Violence In Schools: Bullying In The United States
Bullying in US Schools
Recent events in the United States have thrown the state, and safety, of Middle and High Schools into sharp relief. Incidents of violence seem to be more and more frequent in our schools. Columbine is of course the most memorable of these media sensations to be witnessed by the public, but there have certainly been others over the past decade. This has inspired a great many investigations into bullies,' their methods, and the effects on their victims. One study defined bullies as "youngsters who repeatedly use negative actions, such as physical or verbal aggression, against victims." (I. Pellegrini & Bartini M, 1999) What follows is an examination of some of these studies, and a pooling of their research and …show more content…
conclusions. It is the hope of many researchers, including this amateur, that a better understanding of bullying and it's causes can help to prevent some of the violent events of past years.
Reasons
There may be as many reasons for one child to bully another as there are bullies, but a review of several studies has found certain common themes, and many shared attributes between various bullies and various victims. The first and most easily understandable cause of bullying can be linked to the age of the subjects in question. The teenage years are difficult ones for most teens, partly due to biological reasons. Hormonal instabilities, initiated by the body to ready it for procreation, tend to play havoc with a teen's emotions. The overly reactionary teen who declares his or her parent is ruining his life' has become a stereotype over the years. Most of us can remember intoning those very words to our parents, and being very sincere at the time. Time and perspective helps us place incidents experienced during the teen years in a more realistic light, but often teens are incapable of this. They are children playing at being adults, but they lack the experience to view their lives in an even-tempered and reasonable way. So we have children who are emotionally unstable to begin with. On to this, we add a host of factors that studies have found to be influences in teen interaction with their peers. For example, social standing has been shown to be a relevant factor. Students sometimes use aggression, or even violence, to assert leadership and thereby gain the attention, admiration, and/or cooperation of other students (I. Pellegrini & Bartini M, 1999). Bullies also tend to affiliate themselves with one another due to their common interests (unpleasant as they might sound) and a shared positive attitude towards bullying (I. Pellegrini & Bartini M, 1999). It would certainly be foreseeable that a student might take up bullying to become friends with the bullies, thereby protecting themselves from their new social group. This, of course, only serves to perpetuate the problem. Another study examined the effects of violence, both witnessed and practiced, outside of school, and it's effects on a student's tendency to bully. It is generally accepted that exposure to violence in the home and the neighborhood can lead to emotional distress in children . Past researchers have found that children who experience violence in the community are at risk for the development of distress-related symptoms, disruptive behavior problems, and PTSD (Post Traumatic Stress Disorder) (III. Schwartz & Proctor, 2000). This study hoped to learn if this exposure could translate into aggressive behavior towards other students while in school. The researchers did in fact find a positive correlation between students who self-reported violence exposure and the students who were nominated by their peers as demonstrating aggressive behavior (they were the same students). It is worth noting, of course, that community violence is influenced by societal factors, and that this study specifically targeted inner-city and poverty stricken school districts. Violence is statistically more common in such areas than it is in more affluent areas. So what about other areas? Part of the reason the Columbine incident, in which two students who had reported being the victims of bullies, entered their school with shotguns and killed several students and themselves, received so much attention was the area in which it happened. The school was neither inner-city, nor was the populace of the area disenfranchised. Several explanations were offered up at the time by both news reporting agencies and researchers. One was the students' interest in an online white-supremacist community. These sites often advocate hate' and violent means to achieve their goals (evidence: Google search). Another offered explanation was a scene from the movie "The Basketball Diaries," in which a student produces a shotgun from under his trench-coat (which the Columbine killers famously wore) and shoots both his teacher and several other students. The scene is presented in an almost dream-like quality, and represents a kind of revenge by the character against those who have victimized him in the past (the teacher, for example, had paddled the student on many occasions). The important thing to note is that both forms of media, movies and the internet, are normally absorbed in the home. "The Basketball Diaries" has been rated R by the MPAA (the Motion Picture Association of America), and with good reason. It addresses subjects and themes that are not appropriate for children. This calls into the question that many asked at the time: Where are the parents? By either action or inaction (not monitoring the activities of their children), parents can certainly be a factor in the creation of those who would use aggression in the classroom. Obviously, this ties into the previous study mentioned. Students who are allowed outside in dangerous areas or dangerous communities for long periods of time, especially after dark, are more at risk for witnessing violence. So how much of the student populace falls into the categories of bully and victim in any given school?
One study reported the following statistics:
First, regarding the occurrence of bullying, victimization, and aggressive victimization in a sample of early adolescents, we found that 14% of our sample were bullies, 18% were victims, and 5% were aggressive victims. (I. Pellegrini & Bartini M, 1999)
They also stated that: Specific to school functioning, bullies' aggressive values and behavior are often at odds with the majority of students (who are nonaggressive) and the more general school ethos. This leads to aggressive youngsters being rejected by peers and being viewed negatively by teachers. (I. Pellegrini & Bartini M, 1999)
They found these statistics to be in line with other studies conducted that used similar means (other studies referenced in their study). However, a study conducted by the University of Illinois, reported by CNN (IV. Price & Reuters, 1999), found that the occurrences of bullying were far more common:
The study of 558 students in a Midwestern middle school found that 80 percent said their behavior included physical aggression, social ridicule, teasing, name-calling and issuing threats within the previous 30 …show more content…
days.
