NCJ Number
194429
Journal
Journal of Emotional Abuse Volume: 2 Issue: 2/3 Dated: 2001 Pages: 7-23
Date Published
2001
Length
17 pages
Annotation
This article examines the problems of bullying and gives suggestions for intervention.
Abstract
Research has found a significant association between bullying and more serious forms of school violence. The authors present six facts abut bullying which should be accounted for in any anti-bullying interventions. First, bullying must be examined as a group of behavioral interactions. Second, internalizing disorders which contribute to bullying and victimization must be investigated. Third, families must join in partnerships with schools to address bullying. Fourth, effective anti-bullying strategies must target peer support for bullying and disrupt such support. Fifth, anti-bullying strategies must promote efficient responses from teachers and other supervising adults. Sixth, top level school administrators must play a role in effective anti-bullying interventions. An ecological perspective of bullying examines both the personal characteristics of the bully and the environmental context in which bullying occurs. The ecological perspective proposes that certain individuals are biologically predisposed to bullying; however, environmental factors such as peer response to bullying reinforce and encourage the behavior. The authors found that the same people who were bullies in one situation were victims in another. Therefore, person-centered approaches to bullying are erroneous. Research has shown that bullies tend to more depressed than controls and victims are generally more anxious than bullies and controls. Depression and anxiety should be addressed in any anti-bullying intervention. Furthermore, research has shown that group interventions for bullying are ineffective and may enhance peer support for bullying. The authors present an empirically tested bullying prevention program that has reduced bullying by 50 percent when properly applied. Key components of the program include fostering a warm, caring environment at school, placing firm limits on unacceptable behavior, consistent application of non-physical and non-hostile punishments for rule violations, adequate adult monitoring and supervision of students on school grounds and at home, and a partnership of authority between parents and teachers. References