NCJ Number
193164
Date Published
April 1997
Length
2 pages
Annotation
This article examines the problem of bullying in schools, specifically the characteristics of bullies, consequences, perceptions, and intervention and prevention programs.
Abstract
Bullying in schools is perceived as a problem that occurs in the social environment as a whole. Bullying consists of direct behaviors, such as teasing, taunting, threatening, hitting, and stealing. Indirect attacks of bullying cause a student to become socially isolated. Direct bullying has increased through elementary school, peaked in middle and junior high school years, and showed a decline in high school years. Those students who engage in bullying tend to need to feel powerful and in control. They tend to come from homes where physical punishment is used, where they are taught to strike back physically, and where there is a lack of parental involvement and nurturing. Victims of bullying seem to be anxious, insecure, cautious, and have low self-esteem. They lack social skills and friends, are often socially isolated, and tend to be physically weaker than their peers. The consequences of bullying show a strong correlation between bullying others in school and having legal or criminal troubles as adults. On the other hand, victims would fear school and consider it an unsafe and unhappy place. Perceptions of bullying reveal that parents are usually unaware and only a small number of students feel that adults will help. Effective interventions must involve the entire school community not focusing only on the bullies and victims. Recommendations were presented in developing whole-school bullying polices, implementing curricular measures, and empowering students through conflict resolution, peer counseling, and assertiveness training. Bullying can impede a student’s ability to succeed academically and socially. A comprehensive intervention plan should include students, parents, and school staff.