This later study included questions designed specifically to test the bullying tendencies of the student, but the students were not told what the test hoped to measure, and so were not wary of reporting aggressive behavior and thereby being labeled a bully.' One girl, interviewed by CNN, said the following: "I think a lot more goes on in junior high than the teachers or supervisors really know about." (IV. Price & Reuters, 1999) Obviously, there is some disagreement as to the amount of bullying that takes place in schools. In all studies, boys were far more likely to be bullies than girls (as much as 80% more likely), but there are reports of female bullies, though they are in the minority (I. & II. Pellegrini & Bartini M, 1999, 2000, III. Schwartz & Proctor, 2000).
So who is at risk from the students who, having been subject to one or more of these factors, become bullies? Studies have found there to be some common factors among victims, just as there are among bullies. Victims tend to be more passive or reactive, and do not behave as aggressively as bullies. They also "tend to be physically slight and not assertive or dominant in their interactions with peers." (I. Pellegrini & Bartini M, 1999) In addition to these physical and emotional predispositions that could lead to a student becoming a target for a bully, timing and placement can be a factor. Students are not monitored all the time, and certain places can, such as rest rooms, playgrounds, and locker rooms, be ideal hunting grounds for aggressive students. Teachers can have a hard time monitoring activity in these places. In fact, many studies (I. & II. Pellegrini & Bartini M, 1999, 2000, III. Schwartz & Proctor, 2000) make special arrangements to observe students at times when teacher's supervision is classically low or difficult, such as the lunchroom or the playground (obviously, locker rooms and lavatories will always present a problem due to privacy considerations). The reasons for this are the belief that aggressive students have entered into a pattern of bullying that is designed to avoid teacher observation. This is not to say that the researchers do not consider teachers a viable resource. Many (I. & II. Pellegrini & Bartini M, 1999, 2000) asked teachers to complete teacher questionnaires as a component to their study, though they were careful that this was not the sole component on which their study was based. Teachers often observe and develop the ability to sense certain relationships between student, whether they be friendships, relationship, or other associations, but students have also displayed the ability to hide certain things from their teachers, especially if those actions being hidden would land the student in detention or worse.
The Shapes that Bullying Can Take
Bullying can take many forms, and as is the case with many social interactions, is often interpreted differently by the people involved.
A student might feel they are only joking around' with another student, while that student might feel that they are being bullied. Though victimization complexes can play a part in perceived bullying, and therefore may color the results of certain studies, they are not our focus here. So how do we decide what constitutes bullying? Besides the definition provided in the introduction, one study asked students "three items that assessed bullying by peers ("gets picked on," "gets teased or made fun of," and "gets hit or pushed.")" (III. Schwartz & Proctor, 2000) Though any of these could be construed in many ways, they hold a common meaning for most students. "Gets made fun of" seems to carry an especially negative connotation. The understanding is that this is not just joking or roughhousing among friends, but non-consensual bullying. The forms that this can take are varied, and often stereotyped, such as the taking of a student's lunch money, verbal abuse (involving foul language or otherwise), teasing in the locker room, and so on. Intentional intimidation also falls into this
group. The study reported by CNN mentioned above also showed that students who were different' were at greater risk for bullies. Several students interviewed reinforced the conclusions reached by the study:
When one boy was asked why he thought the other students picked on him, he said, "I don't know, because I'm fat."
"It's fun," said one unrepentant bully. "These kids, they're like helpless -- I mean they've got the big glasses and fat stomachs." (IV. Price & Reuters, 1999)]
This also ties back into the Columbine incident. The students, who were reportedly responding to constant bullying, were part of a small social group dubbed the trench coat mafia,' due to their affinity for that unusual piece of attire. This researcher experienced some of that as well directly after Columbine, whilst wearing a trench coat. People asked if I "meant it as a joke," and yelled: "trench coat mafia" from moving vehicles. I responded that I meant it as a method to keep warm. People often use their clothing to express their views, interests, and music choices. Having an affinity for any of these that do not match the status quo can single a student out for bullying. Of course, as the student above pointed out, one can dress the part and still not fit in, if biological factors interfere. Some people have myopia, some bad hearing, others weight or glandular problems. These are often written into our genetic code, and no matter how a student tried, he or she cannot change the factor that causes his distress at the words or hands of other students.
Sometimes, bullying can take a more violent form than simply pushing or hitting. The CDC (Centers for Disease Control) Office of Communication has reported several disturbing statistics as part of their recent Youth Risk Behavior Survey (YRBS) (V. CDC, 1999):
18.3% of high school students carried a weapon (e.g., gun, knife, or club) during the 30 days preceding the survey, down from 26.1% in 1991
5.9% of high school students carried a gun during the 30 days preceding the survey
8.5% of high school students carried a weapon on school property during the 30 days preceding the survey
7.4% of high school students were threatened or injured with a weapon on school property during the 12 months preceding the survey.
