What Extent Can Bullying be Reduced in Schools - Coursework Example

How and to what extent can bullying be reduced in schools? Introduction It is apparent that bullying is a widespread crisis in many schools across the globe. Bullying behavior involves physical aggression, teasing, harassment and threats (Pepler, Rigby & Smith, 2004). For whatever the reason, bullying is an unacceptable antisocial behavior and should be condemned with strongest words possible. Its consequences are detrimental including undermining the quality of education, physical and psychological harm to the victim. The social life of victims has been cited to be greatly affected especially in situations where the behavior goes unreported and they lack psychological support. Rationale for how and the extent to which bullying can be reduced Rivers et al. (2009) argued that it is indispensable that adults both at school environment and at home condemn bullying under any circumstances. In support of this argument, Dake (2003) noted that bullying is not a vice that is primarily learned in school, but rather, it is an inevitable part of growing up, which can be learned at home, from peers, through media and in school. In this regard, it is apparent that bullying can be unlearned and prevented only if some strategic measures are taken. Parents and teachers have to ensure children possess appropriate ways of treating others and consequences involved in engaging in bullying behavior. A study conducted by Rivers et al. (2009) indicates that bullying is a common form of violence in the society and ranges between 15% and 30 %. The biggest percentage of cases of bullying is attributable to psychological problems where the bully directs his psychological aggression to other people. The purpose of bullying has been attributed to the need of the bully to gain power and dominance or trying to avert their psychological problems to others. Psychological research indicates that bullying is more prevalent to boys than in girls. Nevertheless, in a different dimension, cases of bullying that mostly involve verbal threat other than physical violence is prevalence to girls. Pepler, Rigby & Smith (2004) pointed out that bullying is not as a causation of any single factor, but occurs as a result of multiple factors which revolve around a child’s environment. Family factors In most cases, children brought up in an inappropriate parenting style end up adapting bullying behavior right from their home. In situations where parents involve in domestic violence, children end up developing some anti social behaviors which are directed to other children in school or in the neighborhood. In addition, some children develop bullying behavior when they realise that their parents have minimal supervision of their behaviors. School factors When school administration ignores the issue of bullying, the bullies get encouraged to continue with their bullying behaviors. In a different dimension, children develop bullying behavior as a result of negative feedback they receive from their teachers (Pepler, Rigby & Smith, 2004). This escalates especially in situations where some students feel that their classmates receive more attention than they do from their teachers. Peer group pressure During interaction with their peers in school or neighborhood, peer group might advocate, support or to some extent promote bullying behavior. In fact, some bullies may engage in bullying behavior for a simple reason of wanting to fit in a group even when they feel that they are not comfortable with the behavior (Rivers et al., 2009). How and the extent to which bullying can be reduced Provision of early intervention Studies have documented that bullying can be reduced by a way of intervening as early as in elementary or middle school. During this age, social skills can be taught to children including counseling and systematic aggression interventions for those children identified to possess or exhibit bullying behavior. It is recommended that school psychologists should play a better part in executing these training (Rivers et al., 2009). Balancing discipline with behavior It is indispensable to establish consequences of bullying behaviors that are easily communicated and understandable by children. Issues revolving discipline should address the behavior and its cause and not diverted to other factors. In addition, psychological research indicates that positive behavioral interventions where privileges are discouraged work more effectively that positive behavioral intervention with privileges and approaches solely dependent of punishment (Pepler, Rigby & Smith, 2004). Support for parents’ positive parenting styles Parents are encouraged to reinforce positive behavior patterns to their children. This involves interpersonal interactions and other positive social behaviors. This can be done by involving school psychologists, social workers including counselors in helping parents understand the best way of teaching their children positive social behaviors. They also educate parents on the things to avoid that might make their children develop antisocial behaviors. Teachers and school staff intervention skills Since teachers and other school staff spend most of the time with children, it is indispensable for them to have tips on how they can respond to potentially damaging victimization. They should also be well trained on positive feedback approaches and different ways of fostering positive social interactions both between teachers and children and amongst children. School psychologists and other support personnel can train teachers and school staff on how they can achieve this objective (Rivers et al., 2009). Change of attitude towards bullying Most parents have in the past been cited to support or defend their children when cases of bullying behaviors are reported. This is dangerous in that children involved in such behaviors feel that they are supported by their parents. In some instances, when some parents are defending their bullying children, they are fond of using the phrase “kids will be kids”. This should be discouraged at all costs because it ends up ignoring the facts that can be used in helping bullying children. Empowering children to support each other Since most bullying behaviors happen amongst children, it is critical to educate them on the importance of avoiding bullying behaviors and the different ways through which they can avoid them. They should be educated that they should not support any form of bullying to their friends and classmates. Rivers et al. (2009) noted that children should be taught on the importance of working together as a group and stand up to a bully. They should also be taught on celebrating acts of kindness and condemning antisocial behaviors. Creation of positive school environment This involves creating a culture of following school rules and regulations that every child is expected to follow. This is argued to help reduce bullying behavior. Fair discipline practices have been cited to have lower cases of aggressive behavior reported. Adults should be vigilant in areas such as cafeterias, and play ground. In addition, children should have trust in adults in matters related to help in case they are bullied (Pepler, Rigby & Smith, 2004). A concise system for children to report bullying behaviors should be devised where immediate help can be assured. It would be indispensable that school psychologist meet the involved parties both the bully and victim in the presence of a teacher and their parents. In addition, classroom discussion about motivation and consequences of bullying should be encouraged. Children should be made part of the discussion and even asked to propose different ways they think can be used in reducing and preventing bullying (Pepler, Rigby & Smith, 2004). In fact, they can even be asked to propose the best punishment of children with bullying behaviors. Conclusion It is apparent that bullying is a worldwide problem that affects many schools going children. Its effects are detrimental and can end up affecting academic performance of both the bully and the victim. However, it is believed that bullying does not only come from school. In some situations, it is reported to emerge or develop from home where children are exposed to different kinds of issues that are believed to play a big part in facilitating bullying behavior. In addition, some children adapt bullying behavior from their peers both at school and from their neighborhood. Some students develop the behavior in school. Although there are different causes of bullying behaviors, studies have documented that psychological factors are highly likely to play a big part in influencing the behavior. In this regard, since bullying is a learned behavior, psychologists suggest that it can also be unlearned. In light of this, psychological behavior change support for can be argued to be the best form of approach that can be used to reduce bullying behavior among children. However, for this to be successful, children, parents, teachers and the society should be ready to condemn the behavior. School psychologist and counselors should help children, parents and teachers on different ways of preventing, reducing and stopping bullying behavior. Monitoring children’s behavior all the time is indispensable in that it would help in identifying funny behaviors that can lead to bullying behaviors. Positive psychological social behavior should be encouraged by all parties. Children should be educated on the effects of bullying behavior and different ways through which they can avoid them. In addition, parents and the society should be encouraged to change their attitude towards bullying behavior. Instead of defending their children reported to have bullying behaviors, parents should be in support of parents in the bid to stop bullying behavior of their parents. With these deliberations, bullying can be argued to be a prevent5able problem when all parties rise against it. Reference list: Pepler, D. J., Rigby, K., & Smith, P. K. (2004). Bullying in schools: How successful can interventions be?. Cambridge [u.a.: Cambridge Univ. Press. Rivers, I., et al. (2009). Observing Bullying at School: The Mental Health Implications of Witness Status. School Psychology Quarterly, 24 (4), 211–223. Dake, J. (2003). The nature and extent of bullying at school. Journal of school health, 73 (5), 173-180. Read More