Definition of Bullying
We can define bullying as an aggressive behavior that usually addresses so called the ‘victim’ who can not easily defend him or herself (Olweus,1999). The victim is who experiences verbal, behavioral, physical or relational attacks and also insecurity and also many kinds of psychological problems like depression and anxiety (for meta-analyses, see Card, 2003; Hawker & Boulton, 2003).
Studies has shown that if a child experiences the victim position for so long, the victims’ later life could be affected in the forms of low self-esteem, anxiety or even difficulty to trusting other people. (Isaacs, Hodges, & Salmivalli, 2008; Olweus, 1994). After children continuously started to attend preschool or school, they might show aggressive behaviors that targets other children in the classrooms and this can show stability over time. (e.g. Ladd & Burgess, 1999) Types Of Bullying When it comes to types of bullying, there are five main types of bullying such as verbal, emotional, physical, relational bullying and sexual harassment are taken into consideration. As the following explains, each of these is distinct, but all may be perpetuated by the same bully and aimed at the same target (Benbenishty & Astor, 2005). When we talk about verbal bullying, it is usually repeated name-calling or teasing which is more common than physical bullying. Verbal aggression directed at another child was recorded twice as often as physical aggression (Tapper & Boulton, 2005). Physical bullying shows itself as kicking,hitting,beating another. Emotional bullying shows itself as mostly excluding one from the group, treating or intimidation. Relational bullying (Crick & Grotpeter, 1995) which is more popular among girls ( Crick et al., 2006) and it is hurtful especially at puberty because until that time children are able to develop more complex cognitive abilities which that could be applied in social skills( Underwood, 2003; Xie, Swift, Cairns, & Cairns, 2002). Relational bullying could be seen as excluding one from games or continuously humiliating gossips around class and is also called as social bullying. According to studies, the widest form of bullying is the bad nicknaming. The most frequent forms are pushing, gossiping, threatening, exclusion or manipulation of friend relations. While girls use more indirect or relational methods, males use direct physical aggression. Prevalence of Bullying Researchers have made great improvements identifying and assessing bullying worldwide. It has proved that every child around the world has experience of bullying as bully, victim or observer (Benbenishty & Astor, 2005; Dake, Price, Telljohann, & Funk, 2004). However it is not always possible to find universal level of bullying since the education systems, policies and practices shows differences country by country. Teachers, adults and outsiders also report some data, but unfortunately they might miss some occasions because ‘the observer were not as unobtrusive as assumed’ (Pellegrini, 2001b, p. 139). We should also take age, gender, sex,ethnicity,and …show more content…
In some cultures the definition of bully is different, the meanings are different so we can easily say that there is a lack of common operational difference (Benbenishty & Astor, 2003, p. 319). In a research made by Olweus it was said that among primary school students around %12 were victims and %8 self-acknowledged bullies (Olweus, 1993). The number of research relating to a complex problem such as bullying. The first systematic studies in bullying in children started in Scandinavian countries in the seventy. In the end of eighty and in the beginning of nineties. It began to attract attention of media and researchers in Japan, England, Holland, Canada, the USA and Australia (Olweus, 1995). The basic difficulty of researches about the bullying is the description, measurement and even naming of this phenomena. A result of various results in this field that minimum 10% of students in various countries of the world have experienced bullying as the bully or the victim (Besag, 1995). Olweus ( 1995:15), found out that 15% of students were involved in bullying as (10% victim, 5% bully) and 5% of them were involved in bullying seriously for a few years. In the study conducted by White in Japan, it was revealed out that 40% of students …show more content…
2008; Mohr 2006; Schwartz et al. 1997). It was proven that having mostly negative relationship with siblings has an effect on performing the same aggressive behaviors at school (Berndt & Bulleit 1985), in the social context as well. And conversely, the positive reports from children with siblings revealed a connection with being in the victim position (Bowers et al.,
We can define bullying as an aggressive behavior that usually addresses so called the ‘victim’ who can not easily defend him or herself (Olweus,1999). The victim is who experiences verbal, behavioral, physical or relational attacks and also insecurity and also many kinds of psychological problems like depression and anxiety (for meta-analyses, see Card, 2003; Hawker & Boulton, 2003).
Studies has shown that if a child experiences the victim position for so long, the victims’ later life could be affected in the forms of low self-esteem, anxiety or even difficulty to trusting other people. (Isaacs, Hodges, & Salmivalli, 2008; Olweus, 1994). After children continuously started to attend preschool or school, they might show aggressive behaviors that targets other children in the classrooms and this can show stability over time. (e.g. Ladd & Burgess, 1999) Types Of Bullying When it comes to types of bullying, there are five main types of bullying such as verbal, emotional, physical, relational bullying and sexual harassment are taken into consideration. As the following explains, each of these is distinct, but all may be perpetuated by the same bully and aimed at the same target (Benbenishty & Astor, 2005). When we talk about verbal bullying, it is usually repeated name-calling or teasing which is more common than physical bullying. Verbal aggression directed at another child was recorded twice as often as physical aggression (Tapper & Boulton, 2005). Physical bullying shows itself as kicking,hitting,beating another. Emotional bullying shows itself as mostly excluding one from the group, treating or intimidation. Relational bullying (Crick & Grotpeter, 1995) which is more popular among girls ( Crick et al., 2006) and it is hurtful especially at puberty because until that time children are able to develop more complex cognitive abilities which that could be applied in social skills( Underwood, 2003; Xie, Swift, Cairns, & Cairns, 2002). Relational bullying could be seen as excluding one from games or continuously humiliating gossips around class and is also called as social bullying. According to studies, the widest form of bullying is the bad nicknaming. The most frequent forms are pushing, gossiping, threatening, exclusion or manipulation of friend relations. While girls use more indirect or relational methods, males use direct physical aggression. Prevalence of Bullying Researchers have made great improvements identifying and assessing bullying worldwide. It has proved that every child around the world has experience of bullying as bully, victim or observer (Benbenishty & Astor, 2005; Dake, Price, Telljohann, & Funk, 2004). However it is not always possible to find universal level of bullying since the education systems, policies and practices shows differences country by country. Teachers, adults and outsiders also report some data, but unfortunately they might miss some occasions because ‘the observer were not as unobtrusive as assumed’ (Pellegrini, 2001b, p. 139). We should also take age, gender, sex,ethnicity,and …show more content…
In some cultures the definition of bully is different, the meanings are different so we can easily say that there is a lack of common operational difference (Benbenishty & Astor, 2003, p. 319). In a research made by Olweus it was said that among primary school students around %12 were victims and %8 self-acknowledged bullies (Olweus, 1993). The number of research relating to a complex problem such as bullying. The first systematic studies in bullying in children started in Scandinavian countries in the seventy. In the end of eighty and in the beginning of nineties. It began to attract attention of media and researchers in Japan, England, Holland, Canada, the USA and Australia (Olweus, 1995). The basic difficulty of researches about the bullying is the description, measurement and even naming of this phenomena. A result of various results in this field that minimum 10% of students in various countries of the world have experienced bullying as the bully or the victim (Besag, 1995). Olweus ( 1995:15), found out that 15% of students were involved in bullying as (10% victim, 5% bully) and 5% of them were involved in bullying seriously for a few years. In the study conducted by White in Japan, it was revealed out that 40% of students …show more content…
2008; Mohr 2006; Schwartz et al. 1997). It was proven that having mostly negative relationship with siblings has an effect on performing the same aggressive behaviors at school (Berndt & Bulleit 1985), in the social context as well. And conversely, the positive reports from children with siblings revealed a connection with being in the victim position (Bowers et al.,