The Effects of Bullying In Relation to a Childs Performance both Academically and Socially - Coursework Example

This topic is chosen because it addressed a key dilemma facing our society and youth which needs to be addressed and resolved. I hope this paper would pave a way for policy makers to formulate their policies in light of the suggestions in this paper. Before I begin the review of literature on this subject, I believe we Definitions of school bullying include four basic elements. First, school bullying does not happen between peers who share an equal or similar degree of power, but always involves a more powerful perpetrator intimidating a weaker subject.

Bullying depends upon an imbalance of power, which can be created by any number of factors, including but not limited to physical size, age, popularity and psychological strength (Rigby, p583-590, 2003; Junoven, p36-40, 2005). Second, bullying is deliberate; a bully intends to cause harm or distress in his or her victim (Scarpaci, p170-174, 2006). Third, bullying can come in direct and indirect forms. Physical violence, such as shoving, poking, hitting, or tripping, is a form direct bullying.

So is verbal bullying, which includes name-calling, teasing, and derision. Indirect bullying is social in nature and involves the bully excluding his or her victim from a peer group. An example of this type of bullying is spreading malicious rumors (Scarpaci, p170-174, 2006; Reid, Monsen, & Rivers, p241-258, 2004). Fourth and finally, bullying is continual; it consists of an ongoing pattern of abuse (Whitted & Dupper, p167-175, 2005).School bullying is most prevalent among children between the ages of 9 and 15, who are in the stages of late childhood and early adolescence, and occurs, most often in primary and primary schools (Carney &.

This report stresses that psychologists, sociologists, and school administrators have all published a plethora of research about school bullying. This topic is chosen because it addressed a key dilemma facing our society and youth which needs to be addressed and resolved. This paper would pave a way for policy makers to formulate their policies in light of the suggestions in this paper. This paper makes a conclusion that school bullying does not happen between peers who share an equal or similar degree of power, but always involves a more powerful perpetrator intimidating a weaker subject.

Bullying depends upon an imbalance of power, which can be created by any number of factors, including but not limited to physical size, age, popularity and psychological strength. Physical violence, such as shoving, poking, hitting, or tripping, is a form direct bullying. So is verbal bullying, which includes name-calling, teasing, and derision. Indirect bullying is social in nature and involves the bully excluding his or her victim from a peer group. An example of this type of bullying is spreading malicious rumors.

School bullying is most prevalent among children between the ages of 9 and 15, who are in the stages of late childhood and early adolescence, and occurs, most often in primary and primary schools. As children mature, the types of bullying in which they engage tend to change.