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Bullying in Schools - Coursework Example

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Bullying in schools is often the beginning of bullying in the future adult social life, and once it begins, the bully and victim, both are never the same. The consequences of bullying have been well documented in the research, and these findings suggest that bullying as an event has concrete psychosocial parameters…
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Bullying in Schools Coursework
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Download file to see previous pages Teachers and the mental health professionals hold important positions in implementation and strategizing such an intervention, and one such project has been presented here that can be implemented.
Most likely bullying is inbred in schools for perhaps as long as schools have existed. Recently, systematic investigation has confirmed to be a pervasive phenomenon. However, in her discussion, Arehart-Treichel (2004) comments that parents and teachers have become more determined to have actions taken to stop severe bullying. Clearly, bullying can blight the life of many pupils experiencing it, while those "who get away with bullying others" are learning values at odds without improper preparation for citizenship (Ross, 2002, 105-135). Looking back, educators have seriously tried to eradicate bullying in schools, but one will have to confess that there had only been really minimal success if any. There have only been about a dozen carefully conducted interventional studies done, and they claim a meager 15% reduction in the incidence of bullying in a school (Arehart-Treichel, 2004, 44). Pujazon-Zazik (2008) studies and comments that bullying is an undesirable form of behavior, which is widely prevalent in our schools, and it can be greatly reduced, if not possibly entirely eliminated, principally by actions taken by schools and also, to a lesser degree, by active involvement of parents (Pujazon-Zazik, 2008). To be able to do this, it is important to achieve an understanding of the phenomenon of school bullying and to suggest how it can be encountered effectively. From experience, many teachers and parents of the present age desperately desire to know what the way forward is and how a social change of this magnitude can be accomplished (Salmon et al., 2000, 563-569). Although it is better said than done, to accomplish this apparently impossible task, there must be some understanding of what bullying is, and why some children bully others (Nishina, 2003, 427)., and why some children are bullied, before one can decide on a course of action. The matter of hope is that schools have become increasingly aware that bullying is an important problem to be addressed in public, and doing so openly will be greeted with grateful recognition from parents and pupils, who are victims (Pujazon-Zazik, 2008, 46-67).
Greif, Furlong, and Morrison (2003) define bullying as the systematic abuse of power. Greif and coworkers deals with the topic by operationally defining bullying, and according to them, there will always be power relationships in social groups, by virtue of strength or size or ability, force of personality, and/or by sheer numbers or recognised hierarchy (Greif, Furlong, and Morrison, 2003). Power can be abused; the exact definition of what constitutes abuse will depend on the social and cultural context, but if the abuse is systematic-repeated and deliberate-bullying seems a good name to describe it. There have been many definitions in the literature (Bauer et al, 2007, 266-274); however, one that is most persuasive is that by Farrington (1993), an English criminologist. He defined it as: 'Repeated oppression, psychological or physical, of a less powerful person by a more powerful ...Download file to see next pagesRead More
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