Obviously, bullying can leave not only psychological scars, but real ones. These statistics demonstrate that bullying can have a very deadly component, and should serve as a reminder to those who would tell victims to ignore them' that sometimes, bullies cannot be ignored. Of course, some of those students who reported carrying a weapon may have done so because they felt it necessary to defend themselves against bullies, but branding a weapon to a fellow weapon can certainly constitute intimidation. A victim who finds themselves picked on by one bully is not exempted from being a bully themselves to someone else.
Effects of Bullying There are a myriad of effects that can result from bullying in schools. The worst case scenario is that the situation ends in violence and loss of life, such as in the case of Columbine. The Columbine incident is a perfect example of self-professed victims becoming bullies of the worst sort (murderers). Victims may acquire a demoralized attitude toward school and life, and bullying and a feeling of being in danger may result in a drop in academic performance. For example, the CDC's YRBS reported the following (V. CDC, 1999):
Nationwide, 4% of students had missed 1 or more days of school during the 30 days preceding the survey because they had felt unsafe at school or when traveling to or from school.
Approximately one third (32.9%) of students nationwide had property (car, clothing, or books) stolen or deliberately damaged on school property one or more times during the 12 months preceding the survey.
Obviously, not only can these threats cause students to choose to miss school, but even when they do attend, the threat of violence hardly makes for an environment conducive to learning. A study reported by NewScientist.com done by University of Texas at Austin, US, that investigated at what age bullying does the most damage to victims psychologically, found that "those who are victimized for the first time late on in puberty seem to become more aggressive or are more likely to turn to drink as a means of coping" (VI. Phillips, 2004). Drinking during the teenage can not only lead to physical and psychological dangers, but can also result to difficulties with law enforcement. Victims are not the only ones, however, that have displayed detrimental life effects as a result of the bullying process. One of the previously noted studies cited research that concluded "perpetrators and targets of school aggression are, respectively, at risk for incarceration and depression-suicide and problems in school functioning" (I. Pellegrini & Bartini M, 1999). Falling in with a group of bullies (as friends) can lead to "school failure and, eventually, dropping out of school (I. Pellegrini & Bartini M, 1999)."
Signs to Look For Much of the above research addresses this topic, but let us draw some conclusions based upon the research. Students who are consistently exposed to violence, either in their local cultures, their homes, or their specific sub-cultures (white supremacy, for example) are more likely to exhibit aggressive behavior towards their peers. Students who are different,' physically or otherwise, who are considered by their peers to be members of a scorned subcategory (such as nerd' or geek'), and who have difficulty fitting in, are at greater risk for becoming the victims of bullies. Additionally, depression, aggression, low emotional control, and absenteeism can all be indicators of bullying (though they are certainly not predictors). Obviously, teachers are in a position in which they may observe bullying, and have an obligation to intercede if the actions can be detrimental to one or more students. Teachers are considered by many researchers to be an excellent source of information on inter-student relations, and are often asked to fill out questionnaires as part of studies (I. & II. Pellegrini & Bartini M, 1999). However, the CNN report cited above indicates that teachers may not be observing as much in the way of aggressive student interaction as previously thought. In fact, a study done by the CDC, and the U.S. Department of Education, Department of Justice, and the National School Safety Center found the following (V. CDC, 1999):
Less that 1% of all homicides among school-aged children (5-19 years of age) occur in or around school grounds or on the way to and from school.
This certainly indicates that problems that begin in school as bullying or fights can have lethal results elsewhere. This also demonstrates that although teachers may be aware of a conflict between two students, they may not understand the importance of such an incident because they are not witness to its final conclusion.
What is being done? Unfortunately, when a problem exists for a country on a cross-cultural scale the likes of which bullying is being evidenced, putting a plan to combat it into action can be difficult. Though there have been many incidents through the years, Columbine is the event that the majority of people seem to remember. As violent and tragic as the outcome of that situation was, many are concerned that an answer be found right away. Fortunately, a solution is being sought after. Unfortunately, to address a problem, one first needs to understand it. And to understand a problem that exists on a national scale takes money, effort, and time. The research referenced here is part of that effort; an attempt to discern the causes and results of bullying, and why it exists. These studies are concerned with diagnosis. Few of them present anything approximating treatment. In direct response to the question: "What is the CDC doing to address this problem?" the CDC has responded that they are "updating and expanding the original study." (V. CDC, 1999) The report includes no plans for a national hotline to report bullying, no celebrity speakers on the subject, no charity fund to support the victims. Part of this is to be expected, given the enormity of seriously undertaking a study of so common an occurrence. Studies take time, especially if they are to be accurate. To implement a contingency plan without basing it on thorough research would be unwise at best. However, many teachers and parents, emboldened by the events at Columbine, have taken it upon themselves to be more observant of their students and children. Communication may be the most immediately available course of action for adults trying to lessen bullying in schools. Teachers, administrators, and parents can talk to their students about the subject. They can explain why displaying aggressive behavior towards students is harmful, both to the victim and the bully, and they can point to the grim examples we now see on the news. They can also encourage victims to speak up about incidents in which they feel bullied. This can be expanded further into a school-wide program that allows the anonymous reporting of violent altercations, and also of places in which they are occurring that teachers may not know about (so that problem areas' or blind spots' may be identified and eliminated as potential hunting grounds for would-be bullies). CDC's School Health Policies and Programs Study (SHPPS) "showed that among all school districts, 91% have a written policy prohibiting student violence and 80.3% have a policy that specifically addresses weapon possession and use among students" (V. CDC, 1999).
