Download The Effect of School Violence and Bullying

Week 9
School Violence and Bullying
Course: Health Education for Young Children
Department: Child and Family Studies
Instructor: Kyung Eun Jahng
1
"학교폭력 피해학생 절반은 자살까지 생각"
학교폭력 피해 초등학생 절반 '그냥 참는다'
The Effect of School Violence and Bullying
 Bullying: Bullying takes place when someone hurts or scares another
person on purpose. It includes physical attack, emotional abuse
(verbal abuse such as cursing), and sexual abuse. It could be subtle when
it is done by intimidation. Mobbing refers to bullying done by a group.
 Physical attack hurting or threatening a person
 Spreading bad rumors about a person
 Teasing a person
 Keeping a certain person out of a group: isolating a person
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Bully/Victim Groups
 Bully: Bullying others
 Victim: Being bullied by bullies
 Bully victim: Bullying others and being bullied
 Bystander: Witnessing/observing others being bullied
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The Effects of Bullying on Victims
 Depression or sadness (other mental health problems)
 Loneliness (spend most of time alone) and suicidal ideation/attempts
 Insomnia
 Low school achievement/performance (disturbing victims’ learning)
 Higher rates of absenteeism and dropout
 Headache
 Loss in appetite
 A sense of fear
 Loss of self-esteem
 Afraid of going to school or dropping out of school
 Difficulty in social and emotional adjustments and making friends
(lack of adequate social skills and difficulty in solving social problems)
 Long-term physical, emotional, social, and academic detriments on
bullies, victims, and bystanders
Derived from http://www.stampoutbullying.co.uk/effects/>
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The Characteristics of Victims
 Less popular than other children (rejected and isolated by peers)
 Perceive friendship-making as difficult
 Have parents who don’t give enough opportunities to control social
circumstances
 Their parents tend to be less responsive and less supportive
 Parent-child relationship is intensively close.
 Parents are more involved in school activities
 Have suffered child abuse
 Less social and school bonding (they don’t have desire to succeed at
school and don’t feel happy at school)
Derived from Joseph, Price, and Telljohann (2003). The Nature and Extent of Bullying. Journal of School
Health, 73(5). P. 174.
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The Characteristics of Bullies
 Suffer from depression. psychiatric problems, and suicidal ideation
 Perceive friendship-making as easy
 higher risk of engaging in criminal activities (stealing and weapon
carrying) or antisocial behavior
 fewer friends (most of their friends are bullies)
 higher dropout rates
 higher risk of drug and alcohol abuse
 Academic misconduct (cheating)
 Begin dating earlier than others and at more advanced levels
 difficulties in romantic relationships
 According to Olweus (1993), 60 percent of boys who were bullies had at
least one criminal conviction when they became adults, compared to 23
percent of boys who never bullied others. The bullies are also four times
more likely to engage in substance abuse, domestic violence and other
crimes
Cited in and derived from http://drs.dadeschools.net/Reports/Bullying.pdf
and from http://www.stampoutbullying.co.uk/effects/>
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The Characteristics of Bullies
 Have authoritarian parents
 Their parents tend to use punitive forms of disciplines
 Their parents are less responsive and less supportive.
 Lack of communication with their parents
 Lack of good adult role models
 Lack of empathy
 Impulsive and aggressive
 Low value of prosocial behavior
 Positive attitudes toward violence/bullying
 Have ever suffered from child abuse
 Have negative attitudes and beliefs about others
 Have difficulty in resolving problems with others
 Less social and school bonding (they don’t have desire to succeed at
school and don’t feel happy at school)
Derived from Joseph, Price, and Telljohann (2003). The Nature and Extent of Bullying. Journal of School
Health, 73(5). P. 174.
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There are shared and unique
patterns of predictors
between bullies and victims.
Multifinality
 Shared predictors between bullies and victims indicate that there are the same
causes or conditions that lead to different outcomes. This is called “multifinality.”
 Shared predictors: Boys, family/home environment, school climate, and
community factors, social problem-solving skills
Social contexts as well as individual factors influence involvement for bullies and
victims.
 Children with “adequate social problem-solving skills were found to better
negotiate confrontations with others skillfully, thereby avoiding bullying or
victimization by peers” (Crick & Dodge, 1994; Dodge & Coie, 1978, Cited in
Cook et al. 2010, p. 77)
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Unique Factors
 Poor academic performance is a strong predictor of becoming a bully. However,
this is not applicable to the case of victims. In other words, there is a “strong
association between academic performance and externalizing behavior but a
weaker association between academic performance and internalizing behavior”
(Cook et al. 2010, p. 77).
 In case of bully victims who bully others and are bullied, their academic
performance patterns were similar to bullies than victims.
 Another predictor for bully was negative attitudes and beliefs about others which
were not found to be related to victims.
 Bullies are more socially competent than victims.
