Bullying in Early Education - Research Paper Example

ANNOTATED BIBLIOGRAPHY Bullying in Early Education Andreou, Eleni & Bonoti, Fontini. “Children’s Bullying Experiences Expressed Through Drawings and Self Reports.” School Psychology International, 31(2), 164 -177. 2009. Print. Andreou & Bonoti (2010) used drawings and self-reports to solicit information about bullying. The authors’ study involved the participation of 448 boys and girls from grades 4 to 6 and the findings revealed that “boys outnumbered girls in both bullying behaviour and victimization. Regarding the employed forms of victimization, boys tended to depict themselves in more physical aggression scenes than girls, while girls tended to draw themselves in more verbal victimization scenes than boys” (Andreou & Bonoti, 164). The authors conducted the study in ten primary schools in Central Greece. The article is informative and updated and could therefore be useful to support or validate arguments to be used in the current study which aims to determine the effect of gender in which children deal with bullying. Carbone-Lopez, Kristine, Esbensen, Finn-Aage, & Brick, Bradley T. “Correlates and Consequences of Peer Victimization: Gender Differences in Direct and Indirect Forms of Bullying.” Youth Violence and Juvenile Justice, 8(4), 332 – 350. 2010. Print. The research conducted by the authors sought to determine “to what extent have the correlates and consequences of bullying victimization been misspecified due to an emphasis on direct forms of bullying, such as physical violence, which disproportionately affects boys” (Carbone, et.al, 332). The study was participated by 1,222 youths from 15 schools in the United States and the findings revealed significant similarities and differences in either direct or indirect bullying in terms of gender. Since the article focused on identifying perpetuators of bullying and the date by which is was published is recent, there are significant points that are useful for the current research. Gropper, N & Froschl, M. “The Role of Gender in Young Children’s Teasing and Bullying Behavior.” Equity and Excellence in Education, 33:1, 48 – 56. 2000. Print. Gropper & Froschl (2000) indicated in their findings that “boys initiated more than three times as many direct forms of teasing and bullying as girls… there was a comparable number of boy and girl recipients, regardless of whether the initiator was male or female” (55). Another interesting finding was that “both boys and girls were more physical than verbal in their initiation of the incidents, but a difference was observed in the responses of the recipients. Boys were more physical in responding to boys, while girls were more verbal in responding to boys” (Gropper & Froschl, 2000, 55). With the information provided, the article is deemed useful in the current study despite its date of publication which could be considered a little outdated. James Cook University (JCU). Reasons for Bullying Behavior. 2010. Web. 11 November 2010. The official website for James Cook University provided relevant information pertaining to reasons for the bullying behavior. Findings from the research and surveys indicated that bullying could be due to any or a combination of the following reasons: desire for power, lack of skills to communicate, scapegoating, a desire for self-aggrandizement, attempts to increase perceptions of self worth, vindictiveness, distrust of others and overvaluing of control, compliance and hierarchy (JCU, 2010, par. 1). The study indicated that “people who have been identified as bullies believe that their bullying behaviour causes them to be perceived as admirable” (JCU, 2010, par. 4). As the site provided relevant data on the rationale behind the bullying behavior and it published very recently, this information could be used in the current research. Lee, Eunju. “The relationship of aggression and bullying to social preference: Differences in gender and types of aggression.” International Journal of Business Development, 33(4), 323 – 330. 2009. Print. The author focused on determining the relationship of bullying and aggression specifically to validate the contention that “aggressive boys were likely to be rejected by peers, whereas aggressive girls were both rejected and accepted by peers. Children nominated physically aggressive boys and relationally and verbally aggressive girls as bullies” (Lee, 323). The study sought the participation of 338 grade 5 students from South Korea. The findings indicated that “aggression in general was more strongly connected to peer rejection for boys than for girls” (Lee, 328). The article is recent and gave new information regarding gender perspectives in bullying. Through information provided by the study, an analysis could be interpreted as suggestive of means to address bullying in schools, using gender as a means to deal with the issues. Marees, Nandoli Von & Peterman, Franz. “Bullying in German Primary Schools: Gender Differences, Age Trends and Influence of Parents’ Migration and Educational Background.” School Psychology International, 31(2), 178 – 198. 2010. Print. Bullying has been described by Marees & Petermann (2010) as “a specific for or aggressive behavior, namely the systematic humiliation, harassment and/or torment of certain children by their peers: (178). In addition, the authors averred that “boys used direct form of bullying more than girls… (and) boys reported being directly victimized significantly more often than girls” (2010, 187). Bullies were found to be children who lack social competence, affective empathy and rate aggressive behavior positively (Marees & Peterman, 2010, 180).