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Bully Abstract
Empirical Evidence for the Link Between Bullying and Overall Child Well-Being: A Literature Review
Bullying, a term that is generally broadly defined as ill-treatment through verbal insults, physical aggression, or psychological torments such as leaving an individual out of a group on purpose or spreading rumors about that person, is known to have adverse effects on short-term psychological and emotional well-being (Bowes et al. 2010; Due et al. 2009; Correia et al. 2009). The long-term effects on well-being of victims and bullies from bullying behavior, however, have been a far less frequent target of investigation in an in-depth and empirical manner (Due et al. 2009). Certain factors contributing to increased well-being despite bullying experiences have also been identified in the literature, including certain aspects of internal belief systems and external perceptions as well as fundamental support offered by family and other social relationships (Bowes et al. 2010; Correia et al. 2009). This literature review will examine and assess current research in the area of bullying and its effects on short- and long-term well-being of both victims and bullies, with mitigating and defensive factors considered as well. Initial reviews will include a definition of bullying and an assessment of the prevalence of bullying victimization or witnessing bullying acts (Due et al. 2009; Correia et al. 2009). Identified methods of intervening and factors of mitigating the effects of bullying will also be examined, with long-term prognoses for these mitigations and for the effects of bullying in general reviewed (Bowes et al. 2010). Through a comprehensive review of available literature on the subject, recommendations for future research and possibly for addressing bullying situations in institutions and regions where such behaviors are especially prevalent and/or egregious can be made, and the knowledge base in this field clarified and advanced.
References
Bowes, L.; Maughan, B.; Caspi, a.; Mofitt, T. & Arsenault, L. (2010). "Families promote emotional and behavioural resilience to bullying: evidence of an environmental effect." Journal of child psychology and psychiatry 51(7), pp. 809-17.
Correia, I.; Kamble, S. & Dalbert, C. (2009). "Belief in a just world and well-being of bullies, victims and defenders: a study with Portuguese and Indian students." Anxiety, stress, and coping 22(5), pp. 497-508.
Due, P.; Damsgaard, M.; Lund, R. & Holstein, B. (2009). "Is bullying equally harmful for rich and poor children?: a study of bullying and depression from age 15 to 27." European Journal of Public Health 19(5), pp. 464-9.
Familial and social support were shown to serve two very different yet highly similar roles in the lives of children and adolescents in a way that enables them to become more resilient to the negative effects of bullying, correcting and combating the emotional effects of bullying and providing greater overall self-esteem and self-confidence (Bowes et al. 2010; McGrath et al. 2009). The family support is instrumental in creating basic emotional
Adults Who Were Bullied in School Bullying is considered repeated acts over time that involves an imbalance of power between individuals. It can be verbal harassment, physical assault, coercion, manipulation, ignoring, or even subtler acts. Usually, psychologists find, bullying is done to coerce others by fear or threat, and occurs more often than one would imagine in the early years of elementary school ("Student Reports of Bullying," 2001). There is a
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
changing because of advances in technology. How we communicate with each other has changed dramatically with the implementation of powerful and popular social media platforms, like Facebook. Today, both teams and adults spend a surprising amount of time on the social media sites. The question here is whether or not such activities can actually be a positive potential in regards to the growth of literacy and language development. Social media
Abused children develop antisocial behavior that persists through three continuous generations. Such behavior grows out of angry, aggressive parenting and an overall negative home environment, perpetuated by sibling collusion, economic and biological factors. These children exhibit this in preschool by committing at least one antisocial behavior each day in class. As dysfunctional adolescents, their romantic lives and eventual marriages also fail. African-American children suffer from the affliction than Caucasian children.
There have even been reports that have mentioned that this theory is just an "account of crime not a clarification," (Cassell, 2005). The Victim's Right Act of 2004 has been able tom defend those that fall up under this theory because those that committed these crimes are producing victims that will need protection. While these issues have been pointed out, there is no doubt that the Routine Activity Theory