Bullying

Introduction
Bullying is difficult to define with a concrete definition because the act of bullying can be perceived differently by whoever is experiencing the event. Despite this ambiguity, the general definition of bullying includes three parts: Bullying is a serious problem in homes, schools and communities. Often dismissed as an adolescent “rite of passage,” research clearly indicates bullying is learned behavior and detrimental to the academic, physical, social and emotional development of all involved bullies, targets and the bystanders who witness it.

Bullying is not only a problem of youth but is one that spans all ages. Despite volumes of research, countless “anti-bullying” programs and increased scrutiny by the media, bullying continues to pervade our culture and our schools
Who will benefit from this research? Students, cause all of the students experiencing this kind of actions. They can’t express their emotions to other, they keep it in theirselves but that’s not right! That’s why there are so many young people, students children and even adults committing suicide. This research will keep those Young People, Students, Children and even Adults to stay strong that they are not alone!

BODY PART:
Bullying should be a crime. It is very cruel and unethical. “Each day an estimated 160,000 students miss school for fear of being bullied and 10 percent of students who drop out do so because of repeated bullying” (Dalton 1). The way it makes children feel isn’t fair. Imagine that happening to yourself. Bullying in schools presents problems to every age group therefore there should be more bullying prevention programs to help get rid of the problem.
Younger age Bullying is a topic that needs to be talked about. Younger age is defined from kindergarten to seventh grade. Children bully because they feel they need to overpower people. They also bully because they think they are better than others or some people just have a low self-esteem. When Younger kids bully it is normally name calling, teasing, or making fun of them by the way they look, speak, or even how smart they are!
Older age bullying is another one of my topics. Older age bullying is defined from the grades of eighth to a senior in high school. People in the Older age group bully for mainly the same reasons. When older people normally bully, it is a lot more sever then younger age bullying.

“Although most victims of bullying in schools are too meek to take matter into their own hands, a few of them can be pushed to certain critical limits. 60% of identified bullies during their grade 6-9 years eventually got involved in at least one criminal conviction by age 24.

” Bullying in Schools (1). Older age bullying normally ends up violent and is a lot more severe then younger age bullying. They get into fights or harassment is filed, these are the main things that happen. People will take all of someones strength and will and harass or fight them just to make them feel better about themselves.

This is bad because the children who are being bullied do not deserve what they are getting. Nobody deserves to be harassed and manipulated for no reason or any reason. Most of the time, the people that are being bullied, it isn’t their fault at all.
Prevention is another area of concern. According to the online article, “Bullying Academy,” every school needs a anti-bully website for students, educators, and parents.This world needs to realize what is going on with bullying in schools and take action(1). Every school should have monitors of bullying throughout the halls and classrooms all day long.

This is just one thing you could do to prevent bullying. There are many things that you could do, depending on what one your school board would like the most. Every city or town should take money from their funds and put it into schools and bullying prevention programs. According to the online article “Caring School Community,” “prevention focuses on strengthening students’ connectedness to school—an important element for increasing academic motivation and achievement and for reducing drug use, violence, and delinquency.” Every school should have a bullying prevention program, where parents and students could come and learn about bullying. These programs could also talk about how it affects people. They should give statistics about what people who bully end up doing in their lives and what people that don’t bully end up doing in their lives. “I also think we are making important progress towards discovering how successful anti-bullying programs can be” (Dr. Ken 1).
Bullying in schools is wrong and we should have more bullying prevention programs. My main point in writing this paper is to inform people that bullying is wrong. Also I wish that everyone be more aware about the situation, and don’t deny it because it is happening whether you would like to admit it or not. People need to stand up and take charge and make a change in peoples lives. People who are being bullied would love if you took a couple hours of your week just to help them get over the struggles in life.

