CHAPTER 1

Introduction

Bullying behavior is a serious problem among school-age children

and adolescents; it has short- and long-term effects on the individual who

is bullied, the individual who bullies, the individual who is bullied and

bullies others, and the bystander present during the bullying event.

Schools are responsible for children’s wellbeing and, when this does not

occur, children are deeply affected. As early as the first years of life and

through play, children socialize, learn standards and develop an idea of

limits. They learn by doing and feel continuous satisfaction in the search

for new experiences, in which it is the school’s function to provide a space

for wellbeing. In addition to personal satisfaction, this concept of “welfare”

also covers effort, commitment and learning. Some children experience

times of difficulty relating with their peers and are victims of bullying.

Children identify recess as a very valuable space which they love, but also

as the sphere in school where bullying occurs frequently. The school is

highly meaningful for children as a means of socialization and learning. It

is through education that children have access to new, socially produced

and systemized knowledge. School is also a privileged space for the

promotion of quality of life in a broader focus, from the perspective of

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building citizenship and developing the different actors this universe

comprises.

THE RESEARCH

Bullying among Children

Bullying is a very old phenomenon; European researchers have

studied its effects for decades (Olweus 1991). Until recently, however, the

issue was received less attention from researchers in the United States,

perhaps because of the prevailing belief that bullying among children is

inevitable.

Considering that bullying often is a sign that aggressive or violent

behavior is present elsewhere in children’s lives-young children may be

acting out at school what they have observed and learned in the home-

and the fact that bullying among primary school- age children is now

recognized as an antecedent to progressively more violent behavior in

later grades (Saufler & Gagne, 2000), it behooves teachers to take notice.

Unfortunately, teachers have differing attitudes toward children who

bully. Most teachers are aware that bullying begins early, yet many appear

to believe the myth that children “Picking on” or teasing one another is a

normal art of childhood. They also may believe that these conflicts are

best resolved by the children themselves. Consequently, some teachers

do not intervene.

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School Bullying

School bullying is a type of bullying that occurs in any educational

setting.

For an act to be considered bullying, it must meet certain criteria.

This includes hostile intent, imbalance of power reception, distress, and

provocation. Bullying can have a wide spectrum of effects on a student,

including anger, depression, stress and suicide. Additionally, the bully can

develop higher social disorders, or have a higher chance of engaging in

criminal activity.

If there is suspicion that a child is being bullied or is a bully, there

are warning signs in their behavior. There are many programs and

organizations worldwide.

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Cyberbullying or Cyberharassment

Cyberbullying or cyberharassment is a form of bullying or

harassment using electronic means. Cyberbullying and cyberharassment

are also known as online bullying. It has become increasingly common,

among teenagers, as the digital sphere has expanded and technology has

advanced. Cyberbullying is when someone, typically a teenager, bullies or

harasses others on the internet and in other digital spaces, like in social

media sites. Harmful bullying behavior can include posting rumors,

threats, sexual remarks, a victim’s personal information, or pejorative

labels (i.e. hate speech). Bullying or harassment can be identified by

repeated behavior and an intent to provoke arguments. Bullying at home

can make you feel very alone and frightened. You may want to talk to

someone who won’t judge you or tell you what to do, but who will listen to

your thoughts, fears and feelings. Befriending centers can help. You don’t

have to tell them who you are, and everything you say will be treated in

complete confidence. President Benigno Aquino III has signed

Republic Act 10627, or the Anti-Bullying Act of 2013, which requires all

elementary and secondary schools to adopt policies that will prevent and

address bullying in the classroom. Anti – bullying legislation enacted to

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help reduce and eliminate bullying. This legislation may be national or

sub-national and is commonly aimed at ending bullying in schools or

workplaces.

CONCLUSION

Bullying is a serious problem that can dramatically affect the ability

of students to progress academically and socially. A comprehensive

intervention plan that involves all students, parents, and school staff is

required to ensure that all students can learn in a safe and fear-free

environment.

Bullying topic is very complicated to solve. It must be treated with a

firm and pedagogical discipline, with some rules that everybody must

follow. If these rules aren’t followed, the bully will be penalized. It is

necessary for the bully, because he must understand that violence isn’t a

solution, the objective is that he is sorry for his actions and doesn't have it

happen/ do it again.

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 RECOMMENDATION

Let’s recognize bullying as a complex and abusive behavior with

potentially serious social and mental health consequences for children and

adolescents.

We must advocate for federal support of research to develop and

test programs to prevent or reduce bullying. We can urge physicians to be

vigilant for signs and symptoms of bullying and screen for psychiatric co

morbidities in at-risk patients. We must advocate for federal, state, and

local resources to increase the capacity of schools to provide safe and

effective educational programs by which students can learn to reduce and

prevent violence.

We must advocate for expanded funding for programs for

assessment, consultation, and intervention services for bullies and their

victims. We should urge parents and other caretakers of children and

adolescents to be actively involved in their child’s school and community

activities and teach children how to interact socially, resolve conflicts, deal

with frustration, and cope with anger and stress.

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 REFERENCES

http://hcaresearch.blogspot.com/2010/11/chapter-5-summary-

conclusion.htmlhttps://www.ncbi.nlm.nih.gov/books/NBK390414/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3881143/

https://sites.google.com/a/nccsk12.org/bullying/conclusion

https://preventverbalbullying.weebly.com/conclusion.html

http://www.education-world.com/a_issues/issues103.shtml