Additionally, fostering an atmosphere where bullying is discouraged (by means of school wide initiatives such as seminars, speakers, posters, etc.) may serve to create general student disapproval of bullying. Victims with friend who are part of the general student population (that is, neither victim nor bully) "may inhibit victimization because they represent a more general threat of intervention or sanction on behalf of the victims (e.g., social disapproval or informing an adult)" (I. Pellegrini & Bartini M, 1999) Students can also be encouraged to keep regular diaries wherein they relate the recent events of their daily lives, which could help identify both bullies and victims.
Part of the CDC initiative is to combat youth violence in general and to address firearm related violence. They have been conducting studies in these areas, and have found the following (V. CDC, 1999):
Baseline surveys confirm that violent behavior is a problem for young people. For example, four projects reported that 10% of participants had recently carried a gun. Moreover, there was a general concern about exposure to violence in schools and neighborhoods.
The full involvement of the community is critical to developing a sense of ownership for the problem of violence and its solutions.
The projects found that effective strategies include school-based curricula that emphasize the development of problem solving skills, anger management, and other strategies that help kids develop social skills. In addition, parenting programs that promote strong bonding between parents and children and that teach parents skills in managing conflict in the family, as well as mentoring programs for young people, are also very promising. Sadly, the current resources available are not enough to combat this problem. For example, teacher biases can be a factor. One study found that teachers rated aggression higher in students than researchers trained specifically to identify aggressive students among a given populace (II. Pellegrini & Bartini M, 2000). Given the amount of incidents that take place ether off school grounds, or in places that are difficult for teachers to observe, it is easy to understand why teacher reports demonstrate a bias. Additionally, students can also exhibit biases. One study noted that student "self-reports of aggressions usually underestimate the problem, as aggressors may be reluctant to identify themselves" (II. Pellegrini & Bartini M, 2000). Answers to the problems of youth violence and bullying need to extend beyond school grounds. Given the influences that a violent community and the witnessing of violent acts can have on bullying and the possible attributions with student aggression that lie with parents and the media, a permanent solution would need to encompass a cultural awareness and preventative attitude. Unfortunately, altering the actions and the direction of an entire society is a daunting task to say the least. The government cannot effectively decide which films parents allow their children to watch, nor remove certain websites from the internet (without rewriting the constitution), nor dictate where parents might let their children play, and with whom. Effective parenting and teacher awareness cannot be enforced, it can only be taught and encouraged. To that end, there are currently plans by some organizations, but we do not yet have a concerted program.
Conclusion
We have examined many studies that have demonstrated the sources of bullying and victimization, as well as various factors relating to it. We have seen that there is no one cause, nor one solution to a problem that seems to be growing day by day. Perhaps most importantly, we know that bullying is a real problem that can have very damaging, and sometimes lethal, outcomes for those involved. There are initiatives on the table to address this problem, but the solution begins first with those most directly involved: the students, the teachers, the parents. Until these studies can be solidified into a plan to combat bullying on a national scale, and indeed long after that time, we as educators must be aware of what transpires around us, and work to provide support where we can.
I. Pellegrini A.D., Bartini M., Brooks F. School bullies, victims, and aggressive victims: Factors relating top group affiliation and victimization in early adolescence., Journal of Educational Psychology, Vol 91, 1999, 216-224
II. Pellegrini A.D., Bartini M. An empirical comparison of methods of sampling aggression and victimization in school settings., Journal of Educational Psychology, Vol 92, 2000, 360-366
III. Schwartz D., Proctor L. Community violence exposure and children's social adjustment in the school peer group: the mediating roles of emotion regulation and social cognition., Journal of Consulting and Clinical Psychology, Vol 68, 2000, 670-683
IV. Price L., Reuters. Study: bullying rampant in US schools., CNN.com Website, 1999, http://www.cnn.com/US/9908/20/bullies/
V. CDC: Office of Communication. Facts about violence among youth and violence in schools., CDC.gov Website, 1999, http://www.cdc.gov/od/oc/media/pressrel/r990421.htm
VI. Phillips H., Effects of bullying worse for teens., NewScientist.com Website, 2004, http://www.newscientist.com/article.ns?id=dn6600
Recent events in the United States have thrown the state, and safety, of Middle and High Schools into sharp relief. Incidents of violence seem to be more and more frequent in our schools. Columbine is of course the most memorable of these media sensations to be witnessed by the public, but there have certainly been others over the past decade. This has inspired a great many investigations into bullies,' their methods, and the effects on their victims. One study defined bullies as "youngsters who repeatedly use negative actions, such as physical or verbal aggression, against victims." (I. Pellegrini & Bartini M, 1999) What follows is an examination of some of these studies, and a pooling of their research and …show more content…
conclusions. It is the hope of many researchers, including this amateur, that a better understanding of bullying and it's causes can help to prevent some of the violent events of past years.