\ As the information of gender in bullying is comprehensive and updated through the presentation of facts by the authors, the article is deemed useful and significant for the current research. Parentline Plus. Girls and Bullying: The Experiences of Parents. 1- 16. 2006. Print. The profile of bullies were presented in the article and it was revealed that the characteristics that make victims prone to bullying is by simply being different, being new to a school, having disabilities, children with family problems and those of ethic origins (Parentline, 2006, 7). The study published by Parentline revealed that there were three (3) distinct courses of action taken by the schools when bullying has been reported: (1) the problems is acknowledged and active partnership with the parents are undertaken to solve the problem; (2) the problem is acknowledged but the solution is left solely on the discretion of the parents; and (3) the problem is totally refused as nonexistent, not officially reported, or totally negligible (Parentline, 2006, 10). The article reveals information on bullying through the persepective of parents and although it is fairly recent, there are significant points that can be cited in the current research. Reader’s Digest. ABC’s of the Human Mind. Reader’s Digest Association, Inc. Pleasantville, New York. 1990. Print. According to ABC’s of the Human Mind, “psychologists have found that bullies are often raised by parents who do not teach them how to negotiate or share” (Reader’s Digest, 288). These parents typically resort to harsh and arbitrary physical punishment that reflects their own moods more than anything else. After many early lessons in erratic parental attacks, a bully misreads the actions of others. Because of bully has never learned the value of sharing or cooperation, getting along with others is not a priority. The information showed that children who are fragile or appear unusual in any way are the ones most likely to be picked on by a bully (Reader’s Digest, 288). This source is already outdated being published tens years ago. The information provided could be sourced from more recent and contemporary studies that validate the contentions, such as the point highlighted by Parentline on just being different increases the tendencies of being victims of bullies. Taylor, Helen. “Primary School Bullying and the Issue of Gender Differences.” Education, 3 – 13, 31:3, 11 – 14. 2003. Print. The author indicated that aim of the study being “anti bullying strategies need to be more focused on girls experiences of bullying. Within the study, the teachers identification of boys bullying appeared to be in line with both well-documented gender differences and those reported by the pupils in the study. However, the teachers appear to be less able to identify girls involvement in bullying” (Taylor, 11). The findings suggest future research in terms of teachers’ vigilance in identifying subtle forms of bullying applied in girls’ experiences. The article provides interesting insights on gender in bullying which could be cited in the study being made. Wong, D.S.W., Lok, D.P.P., Lo, T.W., & Ma, S.K. “School Bullying Among Hong Kong Chinese Primary School Children.” Youth & Society, 40(1), 35 – 54. 2008. Print. Wong, et.al. identified the effects of bullying to be such destructive and bears repercussions in the long term that they need to be immediately addressed. The consequences include difficulties in sleeping, playing truant, reduced abilities in problem solving, among others. Children who were found to be repeatedly bullied manifest the following problems: anxiety, depression, low self-esteem, and high incidents of academic failure (Wong, et.al, 2008, 37). The research conducted by the authors revealed that majority of the children who were victims of bullying dealt with the situation by either reporting the incident to others (teachers, parents, schoolmates, friend, police or social workers) or take the matter by themselves (Wong, et.al., 2010, 43). The article is very informative and useful in the current research as it identified consequences of bullying and the ways by which children deal with the situation depending on gender. Works Cited Andreou, Eleni & Bonoti, Fontini. “Children’s Bullying Experiences Expressed Through Drawings and Self Reports.” School Psychology International, 31(2), 164 -177. 2009. Print. Carbone-Lopez, Kristine., Esbensen, Finn-Aage, & Brick, Bradley T. “Correlates and Consequences of Peer Victimization: Gender Differences in Direct and Indirect Forms of Bullying.” Youth Violence and Juvenile Justice, 8(4), 332 – 350. 2010. Print. Gropper, N & Froschl, M. “The Role of Gender in Young Children’s Teasing and Bullying Behavior.” Equity and Excellence in Education, 33:1, 48 – 56. 2000. Print. James Cook University (JCU). Reasons for Bullying Behavior. 2010. Web. 11 November 2010. < http://www.jcu.edu.au/eo/bullying/JCUDEV_010054.html> Lee, Eunju. “The relationship of aggression and bullying to social preference: Differences in gender and types of aggression.” International Journal of Business Development, 33(4), 323 – 330. 2009. Print. Marees, Nandoli Von & Peterman, Franz. “Bullying in German Primary Schools: Gender Differences, Age Trends and Influence of Parents’ Migration and Educational Background.” School Psychology International, 31(2), 178 – 198. 2010. Print. Parentline Plus. Girls and Bullying: The Experiences of Parents. 1- 16. 2006. Print. Reader’s Digest. ABC’s of the Human Mind. Reader’s Digest Association, Inc. Pleasantville, New York. 1990. Print. Taylor, Helen. “Primary School Bullying and the Issue of Gender Differences.” Education, 3 – 13, 31:3, 11 – 14. 2003. Print. Wong, D.S.W., Lok, D.P.P., Lo, T.W., & Ma, S.K. “School Bullying Among Hong Kong Chinese Primary School Children.” Youth & Society, 40(1), 35 – 54. 2008. Print Read More