Kingdom of Saudi Arabia

King Saud Bin Abdul-Aziz University for Health Sciences

College of Nursing

Bullying

Submitted to

Dr. Amal Khalil

Submitted by

Name ID
lama Abdulaziz Alshehri 391220621
Jawaher Ahmed Balobaid 391220529
Fotoon Eid Alsolami 391220611
Amal Asiri 371220528
Ghaidaa Bamalem 391220602

Fall 2020
 Table of contents

Content Page
Objectives 2
Introduction 3
Bullying Definition 5
Types of bullying 6
Narcissistic Bully 6
Physical bullying 6
Tangible/material bullying 7
verbal bullying 7
Passive-aggressive or covert bullying 7
Secondary Bully 8
Types of Bullying Behaviors 9
Bullying Causes 9
Characteristics of Bullying 11
Individuals who get bullied 11
Bully warning signs 11
Effects of bullying 12
Consequences of Bullying 14
Common Reactions 16
Barriers to Reporting 16
Strategies and Interventions 17
Conclusion 21
References 22

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 Bullying
Objectives

At the end of this presentation each individual will be able to

 Define bullying
 Explain the causes of bullying
 List bullying types
 Recognize the effects related to bullying
 Explain the Strategies and Interventions of bullying

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Introduction

Bullying has become one most essential and effective types of violence

that threatens individual's wellbeing both at many levels such as in schools

and in the neighborhoods. Bullying cause effects that are felt and

experienced by on individual level, families level, schools level, and the

society as whole and may additionally cause in the individuals' feeling of

being powerless, being intimidated and being humiliated by the aggressive

deeds of fellow mates. This vice may take place in many settings; for

example it may take place in school setting, after-school programs, or in a

youth's neighborhood.

Bullying among youth is progressively being recognized as a

noticeably huge problem affecting well-being and social functioning. At the

same time that a certain amount of conflict and harassment may be a natural

thing among youth peer relations, bullying presents a potentially more

severe threat to healthy youth development.

Bullying is anonymous meaning that it takes place occurs at any time in

any place either in school or outside, it involves millions of individuals

without regard to geographical barriers. Moreover, Bullying takes a variety

of forms involving physical and cyber forms of bullying. Furthermore, the

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use of technology as a means of communication has led to an expansion in

cyber bullying which involves using of social networking sites to harass

other individuals. It is done by either posting negative massage or pictures

against the other individual or party, this phenomenon has been accelerated

by the use of Facebook, twitter or YouTube, and cell-phones have also been

used in a lot of instances.

Bullying process consists of three involved parts that are represented in

the bully, the bully-victim and the bystanders. Health consequences of are

very serve. It may leave a negative impact on the health and academic

performance of teenagers involved regardless of their level of participation.

Bully victims have documented somatic symptoms such as sleep problems,

bed-wetting, headaches, stomach aches, fatigue, and school related

problems. They may in addition to the previously mentioned problems

experience low self-esteem, anxiety, depression, and suicidal ideation, and

may feel socially rejected or isolated.

Furthermore, this doesn’t mean that bullies face no problems at all.

Bullies are more likely to be involved in a lot of self-destructive or antisocial

behaviors such as fighting, vandalism, carrying weapons, stealing, and

getting in many problems with the law.

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 In more recent times, correlations have been found between offenders

of school shootings and their reports of being bullied, persecuted, threatened,

or injured prior to the violent attack. Victims of bullying tend to experience

the feeling that they are not socially acceptable. This, by its turn, weakens

their ability to stand for themselves and even fight for certain positions.

Definition

Tonja et al (2008) defined bullying as being a specific type of

aggression that involves, firstly, the behavior intended to harm or disturb,

secondly, the behavior takes place repeatedly over time, and , thirdly, there

is an imbalance of power, with a more powerful person or group attacking a

less powerful one. This asymmetry of power may be physical or

psychological, and the aggressive behavior directed to the bullied individual

may be verbal, physical, or psychological.

American Psychological Association defined Bullying as being a

pattern of aggressive behavior that involves someone intentionally and

repeatedly causes another person injury or discomfort.

The world health organization (WHO), on the other side, described

bullying as a multifaceted pattern of mistreatment, by most can be seen in

schools and the workplace. Bullying, moreover, is characterized by the

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repeated exposure of one individual to physical and/or emotional aggression

that may involves teasing, name calling, mockery, threats, harassment,

taunting, hazing, social exclusion or rumors.

Types of bullying

1. Narcissistic Bully

Narcissistic bullying is commonly directed from a self-centered person who

need for power and control and does not share empathy with others. The

majority of us must have experienced insensitive speakers who dominate

conversations with excessive chatter and poor listening. However, in case of

any individual is treated to regular aggressive ear-bending disguised as

"conversation," he or she may be dealing with the soul-crushing verbal

bullying of narcissistic monologuing.

