❝Bullying is repeated verbal, physical, social or psychological aggressive behavior by a person or group directed towards a less powerful person or group that is intended to cause harm, distress or fear (State Government of Victoria, 2017)❞.
❝Bullying is a behavioral problem which affects the lives of thousands of school children and their families. The humiliation, fear, frustration and social isolation and loss of self esteem which children experience when bullied results in absenteeism from school, poor or deteriorating schoolwork, personality change, illness, depression and unfortunately sometimes suicide. Bullying knows no boundaries of age, sex or socio-economic background. It can take many forms, it can be short term or continue over long periods, even years (Dublin, 2001; Barnardos, 2002)❞.
❝Bullying can cause physical, mental, psychological, emotional and mental harm to a person or group. It is premeditated, pervasive, persistent, and cruel treatment which is meant to hurt or harm, and is enjoyed by the bullying perpetrator (Fitzgerald, 1999; Barnardos, 2002)❞.
WHAT ARE THE DIFFERENT TYPES OF BULLYING BEHAVIOR?
VERBAL BULLYING
Verbal bullying can leave children feeling angry, frightened and powerless. If children are unable to share their feelings with someone else, verbal bullying can leave them emotionally bruised and physically exhausted. Their powers of concentration can suffer, adversely affecting their capacity for learning. Verbal attacks can be of highly personal and sexual nature. They can be directed at the child’s family, culture, race or religion. Malicious rumor are particularly insidious forms of verbal bullying (Dublin, 2001; Barnardos, 2002). Moreover, verbal bullying also includes name-calling, insults, teasing, put-downs, and gossip (Portland State University).
PHYSICAL BULLYING
Physical bullying often written off as ‘horseplay,’ ‘pretend’ or ‘just a game’ when challenged. While children can and do play roughly, in the case of bullying be aware that these ‘games’ can be a precursor to vicious physical assaults. Both boys and girls indulge in physical bullying, boys perhaps more so as they have a greater tendency towards physical aggression (Dublin, 2001; Barnardos, 2002). According to Portland State University, physical bullying includes punching, poking, strangling, hair pulling, hitting, biting, and stealing.
GESTURE BULLYING
Gesture bullying consists of many forms of non-verbal aggressive and threatening gestures, which can convey very intimidating and frightening messages. Various methods include the ‘dirty/evil look’, the cold stare, the ‘throat slitting’ gesture, and ‘pulling the trigger’. Furthermore, where there is a physical or intellectual imbalance a gesture intending to humiliate (e.g. indicating the person is a ‘cripple’ or ‘retarded’) can be applied (Sonet Bull Platform).
EXCLUSION BULLYING
Exclusion bullying is particularly hurtful because it isolates the child from his/her peer group and is very hard for the child to combat as it directly attacks their self confidence and self image (Dublin, 2001; Barnardos, 2002), making them feel as if they are not worth knowing (Sonet Bull Platform).
EXTORTION BULLYING
Younger children are particularly vulnerable to extortion bullying. Demands for money, possessions or equipment, lunch vouchers or food may be made, often accompanied by threats. Children may also be dared or forced to steal from the school leaving them at the mercy of the bully and open to further intimidation (Dublin, 2001; Barnardos, 2002). Moreover, exhorting bad behavior, which must be carried out in class also puts the victim at risk of punishment from the school as well as fear of reprisals if they confess the truth to their teachers (Sonet Bull Platform).
E-BULLYING OR CYBER BULLYING
Cyberbullying involves the use of electronic devices (Sonet Bull Platform). In an ever-more technologically advanced world, a new strain of bullying has emerged amongst children, which utilizes web pages, emails and text messaging to abuse, intimidate and attack others, either directly or indirectly (for example rumor mongering) (Dublin, 2001; Barnardos, 2002).
WHAT ARE THE EFFECTS OF BULLYING?
Bullying creates a culture of fear and has a negative impact on everyone involved. Being bullied can seriously affect a person’s physical, emotional, academic and social well-being. Many sufferers of bullying lack confidence, feel bad about themselves, have few friends and spend a lot of time alone (Bullies Out).
According to Boulton and Underwood (1992); Kibriya, Xu, and Zhang (2015), bullying can impact academic performance in various ways. Victims of bullying are more likely to report feeling unhappy and lonely at school, and having fewer good friends.