Reasons
There may be as many reasons for one child to bully another as there are bullies, but a review of several studies has found certain common themes, and many shared attributes between various bullies and various victims. The first and most easily understandable cause of bullying can be linked to the age of the subjects in question. The teenage years are difficult ones for most teens, partly due to biological reasons. Hormonal instabilities, initiated by the body to ready it for procreation, tend to play havoc with a teen's emotions. The overly reactionary teen who declares his or her parent is ruining his life' has become a stereotype over the years. Most of us can remember intoning those very words to our parents, and being very sincere at the time. Time and perspective helps us place incidents experienced during the teen years in a more realistic light, but often teens are incapable of this. They are children playing at being adults, but they lack the experience to view their lives in an even-tempered and reasonable way. So we have children who are emotionally unstable to begin with. On to this, we add a host of factors that studies have found to be influences in teen interaction with their peers. For example, social standing has been shown to be a relevant factor. Students sometimes use aggression, or even violence, to assert leadership and thereby gain the attention, admiration, and/or cooperation of other students (I. Pellegrini & Bartini M, 1999). Bullies also tend to affiliate themselves with one another due to their common interests (unpleasant as they might sound) and a shared positive attitude towards bullying (I. Pellegrini & Bartini M, 1999). It would certainly be foreseeable that a student might take up bullying to become friends with the bullies, thereby protecting themselves from their new social group. This, of course, only serves to perpetuate the problem. Another study examined the effects of violence, both witnessed and practiced, outside of school, and it's effects on a student's tendency to bully. It is generally accepted that exposure to violence in the home and the neighborhood can lead to emotional distress in children . Past researchers have found that children who experience violence in the community are at risk for the development of distress-related symptoms, disruptive behavior problems, and PTSD (Post Traumatic Stress Disorder) (III. Schwartz & Proctor, 2000). This study hoped to learn if this exposure could translate into aggressive behavior towards other students while in school. The researchers did in fact find a positive correlation between students who self-reported violence exposure and the students who were nominated by their peers as demonstrating aggressive behavior (they were the same students). It is worth noting, of course, that community violence is influenced by societal factors, and that this study specifically targeted inner-city and poverty stricken school districts. Violence is statistically more common in such areas than it is in more affluent areas. So what about other areas? Part of the reason the Columbine incident, in which two students who had reported being the victims of bullies, entered their school with shotguns and killed several students and themselves, received so much attention was the area in which it happened. The school was neither inner-city, nor was the populace of the area disenfranchised. Several explanations were offered up at the time by both news reporting agencies and researchers. One was the students' interest in an online white-supremacist community. These sites often advocate hate' and violent means to achieve their goals (evidence: Google search). Another offered explanation was a scene from the movie "The Basketball Diaries," in which a student produces a shotgun from under his trench-coat (which the Columbine killers famously wore) and shoots both his teacher and several other students. The scene is presented in an almost dream-like quality, and represents a kind of revenge by the character against those who have victimized him in the past (the teacher, for example, had paddled the student on many occasions). The important thing to note is that both forms of media, movies and the internet, are normally absorbed in the home. "The Basketball Diaries" has been rated R by the MPAA (the Motion Picture Association of America), and with good reason. It addresses subjects and themes that are not appropriate for children. This calls into the question that many asked at the time: Where are the parents? By either action or inaction (not monitoring the activities of their children), parents can certainly be a factor in the creation of those who would use aggression in the classroom. Obviously, this ties into the previous study mentioned. Students who are allowed outside in dangerous areas or dangerous communities for long periods of time, especially after dark, are more at risk for witnessing violence. So how much of the student populace falls into the categories of bully and victim in any given school?
One study reported the following statistics:
First, regarding the occurrence of bullying, victimization, and aggressive victimization in a sample of early adolescents, we found that 14% of our sample were bullies, 18% were victims, and 5% were aggressive victims. (I. Pellegrini & Bartini M, 1999)
They also stated that: Specific to school functioning, bullies' aggressive values and behavior are often at odds with the majority of students (who are nonaggressive) and the more general school ethos. This leads to aggressive youngsters being rejected by peers and being viewed negatively by teachers. (I. Pellegrini & Bartini M, 1999)
They found these statistics to be in line with other studies conducted that used similar means (other studies referenced in their study). However, a study conducted by the University of Illinois, reported by CNN (IV. Price & Reuters, 1999), found that the occurrences of bullying were far more common:
The study of 558 students in a Midwestern middle school found that 80 percent said their behavior included physical aggression, social ridicule, teasing, name-calling and issuing threats within the previous 30 …show more content…
days.
