Bullying is defined as the intentional desire by one or more individuals to threaten, frighten or hurt a person with actions, behavior, or words. Typically, bullying can be physical, verbal, psychological, or social and is one of the main problems experienced by young people (Committee on the Biological and Psychosocial Effects of Peer Victimization et al., 2016). It occurs in the workplace, at school, and online in form of cyberbullying. This behavior can have detrimental impacts on everyone involved including the bully, the bullied, and the bystander. However, it can be prevented by implementing selective preventive programs.
For years, bullying has been accepted as a rite of passage among adolescents and children. Characteristically, there has been general tolerance when it comes to an adolescent or a child with greater power or social capital intimidating a peer perceived as subordinate (Smith, 2016). However, this social problem is not a common part of childhood and is currently considered to be a serious population health issue. In America, numerous reports on bullying indicate a high prevalence of the issue in school settings. According to a 2019 survey by the National Center for Educational Statistics, one in every five students (20.2%) report being bullied (Pacer’s National Bullying and Prevention Center, 2019). Moreover, 41% of students who testified having faced bullying indicated that they fear the incident would occur again (Pacer’s National Bullying and Prevention Center, 2019). These statistics indicate that bullying is an issue that requires urgent preventive measures.
Bullying was first contextualized as part of childhood experience over a century ago. Frederic Burk was the first author to characterize the term bullying in scientific literature through his journal, “Teasing and Bullying”, published in 1897 (Smith, 2016). A century later, a Swedish professor, Dan Olweus, conducted a rigorous study on bullying, bringing awareness of the problem and inspiring other professionals to execute their research (Smith, 2016). Since Olweus’s study, research on bullying has gradually increased, leading to the expansion of evidence-based knowledge of the issue. Historically, bullying has happened at school, which serves as the physical environment in which children congregate or play, frequently being the basic source for the formation of a peer group. Recently, the advancement of technology has ushered in a new form of bullying commonly referred to as cyberbullying, which is conducted through social media, instant messaging, chat rooms, and other platforms of electronic communication (Al-Raqqad et al., 2017). Thus, shifting societal norms and modern technology are contextual factors that should be considered to understand and deal with bullying.
Bullying has been associated with numerous causes which have greatly contributed to the understanding of why some individuals torment others. Research suggests that some children who become bullies are motivated by the need for dominant status in a peer group (Smith, 2016). Ringleader bullies may particularly feel rewarded, especially when reinforcers and followers support their oppressive actions, and bystanders remain inactive. The desire for status escalates as a person approaches adolescence. The motivation to bully others and to help or reinforce the act is known to peak immediately after puberty (Smith, 2016). Moreover, having disruptive, aggressive, and defiant behaviors can make someone become a bully. Research indicates that such people have less empathy and are likely to derive pleasure from hurting others (Smith, 2016). In addition, various family factors have been linked to bullying. Children who are brought up by overprotective, authoritative, and warm parents are highly likely to fall victim to bullying as they lack assertive coping capabilities (Smith, 2016). These risk factors greatly contribute to the existence of bullying in society.
Bullying has numerous devastating effects on the bully, the victim, and the bystanders. Research shows that everyone involved in bullying is at a higher risk of suffering from depression (Smith, 2016). Bystanders and bullies are more likely to abuse drugs and drink alcohol to fight the psychological despair of exposure to violence (Smith, 2016). Moreover, tormenters are highly likely to engage in risky activities such as vandalism and theft, which have far-reaching outcomes later in life. In the same vein, people who are both bullies and victims are more vulnerable to adverse psychosocial outcomes compared to those who are only bullied or are the tormenters themselves (Smith, 2016). Furthermore, evidence suggests that most victims of bullying have poor mental health functioning in adulthood (Smith, 2016). In addition, bullies and the bullied score lowest on academic performance and on self-esteem (Smith, 2016). As a result, bullying has detrimental psychological impacts on all people involved in the social problem.
One of the major solutions to bullying is the use of selection prevention programs. These interventions are directed at those who are at risk of becoming targets and to potential bullies (Smith, 2016). This approach may include more intensive coping and socio-emotional skills training, or de-escalation techniques for tormenters (Smith, 2016). Indicated preventive measures are typically designed to meet various young people’s needs. Moreover, designated interventions integrate more rigorous activities and support for individuals who are manifesting bullying behaviors. In addition, these programs apply to those who have an experience of being bullied or are demonstrating early signs of academic, mental health, or behavioral consequences (Committee on the Biological and Psychosocial Effects of Peer Victimization et al., 2016). As a result, the youth can acquire self-regulation, which is instrumental in the reduction of their engagement in bullying.
Numerous strategies can be used to aid the implementation of selection prevention interventions. First, families can play a crucial role in the prevention of bullying by providing the emotional support necessary to enhance disclosure of the incident (Smith, 2016). In that way, they can foster and encourage coping skills in their children. Second, schools can consider developing a multi-component initiative that focuses on socio-emotional learning, positive behavior support, or violence deterrence as opposed to bullying-specific preventive measures (Smith, 2016). Third, the role of peers as bystanders and as bully prevention leaders should not be overlooked (Smith 2016). Peer-led intervention programs have been proved to be robust and effective in fighting the social ill as the youth are taught how to find solutions to their problems. Fourth, research on selective models should be given more attention to help improve the efficacy and quality of the preventive approach (Smith, 2016). These strategic steps are essential in making selection prevention programs a reality.
In summary, bullying can have harmful impacts on everyone involved including bullies, the bullied, and bystanders. Nonetheless, it can be prevented through the use of selective preventive programs. While bullying has been tolerated as a rite of passage among adolescents and children, it does not form a common part of childhood and has been considered to be a major public health problem. The term “bullying” was first contextualized in the scientific literature over a century ago. Since then, changing societal norms and modern technology have contributed to a deeper understanding of the social ill. Bullying is caused by both individual and family risk factors such as the need for dominant status in a group and parenthood, respectively. Selection prevention interventions act as an effective solution to bullying. These programs can be implemented through various strategies such as involving families, schools, peer-led intervention, and intensive research on selective models.
References
Al-Raqqad, H. K., Al-Bourini, E. S., Al Talahin, F. M., & Aranki, R. M. E. (2017). The impact of school bullying on students’ academic achievement from teachers’ point of view. International Education Studies, 10(6), 44.
Pacer’s National Bullying and Prevention Center (2019). Bullying statistics.
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 (2016). Preventing bullying through science, policy, and practice. National Academies Press.
Smith, P. K. (2016). Bullying: Definition, types, causes, consequences, and intervention. Social and Personality Psychology Compass, 10(9), 519–532.