A bully is made, not born and this may be due to a dysfunctional family life where empathy is lacking towards the child.
Therefore, with no encouragement to develop positive social values the child is restricted from developing emotional intelligence and empathy towards other people. (Monks, Coyne 2011).
Bullying includes the following elements: an imbalance of power, harm is intended and there is often organised and systematic abuse.
A child is more likely to display bullying tendencies, regardless of their gender within a badly functioning family unit. (Rigby, 2007)
Family experiences, dynamics, social and cultural environment all influence a child’s behaviour before beginning at school.
Family, as a total unit may function badly and individual members, it may be argued are more likely to be affected in ways that may impact on how they conduct one’s self outside of the family. (Rigby, 2007).
Rigby (1993, 1994b) conducted a study and reported that of 644 young adolescents attending South Australian schools, the students identified through psychological testing as “bullies” were found to be different from others to which they saw their family as functioning.
Durrheim suggests that individuals are “shaped” by their environment through various socialising agents such as family, peers and school.
(Durrheim 1997) states that it is through these institutions that individuals interpellate particular ways of life. (p.177).
Victims of bullying can suffer life long negative effects, such as low self esteem, difficulty trusting others, difficulty controlling anger, aggression, lack of assertiveness, isolation and in extreme case’s suicide.
Olweus (1993) defined an imbalance of power as a key element in the bullying process.
In recent years cyber bullying has emerged as a new form of bullying, which can take place at any... [continues]
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