Bullying in a Christian Context

¶ … Bullies Cornell, Dewey; Limber, Susan P. (2015). Law and policy on the concept of bullying at school. American Psychologist. 70(4), 333-343. This article focuses on the legal circumscriptions for counteracting the effects of bullying and the very instances of this unfortunate phenomenon. From a legal perspective, the right to endure an existence bereft of bullying is something which is only granted within the context of civil rights.

Moreover, the authors of this document determine that such rights generally require individuals to fit into categories protected by civil rights such as belonging to a historic minority group, having a disability or experiencing religious or gender-based persecution. It is concerned with establishing changes in basic laws to prevent instances of bullying that do not apply to the aforementioned categorizations. Peets, K.; Poyhonen, V.; Juvonen, J.; Salmivalli, C. (2015). Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power. Developmental Psychology. 51(7), 913-920.

This article examines a number of factors associated with bullying, and principally categorizes them into the interpersonal and the intrapersonal. The former is largely based on popularity and peer interaction. The latter consists of a belief in one's self and one's ability to accomplish objectives, in addition to empathy. Original research was conducted in actual classroom environments to determine that empathy was the most important factor that led students to fight back against bullies, while a perception of "social cost" (Peets et al., 2015, p.

913) was the most eminent factor leading to others assisting bullied children against their antagonists. Starbuck, M. (2013). Moving from "just being kids" to justice for kids. http://prismmagazine.org Retrieved from http://prismmagazine.org/a-christian-response-to-bullying/ This source provides context and solutions to bullying from a decidedly Christian perspective. It provides plenty of evidence about the phenomenon of bullying: how it occurs, who are the antagonists and the protagonists. Its solutions for addressing this occurrence include providing resources and third-party interventions to mitigate bullying.

Additionally, it addresses identifying and dealing with the root cause of bullying: the inadequacies in the life of the bully himself/herself. Trip, S.; Bora, C.; Sipos-Gug, S.; Tocai, I.; Gradinger, P.; Yanagida, T.; Strohmeier, D. (2015). Bullying prevention in schools by targeting cognitions, emotions, and behavior: Evaluating the effectiveness of the REBE-ViSC program. Journal of Counseling Psychology, 62(4), 732-740. This source stratifies the effects of anti-bullying programs into three different codifications including a cognitive, behavioral, and emotional one.

Within this article, the authors conduct original research to determine the efficacy of utilizing anti-bullying approaches that focus on cognitive-behavior and that which focuses on just behavior. The findings indicate that the order in which these two anti-bullying programs are implemented is of immense importance, and that utilizing the cognitive-behavior approach subsequent to utilizing the one focusing on just behavior is more effective in redressing negative emotions. Still, both programs were able to decrease dysfunctional cognitions regarding bullying. Turner, H. A.; Finkelhor, D.; Shattuck,.