 Bully victims face the most significant challenges and are in need of
interventions
Cook , Williams, Guerra, Kim, & Sadek (2010). Predictors of bullying and victimization in childhood and
adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83 (p. 78)
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The Consequences of Bullying on Bystanders
 likely to show increased depression, anxiety, and anger
 having trouble with academic performance
 a sense of fear and insecurity (particularly when they regularly
witnessed bullying) They may develop thinking that nobody can control
bullies and help them out in case they get bullied.)
(Cited in and derived from http://drs.dadeschools.net/Reports/Bullying.pdf)
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Moderators in Bullies and Victims
 Age has a moderating effect on internalizing behaviors of victims.
Victims show more internalizing behaviors as they become adolescents,
which results in worsening their victimization.
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Relationship between Bullying and School
Problems
 Loss of educational opportunities (missing school) <Eisenberg and
Neumark-Sztainer (2003)>
 Bullying affects the entire school environment <Smokowski and Kopasz
(2005) >
It is required to implement effective prevention programs considering
shared and unique influences across different groups.
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Bullying Prevention Program
 So far, the studies on bullying intervention programs were focused more
on individual predictors of bullying rather than contextual predictors.
However, bullying actually occurs under the joint influence of individual
and contextual factors. Cook et al. (2010) suggests that “research that
extracts the person from the context will ultimately produce accounts of
bullying having a “personalized” bias”(p. 75) in terms of its causes and
effects.
 It is important to consider both contextual and individual components
that influence bullying and victimization.
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Bullying Prevention Program
One of the exemplary bullying prevention programs is the Olweus
Bullying Prevention Program (Olweus & Limber, 2000). In this program,
the school sets up rules for unacceptable behavior for students. If any
students violate this rule, the adult who plays an authority figure applies
consequences for the violation of the rules. This program was found to be
effective since the number of antisocial behaviors of students was
decreased and the entire school climate was improved since the program
was implemented.
 When a prevention program took the “entire school” approach targeting
all students at school and letting all school staff members participate in the
program and provided a mentoring program for students, it was more
effective than other types of programs.
Derived from Lillis, R. (2011). Relationship between bullying and academic achievement and direct and
indirect impact of Olweus Bullying Prevention Program: A brief review of literature.
http://www.evalumetrics.org/files/Olweus_Bullying_Review.pdf
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Planning Prevention Programs
 Problem solving skills can be a target component that can be commonly
taught across different groups (bully, victim, and bully victim). The
program focusing on this skill can be applied to all children.
 A program that focuses on instilling normative beliefs about others
would be appropriate for a bully group.
 The currently popular form of a bullying prevention program takes a
universal intervention approach that targets all children, which enforcing
anti-bullying rules and peer reporting systems of any bullying incident.
However, considering unique factors, it would be good to provide a
program that takes into account their individualized challenges that are
different across different groups.
Cook , Williams, Guerra, Kim, & Sadek (2010). Predictors of bullying and victimization in childhood and
adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83 (p. 78)
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Aggression-Focused Program
When the intervention program specifically targets aggression, it would
be effective for bullying behavior. Cook , Williams, Guerra, Kim, & Sadek
(2010) suggest that “aggression replacement training, cognitive problemsolving skills training , and cognitive-behavior therapy would be effective
in reducing the occurrence of aggressive behavior.
 However, focusing only on individual factors is limiting. Also, some of
the interventions say “change circumstance.” But it is also limiting.
Therefore, it is necessary to simultaneously consider individuals, peers,
and contexts.
Cook , Williams, Guerra, Kim, & Sadek (2010). Predictors of bullying and victimization in childhood and
adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83 (p. 78)
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Education for Bullying Prevention
 A program can include the following components:
 Empathy and communication
 Bullying prevention
 Emotion management: coping with stress
 Problem solving: decision-making and goal-setting
 Substance abuse prevention
 For cyber bullying, it is necessary to teach how to responsibly use
technology since it could seriously affect relationships.
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The Effects of Intervention
 Early intervention helps reducing mental health issues and substance
abuse in later life.
 Teaching children social and life skills
 Teaching children alternatives for solving problems and conflicts
 School safety is related to higher school achievements among children.
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"학교 폭력 돈 주면 해결" 심부름업체 등장
Some Poems Written By the Victims
We feel all alone, small & weak
Scared to go out even to speak
The things they say, the things they do
Would you like it, if it were you?
These are fools we don’t understand
So let’s get together & fight our stand
Unite today & show we’re strong
For were the innocent, we’ve done no
wrong
Can't handle this
Going to school is the worst thing for me,
No one notices or seems to see.
All the verbal, cyber and physical abuse,
Why don’t I escape via the noose?
The kicking, the texting, the calling me
names,
I’m just sick of your horrible games.
It’s killing me slowly, I should end it
quick,
I really cannot handle this.
Written By: Chloe Paz Thomas (June
2012)
Derived from
http://www.stampoutbullying.co.uk/things_by_you/poems
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