Long term effects of bullying: a literature review

Long-Term Effects of Bullying

The issue of bullying has garnered increasing publicity in the media, as it is more widely acknowledged to be a serious problem and is not just a matter of 'boys being boys' or 'girls being girls.' A number of shocking cases of students who committed suicide as a result of being bullied motivated President Barak Obama to create a federal task force on the subject which cumulated in the first National Bullying Summit in August 2010. The purpose of the summit was to gather information to understand how to prevent bullying; to find better ways to intervene when it is taking place; and help students recover from the emotional damage caused by bullying.

Current existing research suggests that victims of bullying are more apt to suffer from depression and social isolation (Farrington, Loeber, Stallings, & Ttofi, 2011; Klomek, Marrocco, Kleinman, Schonfeld, & Gould, 2007; Nansel et al., 2001; Bazeland). They are also more likely to engage in asocial activities as adults including committing crimes (Farrington & Ttofi 2011; Bazelon 2013) and committing suicide (Kim, Leventhal, Koh, & Boyce 2009; Klomek 2007). Copeland (et al. 2013) linked being the victim of bullying to a higher rate of psychiatric problems, including suicide. Carlisle and Rofes (2007) underline that there is a discrepancy between how bullying is viewed (often as a natural part of childhood) versus the real, material impact it can have upon social development.

Unfortunately, bullying often is not treated seriously unless it results in suicide as was the case of Phoebe Prince, a 17-year-old Massachusetts student (Miller 2007; Lohr 2010). Perhaps the most widely-publicized incident was when freshman Tyler Clementi, jumped off the George Washington Bridge after being bullied by his roommates for being gay (Farrington 2011). Hawker and Boulton (2000) note that lesbian, gay, bisexual and transgender youths are four times more likely to attempt suicide than those bullied for other reasons.

Rationale for the Study

Bullying is not an isolated event in childhood: the experience can have ramifications later in life. Morgan and Fisher (2007) have noted that an elevated risk of psychiatric trouble can last for decades after the incidents. As noted by Copeland, Wolke, Angold and Costello (2013) bulling victims are 14.5 times more likely to develop panic disorder and are 4.8 times more likely to be depressed than their non-bullied peers. Both male victims and perpetrators involved in bullying were 18.5 times more likely to have expressed suicidal ideation. Female victims were 26.7 times more likely to have exhibit agoraphobia. Bullies themselves were 4.1 times more likely to exhibit antisocial personality tendencies (Copeland et al. 2013). Former childhood victims are also more likely to be bullied in college (Adams, Lawrence, & Schenck 2008). Childhood victimization may also be a precursor to becoming a victim of workplace harassment. The reason for this is not yet fully understood (Dempsey & Storch 2008). Research is only just taking shape on the topic of how this will affect adolescent and adult development, particularly during the critical years of identity formation (Arnett 2006).

Problem Statement

It is estimated that as many as 80% and 90% of adolescents regardless of race, gender, or class must cope with some form of bullying: 36% suffer actual physical victimization according to the National Association of State Boards of Education (1993) State School Health Policy Database (Dussich & Maekoya 2007; Espelage & Swearer 2003; Gini 2007; & Pikas 2002). Bullying poses a significant distraction to the learning environment thus the forms and effects of bullying demand further study, particularly in historically unaddressed areas such as its long-term psychological effects (Bosworth, Espelage, & Simon 1999; Dussich & Maekoya 2007; Frisen, Jonsson, & Persson 2007; Kockenderfer-Ladd & Pelletier 2008).

Significance of the Study

72% of college students self-identified as the targets of bullying during their K-12 years (Chapell, Hasselman, Kitchin, Lomon, MacIver, & Sarulla 2006). College health clinicians must be aware of long-term effects of bullying to be able to anticipate any mental health issues which arise during the transition of adolescents from high school to college (Jantzer, Hoover, & Narloch 2006). The current study will contribute to the existing literature on the phenomenon by specifically focusing on the long-term aftereffects of bullying on young adults. Social and psychological disturbances that manifest themselves during the college years and afterward must be fully comprehended by clinicians and researchers to better design both remedies and treatments (Ireland & Power, 2004; Schafer et al., 2004; Duffy & Nesdale, 2009).