western and Eastern countries perceive bullying in unique ways. Latin America showed a higher prevalence rate, ranging between 40-50% of teenagers who have experienced bullying (Menesini & Salmivalli, 2017). Furthermore, different communities view certain behaviors from various lenses, hence, causing the visible interpretations and levels of identification of the phenomena. About gender, boys showed a more likelihood of involvement in bullying as compared to girls. However, boys engage in physical forms of bullying while girls are likely to be involved in verbal confrontations. This shows that while boys have higher chances of experiencing the effects of bullying, girls are also affected in large numbers but a more subtle manner.

In most cases, the bullied students show higher chances of missing school and reduced performance in class. Menesinia and Salmivalli (2017) highlight the consequences of victimization on the affected students. More bullying also caused higher anxiety levels and depression, based on the severity of the experiences. Ultimately, this can lead to cases of suicide, drug abuse and crime due to the psychological problems brought about by bullying (Menesini & Salmivalli, 2017). This disrupts society if left unchecked as more students who endure such circumstances look for coping mechanisms. The onset of such vices at an early age reduces the chances of affected individuals living fulfilling lives.

Possible Interventions

Intervention strategies suggested to stop bullying include school-based programs, anti-bullying policies, and the mobilization of bystanders. In schools, the involvement of parents, teachers, and the students in fighting the vice shows higher success rates in stopping it. These programs target the specific individuals with the intervention strategy to educate them on its effects, reporting mechanisms, and other prevention strategies (Menesini & Salmivalli, 2017). Apart from that, mobilizing bystanders who witness such acts of bullying but do not intervene can also play an essential role. This provides support to victims while reporting the offenders for further action by school administrations (Slee & Skrzypiec, 2016). Lastly, anti-bullying policies highlight the consequences of bullying in the school environment and should contain programs aimed at preventing the vice. These interventions are aimed to provide the first line of defense by making school environments safe and free from bullies.

The social-ecological model understands the complexity involved in the bullying process. Therefore, the use of this model to solve the problem in society accounts for the interconnectivity that a child has with their immediate environment. Additionally, the diathesis-stress model further understands the concept around stressors and the risk factors that may push one into this vice (Swearer & Hymel, 2015). The combination of these models, thus, provides the opportunity for adequate interventions in cases where psychological and physical harm may occur in the victim. Therefore, by employing educational efforts, great strides may be made to improve the social engagement of the students.

Analysis

Bullying negatively impacts children in school by leaving psychological and physical scars during their development. As students, they perceive their educational settings as safe spaces where they get the opportunity to gain knowledge while interacting with their peers. However, their unique backgrounds pose a challenge since different upbringings affect them in various ways. As a result, some students may take this as an opportunity to show their prowess and aggressiveness on others who seem to be physically and mentally weak. Such behavior develops into bullying with each attempt giving the bully more motivation to act on their emotions. From the above research, it is evident that the prevalence of bullying has far-reaching implications, with students experiencing it from very early ages. This shows a problem in society since learners are affected from the onset of their education, affecting their overall development phase.

Mental problems may also develop in victims of bullying as evidenced in the above research findings. Most learners end up contemplating suicide while developing anxiety and depression after several episodes of bullying. The level of victimization to lead such minds into committing such drastic acts shows the significant toll it takes on them emotionally (Slee & Skrzypiec, 2016). As a result, their dreams fail to take shape, coupled with the stress it leaves for remaining family members and relatives. Therefore, parents and caregivers must learn to understand the signs of mental illnesses in young students to ensure that appropriate interventions may be taken before it is too late. The prevalence of psychological issues in young children, thus, provides a worrying trend for future generations as they gain knowledge.

To stop the continuity of bullying in school, it takes a communal effort with all stakeholders, to succeed. The issue of bystanders is brought about by all the authors mentioned above as a first defense towards preventing continued bullying. These are individuals who watch from afar without intervening to stop the abuse perpetrated by offenders. With more bystanders taking action, bullies can be brought to justice, with their role and power diminishing. Apart from that, parents also have a significant part to play by being the primary caregivers. The home environment was found to affect the development of bullying tendencies, especially if violence occurs occasionally in the presence of learners. Therefore, ensuring that students grow up in conducive environments can have a positive effect on developing proper behavior that includes the respect of others.

The continued use of the internet also raises another big problem with the onset of cyberbullying. With learners having access to the internet through computers and mobile phones, they become targets of victimization by their peers. Social media provides a voice for other learners to provide criticisms anonymously (Gordon, 2018). However, students tend to put a lot of feelings towards their image and brand online. Therefore, attacks on this image create a problem if it continues over extended periods. This makes the internet a very dangerous tool in propagating bullying in the virtual world. Furthermore, the difficulty to evaluate and assess these cases also challenges parents and authorities as they try to protect learners from its negative effects.

Conclusion and Discussions

The problem of bullying is not going away and will require continued research and review to find solutions that can adequately address the issue. Bullying affects the learning process of students by undermining the balance of power, causing physiological and physical problems in their lives. In most instances, an action may be classified as bullying in instances where it occurs intentionally and repeatedly, intending to change the balance of power. Oppressors gain power through their actions against their victims while taking it away from them due to their inability to respond. As a result, this makes it difficult for the victim to react to defend themselves against such continuous attacks.

The causes of bullying include interpersonal problems, family issues, and peer influences that support the development of this behavior in learners. These may worsen the issue by providing the chance for bullies to act out on their feelings. However, the consequences of bullying have far-reaching repercussions on the development of the victims. The possibility of developing mental problems increases while also affecting the performance of the learners in the long run. The inability to complete their education also affects the possibility of them having a prosperous future. However, it is possible to mitigate these problems by implementing appropriate interventions at an early stage. The development of anti-bullying policies can provide more information on the consequences of bullying while promoting the idea of respect for others. Additionally, school-based programs strategically targeted towards parents, students, teachers, and other stakeholders, can raise awareness on bullying. Lastly, the empowerment of bystanders can also drive more reporting and actions from third parties who view these acts performed against others.

