It is widely acknowledged by students, parents and educators that bullying in schools is a primary concern since it can undermine the academic climate (Whitted and Dupper 2005, p. 167). A nationwide survey conducted in the US indicates that at least 29.9% of US students in grades 6-10 are involved in some degree of bullying …
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It is widely acknowledged by students, parents and educators that bullying in schools is a primary concern since it can undermine the academic climate (Whitted and Dupper 2005, p. 167). A nationwide survey conducted in the US indicates that at least 29.9% of US students in grades 6-10 are involved in some degree of bullying School intervention systems typically involve heightening the awareness of teachers, parents and children, publishing anti-bullying policies and ensuring that bully is presented as a serious matter and as such incorporated into the school’s curriculum (Woods and Wolke 2003, p. 382). All indications are therefore that bullying in schools is a serious issue and the professional counselor has a role to play in responding to the issue of bullying. The professional counselor’s role is best suited to addressing the underlying causes of bullying. Smith and Schneider (2004) present a useful profile of both victims and aggressors involved in bullying. These profiles are useful guidance for the professional counselor in addressing the underlying factors that contribute to bullying. According to Smith and Schneider (2004) the aggressor is typically involved in substance abuse, has a poor academic performance, has a need to be dominant and is not empathetic to victims. Bullying can also be a means of achieving or elevating the aggressor’s “social status and access to valued resources” (Smith and Schneider 2004, p. 547). ...
op an understanding of themselves, the rights and needs of others” and how to deal with conflicts (Standards for School Counseling Programs in Virginia Public Schools, n.d.). The Standards for Personal/Social Development counseling are set out to prevent bulling and other forms of anti-social behavior. These standards call for a proactive and preventative approach to counseling that are by design intended to address the underlying issues and are consistent with the profiles designed by Smith and Schneider (2004). For instance the Standards for Personal/Social Development counseling provide a step by step approach which leads the counselor through the child’s social development beginning with K-3 and ending with Grades 9-12. At the K-3 level, the counselor should ensure that the student develops respect for himself and others and gains an understanding of unity and community with fellow students. The emphasis is on cooperation and empathy (Standards for School Counseling Programs in Virginia Public Schools, n.d.). These standards are obviously designed to address the underlying issues that contribute to the aggressor’s behavior. EP7 if the K-3 Counseling Standards for Personal/Social development targets the victim by guiding counselors to help the student learn to identify and seek resources in the school and the wider community (Standards for School Counseling Programs in Virginia Public Schools, n.d.). As the student moves up in school the counseling program standards for Personal/Social development require a proactive and preventative approach relative to peer influences and continued emphasis on self-respect and respect for others. The students are also counseled on the dangers of substance abuse. Both aggressors and victims should be counseled on making
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“School Bullying Essay Example | Topics and Well Written Essays - 1250 Words”, n.d. https://studentshare.org/education/1412279-school-bullying.
It meant that one out of three students in the 5 United States have experienced some sort of bullying. Bullying is defined as “a form of 6 aggression in which one or more students physically and/or psychologically (and more 7 recently, sexually) harass another student repeatedly over a period of time. Typically, the 8 action is unprovoked and the bully is perceived as stronger than the victim” (Batsche and 9 Knoff).
Moreover, several teachers have mentioned the behaviors are “repeated” , that some children tend to have a proclivity for this type of bullying behavior, while occasionally it seems more accidnetal/unthinking and will stop when addressed.. When asking “what obstacle you have encountered when dealing with bullying?
children in grades 6 through 10 can be identified as bullies. This study found that 10.6% of students reported bullying others "sometimes" (moderate bullying) and 8.8% admitted to bullying others "once a week" or more (frequent bullying). Bullying occurs most frequently from 6th to 8th grade, with little variation seen between urban, suburban, and rural areas (Safe Schools Project) (See appendix for more details) “Bullying can be defined as the use of one's strength or status to intimidate, injure, or humiliate another person of lesser strength or status” (Safe Schools Project).
In most cases, these aggressive and coercive behaviors, referred to as bullying, are quite habitual and are a result of power imbalances between a bully and the bullied. There are several forms of bullying that may be observed at school including physical, verbal, and psychological assault or harassments.
The advent of internet led to social networking which has rapidly grown in the recent past. Many social networking sites such as Facebook, MySpace, twitter, Fraudster provide an interface, which links people from various parts of the world (Kalpidou, Costin & Morris, 2008).
Essentially, bullying is an aggressive behavior that arises out of power imbalance with the perpetrator often intending to cause harm to their victims repeatedly (Srivastava, Gamble, & Boey, 2013). While it is true that bullying happens in most aspects of life ranging from the workplace, prisons, and even homes, perhaps it is important to note that it is also a serious concern in schools (Twemlow and Sacco, 2013).
When a child forces another to do his or her bidding, we call it extortion; when an adult does the same thing to a child, it is called correction. When a student hits another student it is assault; when a teacher hits a student it is for the child's 'own good'.
First two paragraphs changed and elaborated more with a source attributed to them. The conclusion also changed with more action incentives by the ordinary people and specific actions that the organizations could undertake.
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