This later study included questions designed specifically to test the bullying tendencies of the student, but the students were not told what the test hoped to measure, and so were not wary of reporting aggressive behavior and thereby being labeled a bully.' One girl, interviewed by CNN, said the following: "I think a lot more goes on in junior high than the teachers or supervisors really know about." (IV. Price & Reuters, 1999) Obviously, there is some disagreement as to the amount of bullying that takes place in schools. In all studies, boys were far more likely to be bullies than girls (as much as 80% more likely), but there are reports of female bullies, though they are in the minority (I. & II. Pellegrini & Bartini M, 1999, 2000, III. Schwartz & Proctor, 2000).
So who is at risk from the students who, having been subject to one or more of these factors, become bullies? Studies have found there to be some common factors among victims, just as there are among bullies. Victims tend to be more passive or reactive, and do not behave as aggressively as bullies. They also "tend to be physically slight and not assertive or dominant in their interactions with peers." (I. Pellegrini & Bartini M, 1999) In addition to these physical and emotional predispositions that could lead to a student becoming a target for a bully, timing and placement can be a factor. Students are not monitored all the time, and certain places can, such as rest rooms, playgrounds, and locker rooms, be ideal hunting grounds for aggressive students. Teachers can have a hard time monitoring activity in these places. In fact, many studies (I. & II. Pellegrini & Bartini M, 1999, 2000, III. Schwartz & Proctor, 2000) make special arrangements to observe students at times when teacher's supervision is classically low or difficult, such as the lunchroom or the playground (obviously, locker rooms and lavatories will always present a problem due to privacy considerations). The reasons for this are the belief that aggressive students have entered into a pattern of bullying that is designed to avoid teacher observation. This is not to say that the researchers do not consider teachers a viable resource. Many (I. & II. Pellegrini & Bartini M, 1999, 2000) asked teachers to complete teacher questionnaires as a component to their study, though they were careful that this was not the sole component on which their study was based. Teachers often observe and develop the ability to sense certain relationships between student, whether they be friendships, relationship, or other associations, but students have also displayed the ability to hide certain things from their teachers, especially if those actions being hidden would land the student in detention or worse.
The Shapes that Bullying Can Take
Bullying can take many forms, and as is the case with many social interactions, is often interpreted differently by the people involved.
A student might feel they are only joking around' with another student, while that student might feel that they are being bullied. Though victimization complexes can play a part in perceived bullying, and therefore may color the results of certain studies, they are not our focus here. So how do we decide what constitutes bullying? Besides the definition provided in the introduction, one study asked students "three items that assessed bullying by peers ("gets picked on," "gets teased or made fun of," and "gets hit or pushed.")" (III. Schwartz & Proctor, 2000) Though any of these could be construed in many ways, they hold a common meaning for most students. "Gets made fun of" seems to carry an especially negative connotation. The understanding is that this is not just joking or roughhousing among friends, but non-consensual bullying. The forms that this can take are varied, and often stereotyped, such as the taking of a student's lunch money, verbal abuse (involving foul language or otherwise), teasing in the locker room, and so on. Intentional intimidation also falls into this
group. The study reported by CNN mentioned above also showed that students who were different' were at greater risk for bullies. Several students interviewed reinforced the conclusions reached by the study:
When one boy was asked why he thought the other students picked on him, he said, "I don't know, because I'm fat."
"It's fun," said one unrepentant bully. "These kids, they're like helpless -- I mean they've got the big glasses and fat stomachs." (IV. Price & Reuters, 1999)]
This also ties back into the Columbine incident. The students, who were reportedly responding to constant bullying, were part of a small social group dubbed the trench coat mafia,' due to their affinity for that unusual piece of attire. This researcher experienced some of that as well directly after Columbine, whilst wearing a trench coat. People asked if I "meant it as a joke," and yelled: "trench coat mafia" from moving vehicles. I responded that I meant it as a method to keep warm. People often use their clothing to express their views, interests, and music choices. Having an affinity for any of these that do not match the status quo can single a student out for bullying. Of course, as the student above pointed out, one can dress the part and still not fit in, if biological factors interfere. Some people have myopia, some bad hearing, others weight or glandular problems. These are often written into our genetic code, and no matter how a student tried, he or she cannot change the factor that causes his distress at the words or hands of other students.
Sometimes, bullying can take a more violent form than simply pushing or hitting. The CDC (Centers for Disease Control) Office of Communication has reported several disturbing statistics as part of their recent Youth Risk Behavior Survey (YRBS) (V. CDC, 1999):
18.3% of high school students carried a weapon (e.g., gun, knife, or club) during the 30 days preceding the survey, down from 26.1% in 1991
5.9% of high school students carried a gun during the 30 days preceding the survey
8.5% of high school students carried a weapon on school property during the 30 days preceding the survey
7.4% of high school students were threatened or injured with a weapon on school property during the 12 months preceding the survey.