This research has provided more insight into the problem of bullying in schools and the overall effect it has on the victims. The perspectives provided aim to highlight the outlying issues while offering possible intervention strategies. Some limitations in the interventions in the model interventions lie in their inability to be used on a general scale across the board. The social-ecological and diathesis-stress models can only be used in instances where the victims may have both psychological and physical problems as a result of bullying. This limits the ability to use the strategies in cases where students may face other difficulties. To adequately tackle this issue more efforts must be channeled towards evidence-based interventions. This creates the opportunity for the implementation of new and unique ways proven to work in reducing the menace in schools.

References

Gordon, J. U. (2018). Bullying prevention and intervention at school: Integrating theory and research into best practices. Springer.

Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective intervention. Psychology, Health & Medicine, 22(1), 240-253.

Oliveira, F. R., Menezes, T. A., Irffi, G., & Oliveira, G. R. (2018). Bullying effect on students performance. EconomiA, 19(1), 57-73.

Slee, P. T., & Skrzypiec, G. (2016). Well-being, positive peer relations and bullying in school settings. Springer.

Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesisstress model. American Psychologist, 70(4), 344-353. Web.

In the context of a rapidly and highly digitized global environment, online bullying, otherwise known as cyberbullying, has become a prevalent issue. Using electronic means and online platforms to engage in harassment often under cover of anonymity, the problem is especially affecting younger populations. Cyberbullying can have significant consequences on par or greater than traditional physical bullying. It is vital to consider the extent and effect of online bullying and implement measures on various levels which address this serious social problem.

Concept Research

Online bullying is difficult to define since the context of Internet interactions often encompasses rough humor or toxic environments, which, although concerning, do not represent cyberbullying. Furthermore, similar to regular bullying, it also encompasses social elements that academic research must define in the context of psychological and legal concepts. Cyberbullying is defined as willful and repeated harm inflicted through the use of computers, cell phone, or other electronic devices through the use of textual, visual, and oral communication for the purposes of abusing, coercing, or intimidating an individual (Espelage, Hong, & Valido, 2018, p. 65).

Similar to regular bullying, cyberbullying must meet the criteria of intent, harm, repetition, and imbalance of power, but these have different considerations in the digital space. For example, in online bullying, the repeating pattern of online attacks may not be as obvious to an external observer. However, a hurtful single post or comment can become viral due to the ease of public accessibility, and anyone who chooses to share or like it essentially contributes to repeated attacks on the victim (Patchin & Hinduja, 2015).

Internet is a gray area in cyberbullying as the online environments of discussion, gaming, and others can create a feeling of distance between people, especially if anonymous. Furthermore, there are numerous instances of taunting or social traditions in gaming, which may seem aggressive, but do not ultimately hold the intent to seriously harm another individual. In this case, it is common to refer to criminal law, which suggests that an individual must engage in a wrongful act with a guilty mind, and intent to harm.

Finally, the aspect of harm is most difficult to define within online bullying since there is no evident response or physical damages which may occur in real-life bullying. Harm depends on the perceptions of the victim and can vary in effect from social shunning to mental problems, which will be discussed later. Harm in its concept and operationalization of bullying must be assumed to be the truth when discussed by the victim, considering that online bullying has real-world consequences (Patchin & Hinduja, 2015).

Extent and Effect of Online Bullying

Cyberbullying has been recognized as a critical public health concern in the United States by the CDC. It is considered a digitized version of peer-to-peer aggression, which has become the norm as technological advancements and availability allows great access of adolescents to online communication platforms (Espelage et al., 2018). Research indicates that 59% of US teens have experienced a form of cyberbullying, with the majority (42%) facing offensive name-calling and a lesser amount (32%) are a victim of false rumors spread online (Anderson, 2018).

Online bullying can have worrying effects and consequences on victims. Youth that experiences online harassment has report health problems such as difficulty with sleep, frequent headaches, and abdominal pains.

Psychological problems and symptoms of conditions including stress, anxiety, depression, and suicidal ideation are common (Selkie, Fales, & Moreno, 2015). Both victims and perpetrators suffer from self-esteem, loneliness, poor life satisfaction, which, in turn, leads to conduct problems, substance abuse, and emotional instability. Participants and victims of cyberbullying are likely to experience poor performance in academics and potentially experience far-reaching effects such as lackluster success in jobs and need for psychiatric medication later in life (Lancaster, 2018).

Discussion and Solutions

It is important to consider that although there are similarities in the causes, process, and consequences between real-world and online bullying, the electronic medium has unique features which make this so challenging to address. Online presence results in a limitless audience in the public domain, the permanent mark of the bullying since it is impractical to delete all records of something from the Internet, and the numerous methods of anonymity which can be employed by the bully.

The Internet is so expansive and a tremendous part of a modern persons life, it essentially destroys any limits on time and space where an individual can be bullied (Selkie et al., 2015). Referring back to the aspect of repetition, harm, and intent cyberbullying amplifies these aspects, which can have much more profound effects on the developing psyche of adolescent victims in particular.

It is difficult to pinpoint a solution to such a complex and abstract issue. A range of interventions has been implemented or encouraged to curb cyberbullying. The primary is parental control and filtering, which allows identifying early any exposure to only bullying. Online platforms have become actively participating by also filtering and removing content, improving reporting guidelines, and implementing stricter control and regulation policies.

Providing educational materials and opening safety centers are also effective solutions (Topcu-Uzer & Tanr1kulu, 2018). Comprehensive programs in schools meant to normalize behavior, influence attitudes, and shape healthy social norms and communication, along with emphasizing the responsibility and consequences of negative online presence, have also proven effective (Lancaster, 2018).