2. Physical bullying

The term Physical bullying refers to the use of physical intimidation,

threat, harassment and/or harm. Examples of physical bullying involve

physical attack, simulated violence such as the case when raising a fist as if

to strike, or throwing objects near an individual, extortion, date rape, marital

rape, domestic violence. In addition to the previous mentioned examples, it

also involve sexual harassment at work, personal space violation, physical

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space entrapment, physical size domination, and numerical domination

which means ganging up on a victim.

3. Tangible/material bullying

Tangible or material bullying represented in using one’s formal power

such as title or position or material leverage such as financial, informational,

or legal as forms of intimidation, threat, harassment, and/or harm. In these

scenarios, the bully makes use of his or her advantage in stature and/or

resources to dominate and control the other side which is the victim.

4. Verbal bullying

Verbal bullying is the term used to refer to the bulling represented in

threats; shaming; hostile teasing; insults; constant negative judgment and

criticism; or racistment.

5. Passive-aggressive or covert bullying

Passive aggressive or covert bullying is a less frequently common

pattern of bullying, but in some ways it is the snakiest. With the majority of

bullies, an individual may see them coming because they are quick to make

their intimidating presence known. However, a passive aggressive or in

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other term covert bully appears the opposite of what is at stake, behaves

appropriately on the surface, and yet takes you down with subtlety.

Instances of passive-aggressive and covert bullying involve negative

gossip, negative joking at an individual's expense, sarcasm, condescending

eye contact, facial expression or gestures. In addition to the previously

mentioned examples passive-aggressive and covert bullying may also

include mimicking to ridicule, deliberately causing embarrassment and

insecurity, the invisible treatment, social exclusion, professional isolation,

and deliberately sabotaging an individual's well-being, happiness, and

success.

6. Secondary Bully

Secondary Bully is a term that refers to the action of bullies who does

not initiate the bullying, but joins in so that they do not become a target

down the road. This kind of bullies may feel bad about what they are doing,

but are more concerned about protecting themselves. In other words we may

call secondary bully as a strategy of self-preservation or survival of the

fittest.

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Types of Bullying Behaviors

 Verbal bullying which involves name calling, teasing, insults, taunts,

threats, sarcasm, and pointed jokes directed to specific persons.

 Physical bullying which involves pushing, pinching, biting, punching,

hitting, hair pulling, destroying property, and stealing directed to

specific persons.

 Anti-social bullying which involves shunning, excluding, gossiping,

mimicking, spreading rumors, using offensive gestures and negative

nonverbal body language directed to specific persons.

 Relationship-centered bullying which involves ostracizing during

meal times, activities or forming social cliques directed to specific

persons.

Causes of bullying

Bullies at most times described as identically being aggressive and

impulsive, confident, tough, and having a low tolerance for frustration

coupled with an inclination of using violence more than other individuals.

Furthermore, there is no single cause of bullying. Most bullying behavior

improves in response to multiple groups of factors in a person's

environment. These factors may involve:

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 Factors related to family dynamics factors
 Factors related to peer group
 Factors related to School culture factor
 Factors related to Media
 Technology
 Factors related to some individuals who were bullies when they were
younger as they often continue to bully throughout their golden years.
 Factors related to some individuals who do not adjust well to the
aging process as they take out their frustration on others.
 Factors related to some people who experience emotional problems.
 Factors related to some people have an underlying need for power and
control.
 Factors related to some people who feel the need to assert their will to
intimidate, embarrass or humiliate others.
 Factors related to some people have a difficult time transitioning into
senior living communities due to loss of independence, relationships,
income, valued roles, and social support networks.
 Factors related to some people who have difficulty tolerating
individual differences as they lack empathy, and have few positive
social relationships.
 Factors related to some people have insecurities about themselves and
enjoy making others feel bad to raise their own self-esteem/worth.
 Factors related to some people with dementia as they might
misunderstand things as threatening and react with more primitive
responses.

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Characteristics of Bullying

Among the most distinguishing characteristics of Bullying are the

Repetitive negative behaviors directed to other individuals. Another

characteristic is that it takes place over a period of time. A third

characteristic is that the Behavior is unsolicited by the target. A fourth

characteristic is that Effects resulted from Bullying are lasting. A Fifth

characteristic is that it ranges from verbal intimidation to physical violence.

A sixth characteristic is that the Behavior of bullying violates the standards

of appropriate normal conduct.

Individuals who get bullied

Commonly, Individuals who get bullied are those ones who have

difficulty in defending themselves such as the case with vulnerable,

disabled, and disenfranchised persons. Generally Two types of people often

targeted with bullying:

 Passive targets

 Provocative targets

Bully warning signs

 Intimidates staff and others

 Tells others what to do using a bossy style/tone

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  Criticizes others

 Lacks empathy

 Makes repeated complaints about others.

