Outgrowths of Teasing and Intimidate in Mid Youth - Research Paper Example

Consequences of Teasing and Bullying in Middle Childhood Introduction The evidence base demonstrating a link between the experience of teasing and bullying as a child with mental health problems in adult life is growing although bullying and victimization occur during early childhood; various longitudinal studies indicate that its effects can be long lasting. Longitudinal studies also indicate that the tendency to bully at school significantly predicts subsequent antisocial and violent behavior late in life. (Bond 2001) The perpetrator of teasing and bullying generally share many characters such as aggression, hot temperament; home background with less affection, more violence and low parental monitoring and a view of relationships that positively values aggression and bullying as a means of achieving power and influence in a tough peer group environment. (Olweus 1999) this paper aims to investigate the effects of teasing and bullying, lack of love, living in a violent home and support from parents and teachers in the case of bullies and victims. From the previous studies, there is no enough evidence that clearly indicates the consequences of teasing and bullying to the mental states of middle childhood, this study will investigate and find out whether there are psychological consequences associated with teasing and bullying on both perpetrators and victims. (O’Moore 2000) This study will address some of these differing views which may have arisen because differing samples and different methodologies; also, bullies may score average on self-esteem tests but actually have a defensive egotism thinking highly of themselves but very sensitive to any criticism. (Salmivalli et al 1999) In the other hand there is both a greater volume of work on victim psychological status and arguably greater consensus Hawker and Boulton, meta-analysis established depression, anxiety and low self-esteem as consistent correlates of victim experience. (Hawker and Boulton 2000) Through Kessler’s study on mental disorders the highest burden of disease in the middle childhood; with almost a quarter of the overall burden resulting from mental disorders such as depression, anxiety, attention deficit and hyperactivity this paper aims to analyze the available evidence that associate teasing and bullying among middle childhood to mental health. (Kessler 2005) Psychological consequences of teasing and bullying Children who either perpetrate or fall victim experiences varies kinds of mental health problems such as depression which can lead to other serious physical and psychological problems that may include substance abuse, social withdrawal, a breakdown in family and personal relationships, poor academic performance, eating disorders and suicide. (Rao et al 2000) The victims of bullying suffer significant psychological distress that usually leads to depression and anxiety. (Arsenean 2006) Children with serious psychosocial problems such as teasing and bullying at school may experience problems such as, attention, behavior, and emotional regulation, which interfere with their ability to learn. (Nishina 2005) Based on epidemiological data, the most common psychological disorders experienced by children and adolescents are: anxiety disorders; generalized anxiety disorder and social anxiety disorder, with girls tending to have more of all subtypes of anxiety disorders. Behavior disorders; attention deficit and hyperactivity disorder, conduct disorders and oppositional defiant disorder, with prevalence higher in boys than girls for all types except oppositional defiant disorder, mood disorders, depressive disorder and bipolar disorders. (Graetz et al 2010) Nansel and group found out that children and adolescents who have experienced teasing and bullying in one way or another have both physical health problems and have difficulties in relating with others in life (Nansel et al 2004) and experience mental health problems, such as stress, depression and anxiety. (Carlyle and Steinman 2007) anxiety and suicide (Kim et al 2005) Research shows that in an average year 12 classroom at least one young person will have attempted suicide. (Sawyer et al 2000) In 2007, 281 young people aged 15-24 took their own lives; 220 young men and 63 young women. Suicide is the leading cause of death for young people while self-harm is the leading cause of co-morbidity especially for young women. It is believed that for every suicide, there are between 10-20 attempted suicides. It is important to note however than self-harming behavior is not always indicative of suicidal ideation. (AIHW 2007) The effects of bullying on emotional wellbeing may persist into adulthood. For example, children who experience constant bullied offer a given period especially through middle adolescence indicated to have lower self-esteem and more depressive symptoms that persist into their adulthood. In some cases, teased and bullied girls experienced eating disorders. Additionally the victims manifest various social difficulties such as high levels of social anxiety, avoidance, loneliness of social situations and social skills deficits. (Storch 2004) both chronic adversities and failure to receive support from their parents, teachers and peers may increase the risk of depression. The “learned helplessness” theory explains why some victimized children experience internalizing symptomology. (Swearer et al 2004) On the other hand, internalized behavior resulting form teasing and bullying contributed to an increase of teasing and bullying incidences. Although Lopez found out that low self-esteem is not associated with victimization when the effects of anxiety and depression have been controlled for the results of most of studies generally indicate that low self-esteem or low global self-worth is associated with repeated victimizations. Low self-esteem has also been found to mediate the linkages of victimization with emotional problems for girls (Lopez 2005) eating disorder was the major concern for girls who experienced teasing and bullying at school, this disorder may lead to obesity, which in turn may cause other related health problems such as diabetes, hypertension and heart failure. (Kaltiala-Heiono et al 2000) Seals and Young suggest that children who habitually tease and bully others are likely to experience high levels of depression and anxiety. (Seals and young 2003) The victims of teasing and bullying do exhibiting internalizing behaviors Weist and company indicates that children with disorders such as depression, anxiety or suicide exhibiting internalizing behaviors while those with externalizing behavior experience social anxiety disorder, whose onset peaks in adolescence, which associated with significant impairment, few friends, loneliness, depressed mood, disturbances in school performance and difficulty with interpersonal relationships. (Weist et al 2007) Another study showed that the association between teasing, bullying and suicidal ideation exist in boys. The relatively high level of suicidal ideation of male bullies correlates to high levels of aggression. This explanation may be based on psychological effects of having engaged repeatedly in unjustifiable acts of aggressiveness against less powerful individuals. (Rigby 1999) Conclusion The finding of this paper suggests that there is a direct correlation between teasing, bullying and mental disorders experienced by middle childhood. Therefore, it is important to try and prevent bullying at home or school the victims as well as the perpetrators need either professional help or support to cope with stress and aggression respectively. Teasing and bullying are the major causes of psychological distress among school going children it causes stress, depression, anxiety, fear and social withdrawal on the victims. Therefore, the psychological problems of children should come first both at home and school parents have to make sure that there is enough peace at home be there for their children and giving them enough support to cope with stress. At school peer support is important in helping those children who are experiencing psychological problems to cope and recover fast, though more studies should be conducted to establish how effective this pear support is and to what extent it does help the victims. (Cowie et al 2002) The school administrations should provide counseling services to the victimized children to prevent them from developing serious clinical psychological problem put in place mechanism of minimizing teasing and bullying, provide support and information as to what they should do or who to report to when teased or bullied. Reference list Arseneault L, Trzesniewski K, Walsh E, Caspi A, Newcombe R, Moffitt TE. (2006) Bullying victimization contributes to adjustment problems in young children: Pediatrics 118, 130–138. Australian Institute of Health and Welfare (AIHW) 2007, Young Australians health and wellbeing, Canberra, Cat. no. PHE 87 Bond L, Carlin JB, Thomas L, Rubin K, Patton G. 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Sourander A, Jensen P, Rönning J A (2007 outcome of bullying in childhood? The Finnish Pediatrics. 120, 397-404. Storch EA, Masia-Warner CL (2004) peer victimization to social anxiety and loneliness in adolescent females. Journal Adolescent 27, 351-362. Swearer SM, Grills AE, Haye KM, Cary PT 92004) Internalizing problems in students involved in bullying and victimization NJ: Lawrence Erlbaum Associates, 63-83. Weist M D, Moore E, Rubin M, Adelsheim S and Wrobel G (2007) Mental health screening, School Health Journal, 77(2), 53-58. Read More