Bullying: A Pervasive Problem in Schools
Abstract
In this literature review, bullying as a conduct disorder affecting all schools in New Zealand is discussed. The complication arising from measuring bullying is that it is based on the perceptions of the victim which depends on their resiliency and sensitivity. What some consider bullying others are happy to classify as “playing around” and traditionally bullying has been viewed as part of school life and even in some cases as character building. However recently this view has changed. Bullying has been found to be strongly linked to both depression and suicide in the victims and the bullies. Furthermore it has been found to negatively impact the learning not only of the bully and victim but also those who see the incidents occurring, which creates a school climate of fear if it is not appropriately addressed. The review of the literature will examine the disorder in terms of the presenting behaviours, the prevalence, intervention programs and their effectiveness, and the impact this disorder has on schools and policy makers. It offers recommendations which, if followed, may go some way toward positively addressing this issue. Bullying has been a long standing problem for New Zealand primary and secondary schools (Adair, Dixon, Moore, & Sutherland, 2000; Carroll-Lind & Kearney, 2004; Raskauskas & Prochnow, 2007). Common consequences of this behaviour for the victims include low academic performance, withdrawal, school avoidance/truancy, abdominal pain, sleeping difficulties and mental health issues, one of the most serious being suicide. (Adair, et al., 2000; Coggan, Bennett, Hooper, & Dickinson, 2003). “Bullying is a behaviour, not a personality” (Carroll-Lind, 2010, p. 56) therefore, labelling an individual as a “bully” implies a stable personality trait. Although the definitions of bullying vary slightly, there are generally three agreed upon criteria, developed by Olweus (1991). Bullying is said to occur when an individual is subjected to
In this literature review, bullying as a conduct disorder affecting all schools in New Zealand is discussed. The complication arising from measuring bullying is that it is based on the perceptions of the victim which depends on their resiliency and sensitivity. What some consider bullying others are happy to classify as “playing around” and traditionally bullying has been viewed as part of school life and even in some cases as character building. However recently this view has changed. Bullying has been found to be strongly linked to both depression and suicide in the victims and the bullies. Furthermore it has been found to negatively impact the learning not only of the bully and victim but also those who see the incidents occurring, which creates a school climate of fear if it is not appropriately addressed. The review of the literature will examine the disorder in terms of the presenting behaviours, the prevalence, intervention programs and their effectiveness, and the impact this disorder has on schools and policy makers. It offers recommendations which, if followed, may go some way toward positively addressing this issue. Bullying has been a long standing problem for New Zealand primary and secondary schools (Adair, Dixon, Moore, & Sutherland, 2000; Carroll-Lind & Kearney, 2004; Raskauskas & Prochnow, 2007). Common consequences of this behaviour for the victims include low academic performance, withdrawal, school avoidance/truancy, abdominal pain, sleeping difficulties and mental health issues, one of the most serious being suicide. (Adair, et al., 2000; Coggan, Bennett, Hooper, & Dickinson, 2003). “Bullying is a behaviour, not a personality” (Carroll-Lind, 2010, p. 56) therefore, labelling an individual as a “bully” implies a stable personality trait. Although the definitions of bullying vary slightly, there are generally three agreed upon criteria, developed by Olweus (1991). Bullying is said to occur when an individual is subjected to