Obviously, bullying can leave not only psychological scars, but real ones. These statistics demonstrate that bullying can have a very deadly component, and should serve as a reminder to those who would tell victims to ignore them' that sometimes, bullies cannot be ignored. Of course, some of those students who reported carrying a weapon may have done so because they felt it necessary to defend themselves against bullies, but branding a weapon to a fellow weapon can certainly constitute intimidation. A victim who finds themselves picked on by one bully is not exempted from being a bully themselves to someone else.
Effects of Bullying There are a myriad of effects that can result from bullying in schools. The worst case scenario is that the situation ends in violence and loss of life, such as in the case of Columbine. The Columbine incident is a perfect example of self-professed victims becoming bullies of the worst sort (murderers). Victims may acquire a demoralized attitude toward school and life, and bullying and a feeling of being in danger may result in a drop in academic performance. For example, the CDC's YRBS reported the following (V. CDC, 1999):
Nationwide, 4% of students had missed 1 or more days of school during the 30 days preceding the survey because they had felt unsafe at school or when traveling to or from school.
Approximately one third (32.9%) of students nationwide had property (car, clothing, or books) stolen or deliberately damaged on school property one or more times during the 12 months preceding the survey.
Obviously, not only can these threats cause students to choose to miss school, but even when they do attend, the threat of violence hardly makes for an environment conducive to learning. A study reported by NewScientist.com done by University of Texas at Austin, US, that investigated at what age bullying does the most damage to victims psychologically, found that "those who are victimized for the first time late on in puberty seem to become more aggressive or are more likely to turn to drink as a means of coping" (VI. Phillips, 2004). Drinking during the teenage can not only lead to physical and psychological dangers, but can also result to difficulties with law enforcement. Victims are not the only ones, however, that have displayed detrimental life effects as a result of the bullying process. One of the previously noted studies cited research that concluded "perpetrators and targets of school aggression are, respectively, at risk for incarceration and depression-suicide and problems in school functioning" (I. Pellegrini & Bartini M, 1999). Falling in with a group of bullies (as friends) can lead to "school failure and, eventually, dropping out of school (I. Pellegrini & Bartini M, 1999)."
Signs to Look For Much of the above research addresses this topic, but let us draw some conclusions based upon the research. Students who are consistently exposed to violence, either in their local cultures, their homes, or their specific sub-cultures (white supremacy, for example) are more likely to exhibit aggressive behavior towards their peers. Students who are different,' physically or otherwise, who are considered by their peers to be members of a scorned subcategory (such as nerd' or geek'), and who have difficulty fitting in, are at greater risk for becoming the victims of bullies. Additionally, depression, aggression, low emotional control, and absenteeism can all be indicators of bullying (though they are certainly not predictors). Obviously, teachers are in a position in which they may observe bullying, and have an obligation to intercede if the actions can be detrimental to one or more students. Teachers are considered by many researchers to be an excellent source of information on inter-student relations, and are often asked to fill out questionnaires as part of studies (I. & II. Pellegrini & Bartini M, 1999). However, the CNN report cited above indicates that teachers may not be observing as much in the way of aggressive student interaction as previously thought. In fact, a study done by the CDC, and the U.S. Department of Education, Department of Justice, and the National School Safety Center found the following (V. CDC, 1999):
Less that 1% of all homicides among school-aged children (5-19 years of age) occur in or around school grounds or on the way to and from school.
This certainly indicates that problems that begin in school as bullying or fights can have lethal results elsewhere. This also demonstrates that although teachers may be aware of a conflict between two students, they may not understand the importance of such an incident because they are not witness to its final conclusion.
What is being done? Unfortunately, when a problem exists for a country on a cross-cultural scale the likes of which bullying is being evidenced, putting a plan to combat it into action can be difficult. Though there have been many incidents through the years, Columbine is the event that the majority of people seem to remember. As violent and tragic as the outcome of that situation was, many are concerned that an answer be found right away. Fortunately, a solution is being sought after. Unfortunately, to address a problem, one first needs to understand it. And to understand a problem that exists on a national scale takes money, effort, and time. The research referenced here is part of that effort; an attempt to discern the causes and results of bullying, and why it exists. These studies are concerned with diagnosis. Few of them present anything approximating treatment. In direct response to the question: "What is the CDC doing to address this problem?" the CDC has responded that they are "updating and expanding the original study." (V. CDC, 1999) The report includes no plans for a national hotline to report bullying, no celebrity speakers on the subject, no charity fund to support the victims. Part of this is to be expected, given the enormity of seriously undertaking a study of so common an occurrence. Studies take time, especially if they are to be accurate. To implement a contingency plan without basing it on thorough research would be unwise at best. However, many teachers and parents, emboldened by the events at Columbine, have taken it upon themselves to be more observant of their students and children. Communication may be the most immediately available course of action for adults trying to lessen bullying in schools. Teachers, administrators, and parents can talk to their students about the subject. They can explain why displaying aggressive behavior towards students is harmful, both to the victim and the bully, and they can point to the grim examples we now see on the news. They can also encourage victims to speak up about incidents in which they feel bullied. This can be expanded further into a school-wide program that allows the anonymous reporting of violent altercations, and also of places in which they are occurring that teachers may not know about (so that problem areas' or blind spots' may be identified and eliminated as potential hunting grounds for would-be bullies). CDC's School Health Policies and Programs Study (SHPPS) "showed that among all school districts, 91% have a written policy prohibiting student violence and 80.3% have a policy that specifically addresses weapon possession and use among students" (V. CDC, 1999).