The idea that there are certain personality characteristics and typical reaction patterns thatleads a person to be involved in bullying challenges the common ideas that bullying is a resultof physical constraints such as class size or race, religion or gender (Olweus, 1991). It has beenfound that the only physical characteristic associated with victimization is physical strength(Olweus, 1997, cited in Marsh et al., 2004). Bullies tend to be physically stronger than their victims. This may be a reason why boys tend to bully more that girls and the rate of bullydecrease with age. (Rigby, 1996, cited in Marsh et al., 2004).). Apart from this situation, how abully reacts toward a person is individual and set in complex social structures such as schools.Due to the sensitive nature of the issues, research has not focused on the social aspects inrelation to the personality type to determine why certain individuals get bullied and others don’t.However, it can be seen from Marsh et al., (2004) that ‘being a victim has as much to do withthe social milieu in which the students find themselves as it does to their personalcharacteristics’.
Bullying in the 21st Century
In recent years, cyber bullying has become more prevalent. This has been described by Smithet al., (2007) as ‘an aggressive, intentional act carried out by a group or individual, usingelectronic forms of contact, repeatedly and over time against a victim who cannot easily defendhim or herself’. It has been recognised by the DfES in the UK as a growing area of bullying dueto the prevalent access of technology to young people (DfES, 2002). An indication of thisgrowth is found in The Mobile Life Report (2006) where 91% of 12-year-olds in the UK have amobile phone. This increase in mobile phone ownership may have led to the steady increase inthe rate of cyber bullying (Smith et al., 2007). In UK a study of 11,000 pupils by Noret andRivers (2006, cited in ABA Factsheet, 2006) found that 7.0 per cent had received nasty or threatening text messages or emails ‘once in a while’ or more. This had increased from 5.2 per cent in 2002. In direct contrast to the rise in cyber bullying, other forms of traditional bullying aredecreasing in the UK (Smith et al., 2007). This may suggest that this drop is due to the impactof high profile anti-bullying campaigns. However, if this was the case, cyber bullying would alsodecrease. Anti bullying campaigns in the UK have not solely encouraged teenagers to stopgeneral bullying and continue with cyber bullying. Is it because this kind of technological bullyingcan be carried out without the need for direct contact. Or is it the inherent nature of the bully andvictim to take their roles in the new virtual environment.
A possible solution ?

The grave outcomes of bullying have lead to a number of campaigns and strategies beingdeveloped. The Olweus Bullying Presentations Program (BPP) is the most widely used programin the USA and the one recommended by the Department of Health and Human Services . TheBPP is ‘one of the few evidence-based bullying prevention programmes for schools’ (Olweus,1993, cited in Black and Jackson, 2007). ‘The first step is establishing a Bullying PreventionCoordinating Committee composed of administrators, teachers, students, parents, and theprogram’s onsite coordinator’ (Black and Jackson, 2007).This committees organisers and runsthe core apparatus of the programme, these are ‘rules against bullying, a bullying awarenessday, improving supervision, parent involvement, class councils, a working system of positiveand negative consequences and individual interventions’ (Black and Jackson, 2007). This keyto the success of the program is the ‘needs assessment survey‘ (Black and Johnson,2007) atthe beginning of the program. This is repeated each year to determine the success of theprogram,. Research from Black and Johnson, (2007) evaluated the actual success of the BPPand found that there were huge variances in how a school implemented the program. The BPPrelies heavily on all teachers taking an active role and in some cases it changes their view onhow to deal with bullying. ‘Their efforts are directed toward improving peer relations and makingthe school a safe and positive place for students to learn and develop.’ (SAMHSA modelprogram Factsheet, 2007).Can programs like the BPP really help in solving the problem of bullying or is it better to have azero tolerance approach ?

An Act Relative to Bullying in Schools – Conference Report
Definition and Prohibition of Bullying
Bullying is defined as the repeated use of a written, verbal, or electronic communication, or a physical act or gesture, or any combination thereof, by one or more students directed at another student that has the effect of:
 causing physical or emotional harm to the other student or damage to his or her property;
 placing the other student in reasonable fear of harm to him or herself or of damage to his or her property;
 creating a hostile environment at school for the bullied student;
 infringing on the rights of the other student at school; or
 materially and substantially disrupting the education process or the orderly operation of a school. Cyber-bullying is bullying through the use of technology or any electronic means, and includes the distribution of electronic communications or the posting of electronic material that may be accessed by one or more persons.
This bill prohibits bullying:
 At school and at all school facilities;
 At school-sponsored or school-related functions, whether on or off school grounds;
 On school buses and school bus stops;
 Through the use of technology or an electronic device owned, licensed or used by a school; and
 At non-school-related locations and through non-school technology or electronic devices, if the bullying affects the school environment.
The bill applies to all school districts, commonwealth charter schools, collaborative and approved private day and residential schools.
Preventing Bullying
To create more positive school climates and prevent as much bullying as possible, ageappropriate instruction for students in each grade on bullying prevention must be incorporated in a school’s curriculum. In addition, schools must offer education to parents about bullying prevention. Professional development for teachers and other staff to help them prevent and stop bullying is required, beginning in the 2010-2011 school year. To mitigate the costs for school districts, the
Department of Elementary and Secondary Education is required to identify low cost and free options for professional development.
In addition, Individualized Educational Programs (IEPs) are required include measures to ensure that children who are particularly vulnerable to bullying obtain the skills to avoid and respond to bullying, an especially challenging task for special needs children. 2
Reporting and Stopping Bullying
To stop bullying as soon as it occurs, all school staff are required to promptly report bullying when they witness or become aware of it. A school principal or his designee must immediately investigate and take appropriate disciplinary action. Regulations will be developed to guide principals on when to report an act of bullying to law enforcement.
Bullying Prevention and Intervention Plan
Each school district, commonwealth charter school, collaborative, approved private day or residential school and non-public school is required to develop a bullying prevention and intervention plan. The principal is responsible for implementing the plan.
Each plan must contain several provisions, including
 Procedures for responding to and investigating reports of bullying
 Strategies for protecting those who report bullying
 Notice to the parents or guardians of students involved in bullying, including perpetrators and victims
 Appropriate services for students who have been bullied or who are bullies
Retaliation
The bill prohibits retaliation against a person who reports bullying, provides information during an investigation of bullying, or who is a witness to or has reliable information about bullying.
Criminal Law Updates
The bill updates four criminal laws to include electronic communication devices. Currently, laws protecting people from harassment, stalking, witness intimidation, and annoying telephone calls do not offer complete protection if the harassment or other activity is conducted through an electronic device, such as computers or cell phones.
Department of Elementary and Secondary Education
To aid schools and districts in anti-bullying efforts, the Department is required to develop a model bullying prevention and intervention plan and compile a list of bullying prevention and intervention resources.
Bullying Task Force
This bill puts in place a task force, chaired by the Attorney General and composed of law enforcement and school administration personnel, to examine current general statutes with an eye toward bullying and cyber-bullying, and make recommendations for changes to the legislature. The Effects of Bullying to the Grade 7 Students.
Gender: Section:
Age: Address:

. During this school year how often have you seen someone being bullied?
□ Never.
□ Sometimes (1 or 2 times a month).
□ Regularly (1 or 2 times a week)
□ Every day.
2. During this school year how often have you been bullied at school?
□ Never.
□ Sometimes (1 or 2 times a month).
□ Regularly (1 or 2 times a week)
□ Every day.
3. How were you bullied?
□ I haven’t been bullied.
□ I have been teased and called names.
□ I have been hit, kicked or pushed.
□ Others leave me out of their group.
□ Others have taken my belongings.
□ Others don’t sit by me or talk to me.
□ Others say they will hurt me.
□ Others try to hurt me on the way to and from school.
□ Others bully me by phone or text message.
4. How many kids have bullied you?
□ I haven’t been bullied.
□ One kid bullies me.
□ Two or more bully me.
□ Lots of kids bully me.
5. During the past year how often did you miss school because you felt unsafe, uncomfortable or nervous at school or on your way to or from school?
□ Never.
□ Sometimes (1 or 2 times a month).
□ Regularly (1 or 2 times a week)
□ Every day.
6. If you have saw bullying at school, what would you do?
□ I haven’t seen any bullying.
□ Ignored it as none of my business.
□ Nothing, just watched.
□ Joined in on the fun.
□ Tried to stop the bully or help the victim.
□ Asked for help from an adult or other student
7. If you have been or are being bullied, why do you think it happens?
□ No one bullies me.
□ I don’t know why others bully me.
□ I act or look different.
□ I always do well in class.
□ I’m smaller or weaker.
□ I guess I deserve it.
□ Other reasons:
8. How many times in the past year have you bullied, teased or made fun of someone?
□ Never.
□ Sometimes (1 or 2 times a month).
□ Regularly (1 or 2 times a week)
□ Every day.
9. Why are some kids bullies?
□ I don’t know.
□ They are bigger and stronger.
□ They think it is fun.
□ They want to get even for being bullied themselves.
□ They want to “show off” or impress their friends.
□ They fight in their own families.
□ Other reasons:
10. During this past school year how often have you had your property stolen or deliberately damaged, such as your car, clothing, or books?
□ Never.
□ Sometimes (1 or 2 times a month).
□ Regularly (1 or 2 times a week)
□ Every day.
Bibliography:
http://www.stopbullying.gov/ http://www.pacerteensagainstbullying.org/#/home http://www.bullying.org/ http://www.antibullying.net/resourceswwwlinks.htm http://www.bullyingawarenessnetwork.ca/ http://www.antibullying.net/youngpeople.htm http://cehs15.unl.edu/cms/index.php?s=2&p=124 http://www.lfcc.on.ca/bully.htm http://www.eyesonbullying.org/websites.html
http://www.cyberbullying.info/resources/downloads/AblePublishing_Newsletter_08_term_3.pdf

Bibliography: http://www.stopbullying.gov/ http://www.pacerteensagainstbullying.org/#/home http://www.bullying.org/ http://www.antibullying.net/resourceswwwlinks.htm http://www.bullyingawarenessnetwork.ca/ http://www.antibullying.net/youngpeople.htm http://cehs15.unl.edu/cms/index.php?s=2&p=124 http://www.lfcc.on.ca/bully.htm http://www.eyesonbullying.org/websites.html http://www.cyberbullying.info/resources/downloads/AblePublishing_Newsletter_08_term_3.pdf