References: Adair, V. (1999). No Bullies at this school: Creating safe school. Childrenz Issues: Journal of the Children 's Issues Center, 3(1), 32-37. Adair, V., Dixon, R., Moore, D., & Sutherland, C Benitez, J., & Justicia, F. (2006). Bullying: Description and Analysis of the Phenomenon. Electronic Journal of Research of Educational Psychology, 4(2), 151-170. Besag, V Bowers, L., Smith, P., & Binney, V. (1992). Cohesion and Power in the Families of Children involved in bully/victim problems at school. . Journal of Family Therapy, 14, 371-387. Bradshaw, C., Sawyer, A., & O’Brennan, L Carroll-Lind, J. (2009). School Safety: An Inquiry into the Safety of Students at School. Wellington: Office of the Children’s Commissioner. Carroll-Lind, J. (2010). Responsive Schools. Wellington: Office of the Children’s Commissioner. Carroll-Lind, J., & Kearney, A. (2004). Bullying: What do students say? Kairaranga, 5(2), 19-24. Carroll, A., Durkin, K., Hattie, J., & Houghton, S Center, D., & Kemp, D. (2003). Temperament and Personality as Potential Factors in the Development and Treatment of Conduct Disorders. Education and Treatment of Children, 26(1). Coggan, C., Bennett, S., Hooper, R., & Dickinson, P Education Counts. (2013). Exclusions from school Retrieved 22 June, 2013, from http://www.educationcounts.govt.nz/indicators/data/student-engagement-participation/80379 Eslea, M., & Rees, J Espelage, D. L., & Asidao, C. S. (2001). Interviews with Middle school students: Bullying, victimization and contextual variables. Journal of Emotional Abuse, 2, 49-62. Gladstone, G Human Rights Commission. (2009). School Violence, Bullying and Abuse - A Human Rights Analysis. Wellington: Human Rights Commission Johnson, J Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young Adolescents: the strong, the weak and the troubled. Pediatrics, 112(6), 1231-1237. Kauffman, J Harmful Digital Communications (2013). Olweus, D. (1978). Aggression in the schools. Bullies and Whipping Boys. . Washington DC: Hemisphere Press. Olweus, D. (1993). Bullying at School. Malden MA: Blackwell Publishing. Olweus, D. (2001). Olweus’ core program against bullying and antisocial behavior: A teacher handbook. Bergen, Norway: Research Center for Health Promotion (Hemil Center). Olweus, D. (Ed.). (1991). Bully/Victim problems among schoolchildren: Basic facts and effects of a school based intervention program. In D.Pepler & . Rubin (Eds.)The Development and Treatment of Childhood Aggression. Hillsdale NJ: Erlbaum. Pelligrini, A. (2002). Bullying, Victimization and sexual harassment during the transition to middle school. Educational Psychologist, 37(3), 151-164. Pelligrini, A., & Long, J Pepler, D., Craig, W., Ziegler, S., & Charach, A. (1994). An Evaluation of An Anti-Bullying Intervention in Toronto Schools. Canadian Journal of Community Mental Health 13(2), 95 - 110 Prochnow, J Prochnow, J. E., & DeFronzo, J. V. (1997). The impact of economic and parental characteristics on Junenile Misconduct. Journal of Emotional and Behavioural Disorders, 5, 119-124. Raskauskas, J Rigby, K. (2002). New Perspectives on Bullying. London: Athanaeum Press. Rigby, K., & Slee, P. (1993). Dimensions of Interpersonal Relating among Australian School Children and their Implications for Psychological Well-Being. . Journal of Social Psychology, 133(1), 33-42. Rigby, K., & Slee, P Roland, E. (2002). Bullying, depressive symptoms and suicidal thoughts. Educational Research, 44(1), 55-67. Ryan, A., & Morgan, M Sanders, C. E., & Phye, G. D. (Eds.). (2004). Bullying: Implications for the Classroom. San Diego, CA: Academic Press/Elsevier. School Angels. (2008). What is School Bullying Retrieved June 18th 2013, from http://www.schoolangels.com.au/bm/resources/bullying/what-is-school-bullying-100508.shtml Simmons, R Sullivan, K. (2011). The Anti-Bullying Handbook - 2nd ed. London: SAGE Publications Ltd. Swearer, S. M., Espelage, D. L., & Napolitano, S. A. (2009). Bullying Prevention and Intervention: Realistic Strategies for School. New York NY: Guilford. Williams, M., & Winslade, J. (2008). Using Undercover Teams To Re-Story Bullying Relationship. Journal Of Systemic Therapies, 27(1), 1-15. Wong, D., Lok, D