Essay Sample on Insight of Bullying

Bullying can be defined as the use of threats or force to intimidate or to abuse and even to aggressively dominate others (Smith et al. 2002; Polanin 2012). Bullying is a behavior which is often habitual, and in most cases, it is a repeated behavior which some people are fond of it. Bullying and harassment are common behaviors among students in schools as stated by Rose (2002). Other countries like the UK do not have a distinct definition of bullying, but other countries like the USA have laws which work against bullying. As a result, harassment is divided into four types namely; physical, verbal emotional and cyberbullying (Hinduja and Patchin, 2010). There are a lot of articles which have been done about bullying which has both weaknesses and strengths in the manner in which they handle bullying.

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This section starts by looking at the various types of bullying seen in different institutions. Physical harassment is a type of bullying which hurt someone's body and goes ahead to damage their properties. Secondly, there is verbal bullying which is bullying that is happening through speaking negatively or calling names with the aim of defaming a person or spreading rumors as well as making fun of others against their will (Kowalski and Limber, 2017). There is also relational bullying which is done purposely to ruin the reputation and social standard of a person. This type of bullying is related to verbal and physical bullying. There is Cyber Bullying which is the use of technology to embarrass, threaten, target another person and even harass an individual. There is collective bullying which are tactics which are employed by many people or a group of individuals against a single person or many people at a particular time. Mobbing is bullying of an individual by a group of people in any context such as peer group, neighborhood, family community and many more (Kowalski and Limber, 2017).

The first resolution is recognizing and responding. This can be done through educating students, staff members and even parents about bullying and asking them to take it seriously and learn various ways of recognizing it. That parents and everyone should develop an action plan with the purpose of addressing bullying incidences daily in different areas (Nansel et al. 2012). On this case, it is essential to identify areas where bullying takes place to monitor the occurrence of such incidences.

It is also necessary to discuss bullying among the youths and ensure there is a peer to peer action to mitigate the incidences of bullying. In this situation, students in most cases should have the opportunities to share their idea and feelings as well as their problems at the same time with their colleagues (Slonje and Smith, 2012). After students have expressed their feelings towards bullying it is wise to have them involved in organizing anti-bullying forums where they can be able to resolve their problems efficiently without involving teachers thereby making them independent of teachers when handling bullying.

Encouraging bystanders to become up-standers thereby enabling people who cannot defend themselves be able to stand for themselves as well as a stand for others at the same time. The best way to do this is by modeling various ways through which young people can intervene when bullying is taking place and speaking up. People can come up with a phrase which is effective I rejecting bullying in online platforms and various social media platforms.

Fostering safety and inclusion can also be used to address the problem of bullying. It embraces environment which promotes acceptance and inclusion of people from diverse backgrounds. The situation created should be a place where everyone feels respected, and their presence and identity gives value at the same time. This means that there should be a connection which is created with young people resulting into trust whose purpose is to make sure that they come forward and report any instance of bullying when they are subjected to it (Agatston et al. 2017).

References

Agatston, P. W., Kowalski, R., & Limber, S. (2017). Students' perspectives on cyberbullying. Journal of Adolescent Health, 41(6), S59-S60.

Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of death research, 14(3), 206-221.

Kowalski, R. M., & Limber, S. P. (2017). Electronic bullying among middle school students. Journal of adolescent health, 41(6), S22-S30.

Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2011).

Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Jama, 285(16), 2094-2100.

Polanin, Joshua R., Dorothy L. Espelage, and Therese D. Pigott. "A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior." School Psychology Review 41(1):47-65.

Ross, D. (2002). Bullying. In J. Sandoval (Ed.), Handbook of crisis counseling, intervention, and prevention in the schools (electronic version) 2nd ed. (pp. 105-135): Mahwah, NJ: L. Erlbaum Associates.

Slonje, R., & Smith, P. K. (2012). Cyberbullying: Another primary type of bullying? Scandinavian journal of psychology, 49(2), 147-154.

Smith, J. D., B. H. Schneider, P.K. Smith & K. Ananiadou. 2004. "The Effectiveness of Whole-School Antibullying Programs: a Synthesis of Evaluation Research." School Psychology Review 33: 547- 60.