Conclusion

The provided evidence suggests the significant extent of online bullying in the modern digital world. The effects and consequences on victims can be profound. It is also evident that the current systems in place to prevent cyberbullying are lacking. Going forward, as younger generations raised in the digital age become active online, policy and protective measures must be implemented to limit the impact and presence of cyberbullying.

References

Anderson, M. (2018). A majority of teens have experienced some form of cyberbullying. Web.

Espelage, D. L., Hong, J. S., & Valido, A. (2018). Cyberbullying in the United States. In A. Baldry, C. Blaya & D. Farrington (Eds.), International perspectives on cyberbullying (pp. 65-99). Cham, Switzerland: Palgrave Macmillan.

Lancaster, M. (2018). Systematic research synthesis on cyberbullying interventions in the United States. Cyberpsychology, Behavior, and Social Networking, 21(10), 593-602. Web.

Patchin, J. W., & Hinduja, S. (2015). Measuring cyberbullying: Implications for research. Aggression and Violent Behavior, 23, 69-74. Web.

Selkie, E. M., Fales, J. L., & Moreno, M. A. (2016). Cyberbullying prevalence among US middle and high school-aged adolescents: A systematic review and quality assessment. Journal of Adolescent Health, 58(2), 125-133. Web.

Topcu-Uzer, C., Tanr1kulu, I. (2018). Technological solutions for cyberbullying. In M. Campbell & S. Bauman (Eds.), Reducing cyberbullying in schools: International evidence-based best practices (pp. 33-47). Amsterdam, Netherlands: Elsevier.

Stakeholders are defined as those people, who are personally involved with the program, derive some of their income from it, sponsor it, or are clients or potential recipients of the programs services (Posavac & Carey, 2007, p. 30). Stakeholders such as teachers, administrators, school board members, parents, students, and intervention providers will play a vital role in the process. However, each stakeholder will have a slightly different role. This role will be dependent on the stakeholder. For example, a students role would be to provide feedback and complete assignments to the best of student ability. In contrast, a teacher would be able to provide insightful information about the program, how well it seems to be working, and identify areas of concern. Thus once stakeholders are identify, they are include throughout the evaluation process. Stakeholders include program personnel, sponsors, clients, program directors, individuals who deliver the programs services, teachers, students, parents, board members, administrators, among others. Thus the evaluation takes into consideration the views, concerns, and needs of the stakeholders (Posavac & Carey, 2007). We begin the program evaluation plan 11, let us explore the importance of, stakeholders, standards, and accreditation. The role of standards is to stimulate the goal of excellence in program evaluation and accountability (Yarbrough, Shulha, Hopson, & Caruthers, 2011). The standards for anti bullying program recommend a comprehensive, multi-faceted effort that aims to prevent not only behavior that meets the state of Florida definition of bullying but also behavior representing the full spectrum of inter-student cruelty, ranging from minor teasing to criminal behavior (e.g., hate crimes), and including verbal, social/emotional and physical aggression. Prior to implementation, quality standards and recommended practices/tools should be evaluated in terms of their cultural and developmental fit with your students and school. In addition, consideration of the programs mission, goals, and expected outcomes is to importance to the accrediting agency in determining the quality of the program and the educational preparation of members of the profession or occupation. Stakeholders learn about specifying evaluation goals, developing, and refining questions, identifying information sources, debating and selecting methods, managing information and knowledge (informatics), formulating meanings and judgments, and communicating in ways that promote understanding and decisions that are most appropriate given the contexts (Yarbrough et, al 2011).

When developing a program theory Posavac and Carey (2007) believed that evaluators should do the following: 1. Evaluators should speak to the staff. 2. Evaluators should examine basic research to help develop a theory. Action models can assist evaluators in directing information about standards and accreditation. Chen (2005) stated that the action model framework is effective in facilitating: 1. the development of a program plan, 2. building and deciphering an existing plan, 3. and communicating the expectations of a program plan. To make such determinations an evaluator must choose an evaluation method based on the nature of the program, the people served, and the goals, and structure of the program, why the evaluation is working considered.

An evaluator will also draw from their personal experiences and expertise to pair theory and methodology to a program evaluation. An evaluator with a strong background in quantitative research may apply several statistics formulas to discover if the program is improving student performance. Further, other evaluators may evaluate the same program through the qualitative lens, thus looking to see how the program has affected student performance while boosting the overall moral of staff and students (Posavac & Carey, 2007).

Involving Multiple Stakeholders

Teachers

Understanding that curriculum must align with state standards, academic freedom must be give to teachers who can validate and enrich the educational environment (Wei, Andree, & Darling-Hammond, 2009). Teachers have a central role in making sure that our report anti bullying program works. Students need to know when they speak up to a teacher; the teacher will follow through with the complaint. Bullying is about bad behavior and teachers are those in authority to turn a negative behavior into a positive one for the students. Teacher opinions should also be consider as an important dimension in evaluation data because teachers are based on professional judgment. Teachers assess students formally and informally and, so they are appropriately positioned to determine if any improvement in achievement, attitude, or behavior can be link to the learning activities of a program being examine (Jason, 2008). Teachers will not only understand their role in reducing bullying but will also learn how to keep their students motivated to speak up when someone is being bully. Stakeholders input and ideas are important and a vital part of program evaluation (Chen, 2005). Rest assured that everyone here will receive an opportunity to give input before the program evaluation planning stage begins.

School Board

The school board members have the authority to maintain and set polices to adhere in school districts. The school board has legal rights to take on considerations when making a decision pertaining to policy governing them (Darden, 2008). Policy administered by school board members encompasses not only the teachers and administrators but also the students and their parents and a good board will focus on education attainment and will avoid any risky legal actions.