A victim of bullying is more likely to develop new psychosomatic and psychosocial problems compared with children who were not bullied (Kumpulainen et al., 2001; Fekkes et al., 2006; Kibriya, Xu, and Zhang, 2015), thereby an adverse effect on coping with loneliness, anxiety and depression in study and daily life.
Bullying is a very stressful ordeal, one that many people find it hard to speak about. Those being bullied continually ask why me? They may feel ashamed and embarrassed that they are not standing up to the bully and deal with what is happening to them (Bullies Out).
Bullying can have devastating effects on a person which can last into adulthood. At its worst, bullying has driven children and young people to self-harm and even suicide (Bullies Out).
WHAT PARENTS CAN DO?
Bullying can be likened to brain washing, where the victims may eventually feel as though they deserve to be bullied. Bullying can severely damage the self-esteem of a child. If your child is being bullied, it is important that you give them your sincere and unconditional support to build their self confidence (Barnardos, 2002).
WHAT TO SAY TO YOUR CHILD IF HE/SHE IS BEING BULLIED?
- Tell them to act as confident as possible around the bully - face the bully and tell them to stop, while trying to act calm as you move away (Barnardos, 2002).
- Remind your child that you love them and are 100% on their side (Barnardos, 2002). Tell them not to attempt to hit or kick the bully. Typically the bully is larger than the victim, and the victim could be seriously harmed by hitting out. Also, the bully could accuse the victim of causing trouble (Barnardos, 2002).
- Reassure them that the bullying is not their fault. The bully is the one with the problem, not the child (Barnardos, 2002).
- Encourage them to discuss how they feel (Barnardos, 2002).
- Practice a clever comeback to say to the bully. Many times this catches the bully off guard and he/she will stop temporarily (Barnardos, 2002).
- Encourage your child to do something they are particularly good at, thus building their self confidence (Barnardos, 2002).
- Praise the child for having the courage to disclose the problem (Barnardos, 2002).
- Most importantly, pursue a solution until it is achieved!
HOW TO PREVENT BULLYING?
- Intervene when children are young. Children who bully are not born bullies and children who are victimized are not born victims. But many young children engage in aggressive behaviors that may lead to bullying, while others react by submitting or fighting back. Adults can stop these patterns before they are established by encouraging cooperative behaviors such as sharing, helping, and problem solving, and by preventing aggressive responses such as hostility, hurting, and rejection (Kings Local Media).
- Teach bullying prevention strategies to all children. Don’t assume that only “challenging” children become bullies or that only “weak” children become victims. Most children are likely to be victimized by a bully at some point in their lives, and all children can benefit from learning to distinguish between acceptable and unacceptable behaviors; how to stand up for themselves, and others; and when to turn to an adult for help (Kings Local Media).
- Take bullying seriously. Pay careful attention to the warning signs and to children most at risk. Make sure children know that bullying will not be tolerated and that you will work with them to make bullying stop (Kings Local Media).
- Encourage empathy. Children who can empathize understand that bullying hurts. They are less likely to bully and more likely to help children who are bullied (Kings Local Media).
- Teach by example. Be an effective role model. Children learn how to behave by watching and emulating the adults in their lives. Consider how you solve problems, discipline, control your own anger and disappointment, and stand up for yourself and others without fighting. If children observe you acting aggressively, they are more likely to show aggression toward others (Kings Local Media).
- Help children critically evaluate media violence. Children may learn aggressive behaviors by watching television and movies that glorify violence and by playing violent video games that reward violent behavior. Help children understand that media portrayals of violence are unrealistic and inappropriate. Intervene when you see children imitating media violence in their play or in their social interactions (Kings Local Media).
- Provide opportunities for children to learn and practice the qualities and skills that can protect them from bullying. Children who are confident are less likely to tolerate bullying and more likely to have the courage and inner strength to respond effectively. Children who are assertive know how to react to a bully in effective, non aggressive ways, and they are less likely to be targeted by bullies in the first place. Children who know how to make and keep friends can rely on them for protection from bullying. Children who know how to solve problems constructively avoid responding aggressively to conflict (Kings Local Media).
- Encourage children to talk about and report bullying. When they do, listen carefully, and be patient: Talking about bullying can be difficult, and children may feel embarrassed or afraid to share their concerns (Kings Local Media).