 Be aware that individuals who complain ina powerful, outraged style

about others’ picking on them are often bullies themselves.

Effects of bullying

 Experiencing or feeling Withdrawing from the socially

 Experiencing or feeling rejected

 Experiencing or feeling of being anxious, depressed and suicidal

 Experiencing or feeling of being insecurity

 Experiencing or feeling of being with increased physical complaints

or symptoms.

 Experiencing or speaks about moving out or requesting transfer.

 Creating an imagined environment of fear and disrespect.

The negative effects that bullying left on the individuals are numerous

and varied. Consequences of bullying may involve poor academic

performance, school dropout, physical violence, and even may reaches

suicide. Bullying is linked to serious critical effects such as low self-esteem,

family problems, academic problems, school violence, and delinquent

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behavior. However, the worst consequences of bullying represented in

suicide and violence.

previous research has indicated that involvement in bullying and poor

physical and mental health are related, though in different ways according to

the different groups of students may include bullies, victims or bully-

victims. A meta-analysis of studies that investigated the relation between

victimization and psychosocial maladjustment found a stronger association

with measures of depression, anxiety, unhappiness, loneliness or self-

esteem. Generally, victims reported elevated levels of psychological distress

when compared with students who were neither bullies nor bullying victims.

Moreover, both middle and high school bully-victims were more than three

times as likely to report seriously considering suicide.

It is essential to note that socio-economic factors that may be

represented in unemployment and poverty, childhood experiences of abuse,

and experiences of domestic violence are all associated with a wide range

and variety of mental disorders, as well as self-harm.

Trying to understand self-esteem factor as another health and well-

being psychological indicator, numerous studies have demonstrated that

bullies, victims, and students who are not involved in bullying behaviors

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differ in their levels of self-esteem. Great similarity has been observed in the

results obtained from a wide range of studies, in a lot of countries. In

general, victims exhibit statistically lower levels of self-esteem than the

remaining students. These feelings are additionally echoed by Undheim and

Sund to the extent that both bullied adolescents and adolescents who were

aggressive toward others showed less global self-worth, and higher levels of

depressive symptoms, and more broad-spectrum psychological disorders

than noninvolved counterparts. Depression is a known mental disorder and

affects more than 350 million people of all ages all over the world.

Consequences of Bullying

In spite of that it is widely understood that involvement in bullying

resulted in problems for victims, children and youth. Moreover, those who

are considered to be bully are also at risk for a lot of the same consequences.

The majority of research addressing topics of causality has indicated that

bullying perpetration at most times leads to anxiety and depression, social

withdrawal and delinquent behavior, poor academic achievement, and adult

diagnosis of antisocial personality disorder. Hence, bully perpetrators

experience also adverse psychosocial problems, a result that does not show

much empathy, given the public's advocacy for procrastination, expulsion,

and incarceration for aggressive behaviorf.

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 The stressful events in our lives play a basic role in the development of

depression, anxiety, and posttraumatic stress disorder. For instance, major

negative life events that may be represented in parental loss or divorce, peer

problems are related to the onset and maintenance of depressive symptoms

that, in cyclical fashion, lead to additional negative life events and later to

depressive symptoms.

Negative life events are also related to the onset and maintenance of

anxiety disorders, with anxious individuals seeing the world as being a

threatening place to live in, and interpreting events through a lens of worry

and fear. Persons' feelings of anxiety toward social situations, at the time

these persons paired with behavioral inhibition, may serve as a cognitive

diathesis, with peer victimization that functioning as an added stressor. The

experience of stressful life events, such as the case in peer rejection, by

individuals with a genetic diathesis can lead to different physiological

reactions that may be represented in changes in heart rate, cortisol,

electroencephalogram [EEG] activity, which, in turn are too uncomfortable

for the anyperson to maintain engagement in the social situation. Negative

peer experiences, in turn, confirm that the world is a threatening place to live

in, leading to more worry about peer interactions, which, in turn, are linked

to internalizing and externalizing difficulties.

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Common Reactions

 Stress, anxiety, tension and worry

 Retaliation followed by shame

 Increased isolation

 May escalate to physical violence

 Migraines, GI tract/stomach problems, HBP, panic attacks, anxiety,

depression, etc.

 Worsening of mental health disorders

 Anger

 Frustration

 Fear

 Physical injury

Barriers to Reporting

 Victims are at most of times too ashamed and fear retaliation.

 Staff members who lack of training may also be unsure of the correct

protocol or would prefer the situation to resolve itself.

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Strategies and Interventions

Strategies and Interventions for Target

1. Let your emotions settle first before you approach so you can speak

with a clear head.

2. If your emotions are really high, walk away and regain your

composure.