Parents

Parents should be on the alert for abrupt changes in an individuals mood, signs of upset and distress, or seem fearful, hostilities among groups of friends, or heightened emotions and angry language.

Research Method

Back in the year 2001, the No Child Left Behind Act of 2001(NCLB) , saw that safety in schools is upheld and is of major importance to the school management. Schools that are considered to be rife with problem behaviors and deemed insecure are identified, and students are permitted to move to safer schools. Critical periods for intervention also occur when new bullying behaviors emerge. As indicated earlier, new bullying behaviors emerge at primary, junior, and secondary school levels. A descriptive quantitative research methodology was identified as the most appropriate research methodology basing its rationale on the nature of the topic under study and the type of data to be collected. The programmer methods selected to accomplish the programmer objectives among children directly involved in bully/victim problems are fairly congruent between the model and the adapted interventions: the programmer introduces assertiveness training or support for victims of bullying and self-control sessions or problem-solving training for the bullies. Therefore a subset of 10 school-based anti-bullying files were identified by analyzing the project descriptions contained in the administrative database and selecting those which focused on bullying, dealt with children or youths under 18 years of age, and either took place in a school or were connected directly to schools or school staff. The majority of anti-bullying projects were delivered in schools located in metropolitan areas.

Anti Bullying Evaluation Plan 11

Introduction

Bullying in schools is a complex and difficult topic, which, however, requires addressing as a sensitive issue affecting not only children but also adults. Bullying is targeted, first of all, at those who cannot fight back, who are physically weaker or who do not fit into the general system. These may be children from poorer families with different behaviors and appearances, closed and unsociable, too smart, or, conversely, students with lower intelligence. Bullying can start with psychological aggression and even develop into sexual or cyberbullying. The problem can also be expressed in physical aggression, offensive gestures, collective boycott, the extortion of money or things, material wrecking, or offensive and insulting statements addressed to a person or his or her relatives. This means that the topic of bullying affects not only children but also adults around them, primarily parents and teachers. Any aggression toward pupils can become a reason for the development of serious consequences for psychological development in the future. Addressing this issue requires the involvement of different stakeholders, and appropriate guidelines should be followed as a rule of thumb to keep bullying to a minimum in the school environment.

Recommendations for Teachers on Targeting and Preventing Bullying

When a teacher sees a child is being bullied by classmates, this is a good reason to take appropriate actions. Attentiveness in this issue plays an essential role because, even paying attention to the problem, it can be resolved for a while, which is not an effective result of the targeted work. It is crucial that the conflict between the students stops, and it is important to achieve this so that none of the parties feel hurt or humiliated (Ronksley-Pavia et al. 20). Otherwise, there remains the possibility of bullying moving to a new plane, for instance, to the Internet space, where controlling pupils communication is much more challenging.

Teachers and other school personnel, including senior management, should accept the possibility of bullying to combat this phenomenon. One of the initiatives at the initial stage is a simple conversation with children. The task of adults is to convey to students the unacceptability of corresponding behavioral forms, including the humiliation of the honor and dignity of peers (Curwin et al. 206). Therefore, at the class level, the teacher can discuss the problem with the pupils and explain that bullying for any of the signs is an unacceptable and low pattern of communication. Bullying initiators should fully understand the emotions and concerns experienced by those who become the object of their psychological or physical attacks. It is critical to maintain evaluative impartiality and, at the same time, answer all the questions that children may ask (Gaffney et al. e1143). Particular attention should be paid to the topic of third-party observation of bullying and a discussion of what actions bystanders can take, for instance, seeking advice from adults.

For teachers, parental involvement is a must if attempts to resolve an existing conflict at the classroom level have not been successful. In addition, due to natural secrecy and embarrassment, many children are not ready to share problems and experiences with their parents, fearing not only adults reactions but also the subsequent increase in bullying by offenders. Therefore, teachers should notify the parents of a child who has been the victim of psychological or physical abuse. Moreover, abusers parents should also be aware of the behavior of their son or daughter. Adults do not always have a complete understanding of how their children spend time outside the home. Sometimes, even in prosperous families, students demonstrate deviant behavior and aggression toward their peers, trying to compensate for individual complexes (LoBraico et al. 594). Thus, parental involvement may be mandatory for teachers to address the problem of bullying in schools and attract as much attention to the issue as possible.

Individual work with a child who is a victim of bullying is also a mandatory practice that teachers should follow. It is crucial for students who have experienced any form of abuse to understand that they do not have to deal with the problem alone. The school environment should stimulate the protection of students interests and not create conditions for harassment and humiliation of weaker ones (Gaffney et al. e1143). Among the mechanisms available to the teacher for interacting with the student, one can single out personal conversations, individual sessions with a psychologist, and even anonymous surveys. Becoming a friend for the child, the teacher can count on the sincerity and trust of the latter, thereby achieving the maximum pedagogical effect. Ensuring the safety of the student, including from bullying, which has different forms, is one of the primary tasks of the school staff (Curwin et al. 84). By expanding the opportunities for interaction and participating in pupils lives more deeply, teachers can reduce the likelihood of bullying and prevent the emergence of this problem in a childrens team timely.

Teachers themselves can identify bullying in the classroom by some signs. For instance, negative emotions when communicating with individual students can be an indicator that a particular child reacts sharply to specific topics and experiences difficulties with social adaptation (Ronksley-Pavia et al. 20). Problems with discipline in the classroom are also a potential consequence of bullying in the childrens team (Ferrara et al. 3). An unfriendly environment, disunity between pupils, a decrease in their motivation to learn, and distrust of the teachers authority are possible markers of bullying. All these factors are objective reasons to conduct targeted activities to address the problem.

Reducing School Bullying with Parents Help

Working with parents to identify and address bullying is an appropriate practice and a natural response of the school staff. The relevance of this interaction is complemented by the aforementioned markers of silence and isolation when some children are not ready to share their experiences at home. In turn, it is crucial for parents to take into account some obvious criteria that can be regarded as the criteria of bullying and take the necessary measures if they are detected.

