Bullying in Early Childhood - Research Paper Example

Bullying in Early Education I. Introduction Bullying is a controversial issue pervading schools the world over. With drastic consequences manifested by victims of bullying and the psychological repercussions to bullies themselves render the issue a continuing dilemma. The rationale for genuine interest on the subject focuses on the response of young children on this aggressive behavior. Bullies are perennial sources of threat for schoolchildren from diverse walks of life. 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). Parents of bullies were observed to resort to unjustifiable physical punishment instigated by mood swings and flares. Due to the fact that bullies have never learned the value of sharing or cooperation, getting along with others is not an ultimate priority. In this regard, the objective of the research is to determine if gender affects the way children respond to bullying in terms of the response or action taken against bullying and how young children, in general, deal with it. II. Differences in Definition of Bullying 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). Taylor (2003), on the other hand, who studied primary school bullying and the issue of gender differences, defined bullying as “a subcategory of aggressive behavior; but a particularly vicious kind of aggressive behavior since it is directed, often repeatedly, towards a particular victim who is unable to defend himself or herself effectively” (11; Smith, et.al.,1). The definition of bullying was more famously adapted by more researchers and quoted from the work of Olweus (1993) wherein the following criteria were clearly enumerated: “(a) physically harming a person (e.g. hitting, kicking, and pushing) or indirect forms of victimization including making fun of, excluding, and/or spreading rumors about a person; (b) victimization that occurs repeatedly over time; and (c) victims who do not have equal strength or power to the bully” (Berthold & Hoover, 2000; Olweus, 1996; Solberg, Olweus & Enderson, 2007; Sourander, Holstela, Helenius & Piha, 2000). Aggression was clearly defined in Lee’s research on the relationship of aggression and bullying to social preference as a “behavior that is intended to harm someone either physically or psychologically (Berkowitz, 1993), manifests itself in a wide variety of acts” (Lee, 2009, 323). Despite differences in definitions, bullying still manifests an aggressively vicious behavior expressed either indirectly or directly by a repeated tormenting towards a victim with obviously less strength and power to defend oneself from his aggressor aimed to harm him or her physically or psychologically. III. The role of gender in bullying Diverse research literatures examined the role of gender in increased susceptibility in bullying. There are actually two sides to be examined: (1) does gender play a significant part in assuming the role of the aggressor? In this issue, one would like to assess and evaluate if indeed boys are the instigator of bullying. If so, what forms of bullying do they usually perform? On the other hand, does it necessarily follow that girls are always the victims of bullying? What other perspectives in bullying give credence to gender differences as relevant correlates of bullying? The study conducted by Carbone-Lopez, et.al. (2010) reveal that gender differences have significant impact on bullying and victimization. However, it was necessary to qualify the direct form of bullying versus the indirect form. The direct form involves behavior that aims to physically harm the victim through any of the following means: hitting, kicking, pushing (Carbone-Lopez, et.al, 2010, 333) and fighting, flicking, throwing, shoving, hair pulling (Parentline, 2006, 4). The indirect form of bullying is manifested as: making fun of, exclusion, spreading rumors (Carbone-Lopez, et.al, 2010, 333) and taunting, blanking, alienation (Parentline, 2006, 4). According to Marees and Petermann, “boys used direct form of bullying more than girls… (and) boys reported being directly victimized significantly more often than girls” (2010, 187). This finding was corroborated by Andeou & Bonoti (2010) when they indicated that ‘boys outnumbered girls in both bullying behavior 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” (164). IV. Profile of bullies and victims There are predominant characteristics that make victims prone to bullying, such as: “individuals with existing behavioral or self-esteem issues” (Carbone-Lopez, et.al, 2010, 335), simply being different, being new to a school, having disabilities, children with family problems, and those of ethnic origins (Parentline, 2006, 7). Girls, on the other hand, were found to be more prone to bullying and other forms of gendered violence specifically sexual harassment (Carbone - Lopez, et.al, 2010, 334). Bullies, on the contrary, were found to be children who lack social competence, affective empathy and rate aggressive behavior positively (Marees & Peterman, 2010, 180). Particularly, Rodkin & Berger (2008) identified the behavioral profile of boys who bullies girls as “unpopular, aggressive, low in academic competence and prosocial behavior” (482). The profiles of bullies and victims need to be further evaluated and analyzed in terms of identifying the reasons for bullying. James Cook University (JCU) published findings from research and surveys indicating 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). Due to the disillusioned perception of being admired by others, bullies continue to torment others, especially children