3. Approach the conversation firmly and confidently.

4. Maintain eye contact

5. Call the bully by name.

6. Remember it’s not your fault, it’s the bully that has the issue.

7. Do not make any aggressive motions or innuendos.

8. Have a fact-based conversation about what you observe or is being

reported and give the bully a chance to respond to their behavior.

9. Don’t attack the individual that never works.

10.Address the specific behavior you want them to change.

11.Do not provoke or antagonize

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Strategies and Interventions for Staff Members

1- Prevent bullying by educating people on the ways it occurs and

encourage onlookers to intervene.

2- Create, implement, and disseminate zero tolerance policies and

procedures on bullying, including channels for reporting incidents and

resolving them.

3- Confront bully and inform them that their behavior may result in an

eviction.

4- Intervene: If you see something say something and do something.

5- Support the target.

6- Encourage staff members and residents to report bullying behaviors.

Three-Tiered Intervention Model (Organizational -Bully - Target)

Preventing and minimizing bullying behavior requires intervention at

multiple levels:

1) Organization

2) Bully

3) Target

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Organizational Level Interventions

 Create caring communities for all residents and staff members.

 Prohibit the use of obscene language, name calling, gossiping, etc.

 Use empathy as an antidote to bullying.

 Creating environments that promotes empathy requires that:

 All members are treated with consideration, respect and

recognition of each individual’s dignity. (Tenets of equality and
respect)
 Everyone is held accountable and responsible for their behaviors.

 Everyone is encouraged to stand up for what is right.

 Facilitate on-going conversations about bullying with residents.

 Provide on-going trainings opportunities for staff members.

 Implement and enforce Zero-Tolerance AntiBullying Policies &

Procedures

 Transparent process for responding to reports (Grievance procedure)

 Anti-bullying pledge

 Publicly acknowledge members of your community that go out of

their way to make others welcome. (Ambassador/Ombudsman)

 Pre move-in or new resident orientation which includes information

on living peaceably together

 Provide support or self-help groups for targets in your community.

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  Form or encourage resident advocacy networks to bring issues to

housing management (RAC)

 Seek legal consult, have legal services send target a letter

 If all else fails, issue lease violation notices

 Proceed with eviction process when you have collected evidence and

supportive documentation

Interventions for the Target

 Focus on skills development to them avoid being targeted.

 Encourage and support them to stand up for their rights.

 Foster their self-worth and dignity and bolster self-esteem. (past

successes)

 Refer them to mediation training

 Refer them to de-escalation or other direct communications skills

training.

 Refer them to self-help group or 12 step program

 Encourage them to continue to report

 Encourage them to call 9-1-1

 If appropriate to do so, refer them to obtain a restraining order against

the bully.

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Interventions for the Bully

 Do not avoid or ignore the behaviors

 If you see something, say something and do something.

 Consistently set limits with them.

 Refer them to mental health provider.

 Assist them to expand their social support networks.

 Assist them in identifying appropriate outlets and alternative methods

to manage anger, frustrations, etc. (refer to anger management classes)

Conclusion

Bullying is a multifaceted pattern of mistreatment that by most can be seen

in schools and the workplace. Bullying is a behavior that is characterized by

the repeated exposure of one person to physical and/or emotional aggression

Bullying is a major public health problem that demands the concerted and

coordinated time and attention of all health-care providers and all policy-

makers and families . Evolving awareness about the morbidity and mortality

associated with bullying has helped a lot in giving this psychosocial hazard a

modest level of worldwide public health attention. However, it may be

accounted as being not enough.

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References

WHO (2015) Prevention of bullying-related morbidity and mortality: a call

for public health policies. Bulletin of the World Health Organization.

Vol.88, 403-403. http://www.who.int/bulletin/volumes/88/6/10-

077123/en/

Undheim, A. & Sund, A. 2013. Prevalence of bullying and aggressive

behaviour and their relationship to mental health problems, Norwegian

adolescents. European Guideline& Adolescent Psychiatry. 19 (11) :81-

92.

Seixas,R.; Coelho, J. & Gustave, N. (2017) Bullies, victims and bully-

victims impact on health profile. Educação, Sociedade & Culturas, 12

(38) 53-75.

Bowllan, N. (2014) Implementation and Evaluation of a Comprehensive,

School-wide Bullying Prevention Program in an Urban/Suburban high

School. Journal of School Health, 81 (4), 167-173.

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Grennan, S. & Woodhams, J. (2012). The impact of bullying and coping

strategies on the psychological distress of young offenders. Psychology,

Crime & Law, 13 (8), 487-504.

Turkmen D. N. Dokgoz, H. (2013) Bullying among High School Students,

Journal of Clinical Medicine, 8 (2) :143-152

Sourander A, Klomek AB, Niemelä S, Haavisto A, Gyllenberg D, Helenius

H, et al., (2010) Childhood predictors of completed and severe suicide

attempts, Arch Gen Psychiatry 21 (66): 398-406

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