As a reminder to parents, some recommendations can be made, which directly address the problem of bullying in their children. One of these markers is the students persistently depressed state after attending school. If a child refuses to go to school and mentions poor health conditions or other reasons without factual justification, this is a serious reason to check their interaction with peers at school (Hicks et al. 197). Another factor that psychologists advise considering is conversations about school life. In case that, when mentioning the school, the child does not talk about his or her classmates, this may indicate unhealthy communication in the class (Ronksley-Pavia et al. 21). Refusal to participate in extracurricular activities can also be a reason for assessing the students relationship with peers. Real physical manifestations of bullying are also possible, and parents should be the first to identify them. This includes sleep disturbances, signs of auto-aggression, nervousness, isolation, and some other symptoms associated with depressive states (Hasan et al. 1). All these factors are essential criteria to take into account.

A school bullying prevention program requires close cooperation between staff and parents if clear cases of the problem are identified. Inviting parents to talk is a natural practice, and the age of the child plays a big role. If bullying occurs in elementary school, it is critical to involve parents as early as possible, discuss with them the warning signs of bullying, as well as what response strategies should be (Malm et al. 412). However, despite parental involvement, key work must be done directly with children. School personnel are responsible for the well-being of the child during classes, and psychological services are required to respond promptly to any reasoned cases of any form of violence in the school environment. Otherwise, risks arise because the aggression of a vulnerable child can affect not only his or her psychological state but also others. Cases of school shootings with the use of weapons are often the result of ignoring long-term and continuous bullying (Raitanen et al. 96). Therefore, it is important to develop a program in the form of a system of recommendations for school staff on how to deal with bullying.

School Bullying Prevention Program

When developing a school bullying prevention program, a range of stakeholders should be identified. In addition to teachers as the main interaction facilitators, school psychologists, parents committee members, and school administrators should be involved. The predominant share of communication with children should be carried out by teachers since it is they who spend most of the time with pupils and see the problems and tasks to solve more clearly than others (Gaffney et al. e1143). Therefore, at the initial stage of work, their activity is key.

First of all, teachers should not ignore or downplay the aforementioned bullying criteria. If the school develops a strategy to deal with the issue and staff agree that the problem needs to be addressed, the potential effectiveness of targeted work is increased. This is explained by the fact that even if an adult or a child is not a direct participant in the conflict, the awareness of the problem increases the ability to respond adequately (Gaffney et al. e1143). If a teacher becomes aware of a case of bullying, he or she should take a clear and unambiguous position and try to change the situation. The minimum required task to implement, in this case, comes down to convincing the witnesses and, possibly, the offender oneself of the inadmissibility of such behavior and explaining the psychological consequences for the victim. Such an intervention will clearly indicate the position of an authoritative adult regarding the problem and create the necessary precedent.

Another step in the preventive program is the organization of patronage. The system of patronage with the engagement of older students creates a communicative space that contributes to faster detection of cases of bullying and involvement of older students in resolving such situations (Prysiazhniuk et al. 186). In addition, protection from older pupils may make younger children feel more secure and confident, which is also a positive result of the targeted work.

The methods of targeted work with children should vary depending on the age of the students. For instance, children of primary school age are more amenable to education, and the problem of bullying among them is easier to solve than among older students. At this age, schoolchildren have not yet formed moral principles, and they rely on the opinion of the teacher (Von Grundherr et al. 289). As a potentially effective intervention, it is enough to conduct conversations with all participants in the conflict, show the inadmissibility of the offenders behavior, and express an authoritative negative attitude toward what is happening. After the age of 12, the child has already formed moral beliefs, and it is more difficult to change them. The personality and authority of an adult fade into the background, and the reference group of peers comes to the fore (Von Grundherr et al. 278). Therefore, for school staff, it is essential to act subtly, shaping public opinion through more flexible interaction strategies, for instance, through individual conversations. Thus, the age of children is a critical criterion that determines the mechanism of intervention to eliminate bullying at school.

Children in the school environment are largely dependent on adults opinions, and the task of the school is to convey to students the unacceptability of bullying by using the most convincing methods. One of the potentially viable solutions is to engage a reputable ally. The teacher or another adult who is able to convince pupils and whose opinion is important to them should speak to the class. Respect builds trust in many ways, and for children, the importance of authority plays an essential role (Curwin et al. 35). Therefore, the more persuasive the adult is, the more likely he or she can influence student behavior effectively.

Conversations with children must follow certain scripts to have the greatest impact. Directness is an important factor in communication between children and adults (Alba et al. 25). Another essential aspect factor is the flexibility of the argument, and role reversal can help. Adults should provide relevant examples in such a way that everyone can feel like they are being bullied. Moreover, this is relevant not only when interacting with children but also with other teachers because there are situations when adults do not take school bullying seriously (Ronksley-Pavia et al. 29). Introducing rules and accountability for gross misconduct may be part of a program to work with children, and initiators of psychological or physical abuse may be encouraged to follow innovations to develop normal communication skills. Both psychologists and teachers can conduct conversations, but the most important thing is that the inadmissibility of bullying is conveyed clearly and, at the same time, effectively (Curwin et al. 103). In this case, the risks of recurrence of conflict situations can be eliminated, and a healthy childrens team can be built.

Conclusion

Addressing bullying in schools requires the involvement of a wide range of stakeholders to effectively work with students. Teachers, parents, and pupils themselves should be aware of the inadmissibility of this phenomenon in the learning environment due to its detrimental effect on the childs psyche. Teachers are the main communication mediators, and any work on the development of programs for interaction with students requires the direct participation of the teaching staff. Different communication strategies can be applied depending on the age of the pupils, the authority of adults, and some other factors. Ignoring the problem is fraught with serious consequences for school discipline and childrens normal mental development.