- Develop strong connections with the children in your care. Children are less likely to bully if they know it will displease an adult whom they respect and trust. Similarly, children are more likely to confide in an adult with whom they have a caring and trusting relationship (Kings Local Media).
- Reexamine your own beliefs about bullying. Misconceptions may prevent you from “seeing” a potential bullying incident or intervening as quickly as you should (Kings Local Media).
WHAT ARE THE ANTI-BULLYING ACTS IN THE PHILIPPINES?
- REPUBLIC ACT 10627: THE ANTI-BULLYING ACT OF 2013. An act requiring all elementary and secondary schools to adopt policies to prevent and address the acts of bullying in their institutions (Official Gazette, 2013).
- Section 3. Adoption of Anti-Bullying Policies. – All elementary and secondary schools are hereby directed to adopt policies to address the existence of bullying in their respective institutions (Official Gazette, 2013).
- Section 4. Mechanisms to Address Bullying. – The school principal or any person who holds a comparable role shall be responsible for the implementation and oversight of policies intended to address bullying (Official Gazette, 2013).
- Section 6. Sanction for Noncompliance. – In the rules and regulations to be implemented pursuant to this Act, the Secretary of the DepED shall prescribe the appropriate administrative sanctions on school administrators who shall fail to comply with the requirements under this Act. In addition thereto, erring private schools shall likewise suffer the penalty of suspension of their permits to operate (Official Gazette, 2013).
- THE ANTI-CYBER BULLYING ACT OF 5718. An act of defining and penalizing the crime of cyber-bullying in an attempt to encourage people to become responsible netizens and make them accountable for their cyber actions (Andaya, 2016).
- Under House Bill 5718, or the proposed “Anti Cyber-Bullying Act of 2015,” cyber-bullies shall face a penalty of fines ranging from P50,000 to P100,000, or imprisonment between six months and six years, or both, at the discretion of the court (Yap, 2015).
SOME VIDEOS AND MOVIES ABOUT BULLYING AND HOW TO DEAL WITH BULLIES
REFERENCES
- Andaya, R. G., Jr. (2016). The Anti-Cyber Bullying Act of 5718. Retrieved from the website: http://www.congress.gov.ph/legisdocs/basic_17/HB00827.pdf
- Barnardos (2002). Bullying. Retrieved from the website: https://www.barnardos.ie/assets/files/information-pack/Bullying%20IP.pdf
- Bullies Out. The Effects of Bullying. Retrieved from the website: https://bulliesout.com/need-support/young-people/the-effects-of-bullying/
- Kings Local Media. Bullying/Cyber-bullying. From the website: http://www.kingslocal.net/media/resources/Bullying%20_%20cyberbullying%20doc.pdf
- Official Gazette (2013). Republic Act No. 10627. Retrieved from the website: http://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/
- Portland State University. Types of Bullying. From the website: https://www.pdx.edu/sites/www.pdx.edu.coun/files/media_assets/sca_point_min.pdf
- Sonet Bull Platform. Types of Bullying. From the website: http://www.sonetbull-platform.eu/types-of-bullying
- State Government of Victoria (2017). What is Bullying? Retrieved from the website: http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/what.aspx
- Yap, D. (2015). Cyber-bullying via social media seen as crime. Retrieved from the website: https://www.google.com.ph/amp/technology.inquirer.net/42356/cyber-bullying-via-social-media-seen-as-crime/amp
BULLYING RESEARCHES
- Benitez, J. L., and Justicia, F. (2006). Bullying: Description and Analysis of the Phenomenon. From the website: http://www.investigacion-psicopedagogica.org/revista/articulos/9/english/Art_9_114.pdf
- Kibriya, S., Xu, Z. P., and Zhang, Y. (2015). The impact of bullying on educational performance in Ghana: A Bias-reducing Matching Approach. From the website: http://ageconsearch.umn.edu/bitstream/205409/2/EER_draft%20aaea.pdf
- Seixas, S. R., Coelho, J. P., & Nicolas-Fischer, G. (2013). Bullies, Victims and Bully-Victims Impact on health profile. From the website: http://www.fpce.up.pt/ciie/sites/default/files/05.SoniaRaqueletal.pdf