of the same gender to elicit expected response and gain bogus popularity. Lee (2009) validated this finding from her research when she indicated that “when boys do utilize relational aggression, it might even contribute to acceptance among peers” (325). V. Consequences of bullying The research conducted by Wong, et.al. identified the effects of bullying to be so much 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). There had been reported incidents of suicide due to bullying (James, 2009; High, 2010). Likewise, in a research conducted by Gropper & Froschl, they averred that “bullying can create a climate of fear that negatively affects teachers’ ability to teach and children’s ability to learn” (Gropper & Froschl, 2000, 48). VI. Recommendations With all the negative effects and consequences of bullying regardless of gender and reasons for the aggression, researchers have identified diverse actions taken by school administrators and teachers to address the dilemma. 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). In Wong, et.al.’s study, it is alarming that the findings reveal that “although some victims… sought the help from their teachers and parents, most of them said that they would handle the bully-victim problems by themselves” (Wong, et.al, 2010, 48). It only shows that children, especially boys could be hesitant to report the incidents due to fear of being taunted or labeled as weak. In fact, Andreou & Bonoti (2010) used drawings and self-reports to solicit information about bullying. However, regardless of the respondents’ apprehension to report bullying, school administrators have prepared strategies to prevent bullying through social skills training, school-based violence prevention programs, creation of positive psychosocial school environment conducive to enhancing positive self-images and perceptions, assigning harmony ambassadors, and seeking active participation from community members and local agencies, among others (Wong, et.al. 2010, 50 – 51). Conclusion The child’s manner of development is the integration of all the dimensions of his or her personality – the physical, mental, social, emotional, and moral dimensions. The effect of bullying, if in its direct form, affects the physical dimension of the child. More importantly, if the form of bullying instigated is of the indirect form, the mental and emotional dimensions are affected. Without explicitly seeing, the moral dimension could likewise be affected by bullying in terms of impinging the child’s wholesome values and attitudes. It includes the child’s ability to make choices in accordance with wholesome values and attitudes; the index of one’s moral being (Ramirez, et.al, 2008, 181). However, from among the researches and studies reviewed, there was no indication as to the kind of response to deal with bullying according to gender. There could be some critical information that could be solicited to establish whether gender affects the kind of response in dealing with bullying. Would boys generally take bullying matters by themselves, regardless of the form of bullying? Would girls naturally report the incident to others? What factors could influence this kind of reaction and dealing with bullying? The impact of gender on the response of children to bullying can still be further investigated to ensure that possible findings would shed light on the diversity of gender and the way they perceive bullying as either a threat to be directly addressed or ignored. There could be other reactions or responses that were not evidently investigated, or reported especially for the age group targeted for the project. Works Cited Andreou, E. & Bonoti, F. “Children’s Bullying Experiences Expressed Through Drawings and Self Reports.” School Psychology International, 31(2), 164 -177. 2010. Print. Berthold, K.A., & Hoover, J.H. “Correlates of bullying and victimization among intermediate students in Midwestern USA.” School Psychology International, 21, 65 – 78. 2000. Print. Carbone-Lopez, K., Esbensen, F.A., & Brick, B.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. 27 November 2010. < http://www.jcu.edu.au/eo/bullying/JCUDEV_010054.html Lee, E. “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, N.V. & Peterman, F. “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. Olweus, D. Bullying at school: what we know and what we can do. Oxford, UK: Basil Blackwell. 1993. Print. Olweus, D. “Bully/victim problems in school.” Prospects, 26, 331 – 359. 1996. Print. Parentline Plus. Girls and Bullying: The Experiences of Parents. 1- 16. 2006. Print. Ramirez, R.A., Manaloi, C.Z., Lucas, M.R.D., Soriano, E.T., & Cruz, B.L. Empowering the Self. Centro Escolar University, Manila. 2008. Print. Reader’s Digest. ABC’s of the Human Mind. Reader’s Digest Association, Inc. Pleasantville, New York. 1990. Print. Rodkin, P.C. & Berger, C. “Who bullies whom? Social status asymmetries by victim gender.” International Journal of Behavioral Development, 32(6), 473-485. 2008. Print. Smith, P.K., et.al, The Nature of School Bullying: a cross-national perspective. Routledge, London.1999. Print. Solberg, M.E., Olweus, D., & Endresen, I.M. “Bullies and victims at school: Are they the same pupils.” British Journal of Educational Psychology, 77, 441 – 464. 2007. Print. Sourander, A., Helstela, L., Helenius, H., & Piha, J. “Persistence of bullying from childhood to adolescence – A longitudinal 8 – year follow up study.” Child Abuse & Neglect, 24, 873 – 881. 2000. Print. Taylor, H. “Primary School Bullying and the Issue of Gender Differences.” Education, 3 – 13, 31:3, 11 – 14. 2003. Print. Read More