Additionally, fostering an atmosphere where bullying is discouraged (by means of school wide initiatives such as seminars, speakers, posters, etc.) may serve to create general student disapproval of bullying. Victims with friend who are part of the general student population (that is, neither victim nor bully) "may inhibit victimization because they represent a more general threat of intervention or sanction on behalf of the victims (e.g., social disapproval or informing an adult)" (I. Pellegrini & Bartini M, 1999) Students can also be encouraged to keep regular diaries wherein they relate the recent events of their daily lives, which could help identify both bullies and victims.
Part of the CDC initiative is to combat youth violence in general and to address firearm related violence. They have been conducting studies in these areas, and have found the following (V. CDC, 1999):
Baseline surveys confirm that violent behavior is a problem for young people. For example, four projects reported that 10% of participants had recently carried a gun. Moreover, there was a general concern about exposure to violence in schools and neighborhoods.
The full involvement of the community is critical to developing a sense of ownership for the problem of violence and its solutions.
The projects found that effective strategies include school-based curricula that emphasize the development of problem solving skills, anger management, and other strategies that help kids develop social skills. In addition, parenting programs that promote strong bonding between parents and children and that teach parents skills in managing conflict in the family, as well as mentoring programs for young people, are also very promising. Sadly, the current resources available are not enough to combat this problem. For example, teacher biases can be a factor. One study found that teachers rated aggression higher in students than researchers trained specifically to identify aggressive students among a given populace (II. Pellegrini & Bartini M, 2000). Given the amount of incidents that take place ether off school grounds, or in places that are difficult for teachers to observe, it is easy to understand why teacher reports demonstrate a bias. Additionally, students can also exhibit biases. One study noted that student "self-reports of aggressions usually underestimate the problem, as aggressors may be reluctant to identify themselves" (II. Pellegrini & Bartini M, 2000). Answers to the problems of youth violence and bullying need to extend beyond school grounds. Given the influences that a violent community and the witnessing of violent acts can have on bullying and the possible attributions with student aggression that lie with parents and the media, a permanent solution would need to encompass a cultural awareness and preventative attitude. Unfortunately, altering the actions and the direction of an entire society is a daunting task to say the least. The government cannot effectively decide which films parents allow their children to watch, nor remove certain websites from the internet (without rewriting the constitution), nor dictate where parents might let their children play, and with whom. Effective parenting and teacher awareness cannot be enforced, it can only be taught and encouraged. To that end, there are currently plans by some organizations, but we do not yet have a concerted program.
Conclusion
We have examined many studies that have demonstrated the sources of bullying and victimization, as well as various factors relating to it. We have seen that there is no one cause, nor one solution to a problem that seems to be growing day by day. Perhaps most importantly, we know that bullying is a real problem that can have very damaging, and sometimes lethal, outcomes for those involved. There are initiatives on the table to address this problem, but the solution begins first with those most directly involved: the students, the teachers, the parents. Until these studies can be solidified into a plan to combat bullying on a national scale, and indeed long after that time, we as educators must be aware of what transpires around us, and work to provide support where we can.
I. Pellegrini A.D., Bartini M., Brooks F. School bullies, victims, and aggressive victims: Factors relating top group affiliation and victimization in early adolescence., Journal of Educational Psychology, Vol 91, 1999, 216-224
II. Pellegrini A.D., Bartini M. An empirical comparison of methods of sampling aggression and victimization in school settings., Journal of Educational Psychology, Vol 92, 2000, 360-366
III. Schwartz D., Proctor L. Community violence exposure and children's social adjustment in the school peer group: the mediating roles of emotion regulation and social cognition., Journal of Consulting and Clinical Psychology, Vol 68, 2000, 670-683
IV. Price L., Reuters. Study: bullying rampant in US schools., CNN.com Website, 1999, http://www.cnn.com/US/9908/20/bullies/
V. CDC: Office of Communication. Facts about violence among youth and violence in schools., CDC.gov Website, 1999, http://www.cdc.gov/od/oc/media/pressrel/r990421.htm
VI. Phillips H., Effects of bullying worse for teens., NewScientist.com Website, 2004, http://www.newscientist.com/article.ns?id=dn6600