Works Cited

Alba, Julen, et al. Early Maladaptive Schemas as Moderators of the Association Between Bullying Victimization and Depressive Symptoms in Adolescents. Cognitive Therapy and Research, vol. 42, no. 1, 2018, pp. 24-35.

Curwin, Richard L., et al. Discipline with Dignity: How to Build Responsibility, Relationships, and Respect in Your Classroom. 4th ed., ASCD, 2018.

Ferrara, Pietro, et al. Physical, Psychological and Social Impact of School Violence on Children. Italian Journal of Pediatrics, vol. 45, no. 1, 2019, pp. 1-4.

Gaffney, Hannah, et al. Effectiveness of SchoolBased Programs to Reduce Bullying Perpetration and Victimization: An Updated Systematic Review and MetaAnalysis. Campbell Systematic Reviews, vol. 17, no. 2, 2021, p. e1143.

Hasan, Mehedi, et al. Pathways Linking Bullying Victimisation and Suicidal Behaviours Among Adolescents. Psychiatry Research, vol. 302, 2021, pp. 1-10.

Hicks, Janet, et al. Middle School Bullying: Student Reported Perceptions and Prevalence. Journal of Child and Adolescent Counseling, vol. 4, no. 3, 2018, pp. 195-208.

LoBraico, Emily J., et al. Constellations of Family Risk for Long-Term Adolescent Antisocial Behavior. Journal of Family Psychology, vol. 34, no. 5, 2020, pp. 587-597.

Malm, Esther Kweiki, et al. Parental Self-Efficacy and Bullying in Elementary School. Journal of School Violence, vol. 16, no. 4, 2017, pp. 411-425.

Prysiazhniuk, Larysa, et al. Psychological and Pedagogical Features of the Organization of Collective Forms of Work in Different Age-Related Groups. Revista Romaneasca pentru Educatie Multidimensionala, vol. 14, no. 1, 2022, pp. 172-190.

Raitanen, Jenni, et al. The Bullying-School Shooting Nexus: Bridging Master Narratives of Mass Violence with Personal Narratives of Social Exclusion. Deviant Behavior, vol. 40, no. 1, 2019, pp. 96-109.

Ronksley-Pavia, Michelle, et al. Bullying and the Unique Experiences of Twice Exceptional Learners: Student Perspective Narratives. Gifted Child Today, vol. 42, no. 1, 2019, pp. 19-35.

Von Grundherr, Michael, et al. School Bullying and Moral Reasoning Competence. Social Development, vol. 26, no. 2, 2017, pp. 278-294.

Bullying is one of the major concerns of modern society. Following the statistics, about 40% of all individuals have experienced being bullied at least once during their studying or work (Bowes et al., 2014). Moreover, regardless of multiple attempts to improve the situation, there are no signs of significant improvements. One of the factors preconditioning the complexity of the problem is the existence of numerous factors that should be considered to achieve success, and the environment is one of them. The existing research states that socio-environmental factors are linked to childrens risk of being involved in bullying activities (Bowes et al., 2014). Children from poor regions with a lack of infrastructure and problematic families are more likely to acquire undesired and aggressive behaviors, and they can be both victims and initiators of bullying (Blake et al., 2016).

Analyzing the impact on the environment, it is also vital to admit that people with disabilities belong to the risk group, especially if they are not provided with the needed care (Hodgins & McNamara, 2019). For this reason, victimization can also be linked to social factors as it differs in regions characterized by various living conditions (Blake et al., 2016). In such a way, analyzing the problem of bullying in different areas, it is possible to state that workplace or school bullying critically depends on environmental health (Connolly & Beaver, 2016). It means that trying to improve living conditions such as the infrastructure, the quality of life, and access to care, it is also possible to attain a significant reduction of aggressive behaviors among individuals and eliminate existing victimization patterns presupposing that people different from the majority can become victims and suffer from aggression and inappropriate behavioral patterns (Blake et al., 2016). It is possible to conclude that the existing body of literature evidences the correlation between environmental health factors and bullying.

References

Blake, J. J., Zhou, Q., Kwok, O.-M., & Benz, M. R. (2016). Predictors of bullying behavior, Victimization, and bully-victim risk among high school students with disabilities. Remedial and Special Education, 37(5), 285295. Web.

Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., & Moffit, M. (2014). School, neighborhood, and family factors are associated with childrens bullying involvement: A nationally representative longitudinal study. Journal of the American Academy of Child and Adolescent Psychiatry, 48(5), 545-553. Web.

Connolly, E. J., & Beaver, K. M. (2016). Considering the genetic and environmental overlap between bullying victimization, delinquency, and symptoms of depression/anxiety. Journal of Interpersonal Violence, 31(7), 12301256. Web.

Hodgins, M., & McNamara, P. M. (2019). An enlightened environment? Workplace bullying and incivility in Irish higher education. SAGE Open. Web.

Therapy is a form of healing that should be gained from a constant guidance and counselling procedure to meet several challenges in all members of the society. This paper will have an up-close and candid analysis of Cognitive Behavioural Therapy as a remedy or a guidance and counselling tool on victims of bullying in secondary schools. The main emphasis will be on its effectiveness. Guidance is a system and continuous process of determining and providing for the development of members of the society. This paper will be able to ascertain that Cognitive Behavioural Therapy is a very effective therapy that does not only change an individual character and personality but also deface the ugly trend of bullying in schools and eventual make students to have a self esteem that will gear them to attain positive grades in their academic voyage.

