Bullying
Douglas Vanderbilt
I. Description of the problem. Bullying is the assertion of power through aggression that involves one or more children repeatedly and intentionally targeting a weaker child through social, emotional, or physical means. The key features to this behavior are a power imbalance between the stronger bully and the weaker victim, intent to harm, and repetition of the behavior toward a single victim. It is on a continuum with teasing on one end and violent assault on the other. Teasing involves mild aggression and humor that creates social embarrassment but does not have the intent to harm seen in bullying. Clearly behaviors such as physical assault and “hate speech” are criminal and subject to the law.
Bullying can come in two forms:
Direct bullying is overt. It can involve physical aggression such as hitting, stealing, and threatening with a weapon or verbal aggression such as name-calling, public humiliation, and intimidation.
Indirect bullying is the covert type that is relational in nature. It involves spreading rumors, social rejection, exclusion from peer groups, and ignoring. A subtype of this, “emotional bullying,” is an especially salient concern of youth today.
A. Epidemiology.
1. Prevalence.
a. National Survey of Children’s Exposure to Violence (2008) found a rate of 20% for being bullied in the last year and 30% lifetime risk.
b. 55% of 8-11-year-olds and 68% of 12-15-year-olds rated teasing and bullying as big problems for kids of their age.
c. 30% of middle and upper school students are involved in bullying as perpetrators and/or victims.
d. Among sixth graders of low socioeconomic status students in LA, 7% were bullies, 9% victims, 6% bully-victims, 22% borderline, and 56% uninvolved.
e. Types of bullying experienced or committed over the last 2 months include: 21% physically, 54% verbally, 51% socially, or 14% electronically.
2. Age.
a. Bullying peaks in middle childhood (second grade) and decreases with age as more intense forms of victimization rise.
b. Older children are less likely to talk about their victimization with only 50% of all children confiding in anyone.
3. Gender.
a. Boys are twice as likely as girls to be bullies, more than three times as likely to be bully victims, and twice as likely to be victims.
b. Boys are more likely to use and receive direct bullying.
c. Girls are more likely to use and receive indirect bullying.
4. Culture. Intercultural comparisons are subject to social and community biases. The United States prevalence ranks near the middle of 40 countries studied.
B. Etiology/contributing factors.
1. Settings. Bullying occurs most frequently at school at any time or in any place where there is minimal supervision. Common times are during breaks, recess, and lunch. Common places are playgrounds, hallways, and en route to and from school. In addition to the real-world settings of the school and neighborhood, “cyberbullying” is becoming another manifestation of this behavior through Internet social networking sites, e-mail, text messaging, and blogs.
2. Risk factors.
a. Social. Families may encourage bullying by showing a lack of consistent consequences, using discipline that is negative or physical, and modeling bullying behaviors to their children. Peer bystanders can also support bullying through acceptance or encouragement of the behavior. Schools have more episodes of bullying if they ignore or tolerate such behavior through weak supervision. Communities
with more social chaos and community violence have worse problems. Media images and societal values can promote aggression and violence as normative and appropriate methods of social behavior and conflict resolution.
b. Individual.
(1) Characteristics of victims. There are two types of victims. The passive type is physically weak and emotionally vulnerable, such as those with a learning disability or autism. Although less prevalent, the provocative type is reactive and fights back when attacked. They are more likely to have attentiondeficit/hyperactivity disorder or oppositional defiant disorder. Overall, both victim groups are anxious, insecure, lonely, and lack social skills, but their external characteristics do not set them apart from others. Being bullied results in lower social status and higher social marginalization, poor self-esteem, and isolation. They have more emotional disorders, psychosis, and suicides. Longterm consequences in adulthood of being bullied as a child include increases in depression, abusive relationships, and poor physical health outcomes.
(2) Characteristics of bullies. Bullies have higher rates of conduct disorders and social standing. They have the lowest rates of adjustment problems because of their higher social status/prestige but are avoided by peers. Bullies, who selfidentify, have higher rates of depression and psychological distress as compared with those who deny their behavior. They have more drug use and negative attitudes toward school. Childhood bullies have a four-fold increase in criminal behavior by their mid 20s. They are at higher risk of dropping out of school, carrying weapons, and fighting.
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