Guidance is a process that helps the society to understand itself, accept and use the abilities, aptitudes and interests in order to meet desirable aspirations. Helps the society members to give plausible answers to the question, who am I? Therefore, guidance involves as much as what counselling requires (Tan, 2004). That is, counselling is the overall fabric of guidance. Because it is a process in which the society members sit down with a counsellor and iron out things. That is, the counselled can be able to solve demanding problems when a reasonable understanding is established. Hence, counselling gives the chance to answer the question what shall I do? The counsellor in this case has given the counselee a warm atmosphere where there is necessary analysis of things at hand.

Students in schools often experience problems of adjusting to school demands or following school regulations, and striving for academic excellence. Sometimes, students constantly express emotions that reveal anger, depressions, frustrations, or despair. Whereas, students sometimes experience problems related to growth changes and in their peers they indulge in sexual misconducts. In addition, other students may have health related problems, or physical abnormalities that make them have conflicts. One of the major causes is bullying. Conflict among secondary school students is characterized by bullying. It can also be refereed to as peer victimization that is repetitive in nature and meant to harm the victim in all areas. Slapping, kicking, striking, rumour spreading, calling abusive names and barring, are examples of bullying techniques. Bullying is a social delinquency behaviour or anti-social behaviour that has repetitive physical, verbal and psychological abuse on a victim. This paper is going to give an in-depth analysis of how therapy as a method of guidance and counselling can be able to effectively change the bullying vice in secondary students.

Therapy is a one on one charter of guidance and counselling that aims at developing students intellectual abilities. This is where a student is given the opportunity to acquire skills, knowledge and attitudes that are relevant to tackle bullies. Secondly, after the whole therapy session, there will be a balanced personality of the student. And nonetheless, this will help the student to develop personal abilities that will enhance individual solution to problems in and out of school.

Bullying is a social delinquency that needs therapeutic correction in a cognitive way. Simply, cognitive method will allow mental operations and thinking. A psychiatrist or the counsellor should be able to make the counselee to have reliable knowledge, be able to comprehend, apply, analyses, synthesis, and evaluate various aspects of bullying and change his or her personality from within (Schmidt, 2005). Cognitive Behavioural Therapy is an acceptable psychoanalysis that has a psychotherapeutic approach. This is where the counsellor and counselee are able to talk and solve issues. A number of problems that this therapy solves include dysfunctional emotions, anxiety, stress and other behavioural Disorders. Most Medical practitioners use Cognitive Behavioural Therapy to treat the above named complications. As said earlier, this paper will critic if this type of therapy will be effective to guide and counsel students with bullying disorders. This method was made from two kinds of psychotherapies. Cognitive was an earlier designed therapy that was meant to alter or change peoples thoughts, opinion, views, traditions, attitudes, hopes, and innate ideas. And this was a mile stone in psychotherapy. Behavioural therapy on the other hand was meant to guide and make provisions for how people acted; an interpretation of how we think. Therefore, when the two are linked, Cognitive Behavioural Therapy is born. Therefore, this is a therapy that makes a person to change the thought and perform the action from the mind. Such a schedule for guidance and counselling will give a healing or therapeutic gusto to how the counselee will feel and think towards bullying.

Students social lives overwhelming show itself in academic performance. A drop in academic performance is a tell tale sign of social delinquency. These behaviours make the child to change personality and while in secondary level performance dwindle. Students who are in secondary level nonetheless are able to discern several changes in their lives. This is a fundamental challenge to them. The students may change their behaviours because of extreme poverty, broken families, or rejections by the loved ones. This may make the students to choose bullying. Apart from the above named reasons, the students may decide to bully others because some of the students have acquired the habit from others; especially from their fellow comrades or peers. At this age the students are fully grown into puberty and this may make them to show strength particularly if they have considerately matured than fellow classmates. Another reason for bullying can be an expression of jealousy of qualities that another child has; that is, prowess in baseball or wit in mathematics. Amazingly, doctors found out that some of the students derive inordinate pleasures in bullying others students. And lastly, students bully each other as defence mechanism; they bully to make up for their personal failures and misfortunes in life. The above named reasons together with other reasons will help the psychiatrist to handle the victim appropriately. The therapy will give a chance for a one on one talk that will evoke the reasons behind the bullying and make a plausible way of changing the students behaviour in act and thought (Kottler, 2007)

A psychiatrist handling the students using this method is able to study the developmental needs, interests, abilities and problems of the counselee. This is because social life of the student will have a considerate effect on the academic performance of the student. Here the psychiatrist should be able to understand the social environment of the student. Apart from deterioration in academic performance, there is still long-term effect on general achievement in life (Corey, 2005).

Cognitive Behavioral Therapist should have questioning skills that are apt to make the victim elicit desired answers that will make sure that the session is successful. Corey (2003) puts it clearly that the questions should be able to arouse desired interest that will give a soul searching adventure to the victim. Such questions should be able to elicit from the victims prior knowledge of past events of bullying. Reinforcement should be positive to make the victim stick to the questioning session. Questions that may invite yes or no answers should be minimal because they will hinder participation and expression. At the end the learner will be able to feel loved and accepted. As Corey (2003) says that the helper or the guiding and counseling personnel should emphasize on alternative ways of satisfying needs which are more socially acceptable instead of bullying.

Cognitive Behavioural Therapy gives the therapist a chance of a life time to change the behavioural pattern of the student. As stated earlier this therapy will deal with two aspects concurrently. That is, the thinking of the victim will be worked upon. If the underlying cause for the bullying was depression or anxiety, the therapist will allow the victim to change this thought. Violence related aspects will be reduced because the mind will not have any negative thoughts on harming a fellow student. The victim will be able to reverse negative patterns of behaviour from a mental perspective. Victims of abuse, for example, will be able to address the issue in the talk session with the therapist and be able to erase the disorder in his of her mind. Certain innate features like stress and feeling low will be faced out from the mind.

Cognitive Behavioural Therapist will be able to meet his or her target by having a very friendly schedule with the counselee. This is because; Cognitive Behavioural Therapy gives a chance for mental development, That is, during the sessions with the victim, the therapist will be able to capture the victims mind by discussing matters to see how the victims perceptions affects them. The session will have a lot of outdoor workshops that will allow the victim to feel at ease. Relaxation will be the aura for the sessions! This atmosphere nonetheless will give the counselee a chance to become part and parcel of the therapy procedure. In fact, the sessions will be helping the therapists make the victim discuss issues at a desired pace. In the first stage of preparation, the therapist will make it clear not drive fear to the client. From exploration, questioning to clarification and eventually ending the sessions on mental therapy, the client and the therapist will have made a smooth transition of identifying the issue at hand, shared and erased from the mind the mind. This will give maximum comfort and ease to the client or counselee.

The therapist in these sessions will assist the victim to discern all unprecedented information on bullying. Remember occasions of bullying, talk freely about them. The brain will be at ease and past events will be brought to light. Baker (2004) says that the therapist will be able to delve beyond the normal mind and meet the alter ego. Knowledge gained from the conscious mind of the victim will be essential for him or her to make the victim connect with the deep within and associate reason with guilt and hence change. There will be an overwhelming experience from such a session, because the victim is now able to discern between the wrong and right. Furthermore, self esteem evoked from the serene and peaceful environment makes the victim to change thought of bullying. Burying the old self of frustration and guilt, hence making a new brain that is ignited to better the life is ahead and one that can be able to meet earlier challenges subtly. This will make the victim to think positively. Anxiety and stress is erased. The mind of the victim is now able to find that life is meaningful, there is no need to harm others by bullying; thus they can be able to use the mind to move on achieving first things first.

The cognitive behavioural therapist has succeeded in changing the victims thought; more time will be spent on testing the workability of the new attained personality (Thompson, 2007). This is the overwhelming part that makes Cognitive Behavioural Therapy effective in handling victims of bullying in secondary schools. First, using several techniques like Five Area Model, the thoughts and memories of behaviour of bullying are broken down made simpler. There is logical approach to problems or day to day life. Personal problems are ironed out and the heart and mind is free to perform good deeds. This is where the behavioural therapy is essential in clarifying the initial stage. If the victim does not respond positively, the initial stage of changing the mind will be revisited. Yuen (2006) says that this therapy is essential because the therapist will have made a new and holistic individual.

While practicing the change virtues, the victim of bullying will have a new goal and perspective with an insight of having plausible resolutions instead of bullying. That is, to say that the therapy will have a detailed but simple schedule of making the victim to understand the situation of bullying as wrong. This will be the fundamental fabric to make the victim have a good rapport with the therapist and be able to open his or her mind to related thoughts of memories and bullying situations. Aesthetic emotions will be evoked and this makes the victim to change the alter ego within his or her mind and transform completely. Eventually this will make the victim have a strong self esteem that will be essential in physical or behavioural reaction towards building character and behaviour that is acceptable in the society.

From the above detailed explanation, Cognitive Behavioural Therapy is an effective therapy on victims of bullying in secondary schools simply because a negative behaviour like bullying will be erased from the thought! Also, it is a friendly way of dealing with victims, there is real exposure with activities and workshops that will bring easiness and esteem build up. There are also specific goals that are attained at each level and evaluation is clear. Cognitive Behavioural Therapy is a two way type of learning and healing that will be fundamental in changing the character and personality of an individual. This type of therapy as discussed above is a relatively permanent change in behaviour which comes as a result of practice in positively gained thoughts. Thus, it can be simply said, that the learned behaviour is having that salient experience that has changed and can be remembered in practice. For example, bullying if left without correction, can be outgrown and deter the personality of a secondary student, therefore, permanent change is only attained through Cognitive Behavioural Therapy because the sessions aim at permanent change. As stated earlier, the therapist in this healing process is aimed at a clear objective that is precise and hence helps the victim to attend to the right stimulus without delay. In addition, the question posed during the sessions gives a careful motivation that elicits desired feedback to the therapy. Hence, Cognitive Behavioural Therapy is an effective method of concentrating the victim throughout the healing process and ensures active involvement of the victim in learned thoughts and practice. Ideally, this Cognitive Behavioural Therapy encases: mental operations that take place in the mind and aim at imparting new knowledge; apt comprehension; useful application through recall; clever analysis of problem at a hand; synthesis; and evaluation that will make the victim move to psychomotor learning. This is where now the victim will be able to observe, imitate, practice, and adapt the good or new character from within. Hence, it becomes an effective form of healing because the victims feelings, attitudes, values are changed. This in turn influences the victims personality. In conclusion, CBT or Cognitive Behavioural Therapy is a very effective therapy that does not only change an individual character and personality but also deface the ugly trend of bullying in schools and eventual make students to have a self esteem that will gear them to attain positive grades in their academic voyage.

References

Baker, S.B., & Gerler, E.R. (2004). School Counseling For The 21st Century. New Jersey, NJ: Prentice Hall.

Corey, G. (2005). Theory and Practice of Counseling and Psychotherapy. California, CA: Pacific Grove.

Corey, M. S., & Corey, G. (2003). Becoming A Helper. California, CA: Pacific Grove.

Kottler, J.A., & Kottler, E. (2007). Counseling Skills For Teachers. California, CA: Corwin Press.

Schmidt, J. J. (2007). Counseling In schools: Comprehensive Programs of Responsive Services For All Students. Massachusetts, MA: Allyn Bacon.

Tan, E. (2004). Counselling in Schools: Theories, Processes, and Techniques. Singapore: McGraw Hill.

Thompson, C. L., & Rudolph, L. B. (2007). Counseling Children. California, CA: Pacific Grove.

Yuen, M. T. (2006). School Counseling in Hong Kong: History, Policy, Current Implementation Status, and Future directions. Singapore: McGraw Hill.