Children being aggressive towards other children has been a long-drawn-out clinical and social problem. Over the past years, many have put emphasis and focus on this problem to prevent and understand this type of aggression known as bullying. This distinct type of aggression are children who intentionally hurt others. Although it may lead to physical wounds, it is often committed in psychological form such as threatening, isolating others, spreading rumors, and name calling verbally or electronically. However, bullying is commonly defined among mental professionals as “a form of aggression involving intentional and harmful behavior marked by repeated engagement and an asymmetric physical or psychological power relationship” (Williams & Guerra, 2007).
Bullies prey on victims who are rejected or isolated by peers, show lack of social skills, have negative thoughts about themselves, difficulty in solving social problems, and bad environment such as family and school. Currently, with the advancement of technology, children have many ways to interact, socialize, and communicate with one another. Unfortunately, this method of communication is generating the most threatening terror described as cyberbullying. In the past, bullying has been framed as a schoolyard problem; nonetheless, the Internet offers a different venue for bullies. While this commonly used strategy has made it easier for bullies, it caused difficulty to manage within school systems. In addition it has also been opening doors for potential adolescent to develop this type of aggressive behavior. The purpose of this paper is to investigate traditional and cyberbullying, evaluate the connection between methods, and tactics that society can partake in decreasing bullying in schools and social networking websites.
Traditional: Stick and Stones can Break My Bones
Over the last ten years, United States have taken an interest of understanding traditional bullying among children in schools. American Family Physician published a report that U.S. children from 8 to 15 years old rated bullying as a greater problem than racism, pressure to have coitus, and use alcohol or other drugs. Nonetheless, bullying has rising numbers of issues in schools and may even trigger victims to carry protection (Lyznicki, McCaffree, and Robinowitz, 2004). The findings from studies have shown the different types of traditional bullying, and risks of developing bullies in schools. The authors of Childhood Bullying: Implications for Physicians have discovered three common forms and direct and indirect acts of bullying. First is physical, which the direct acts include hitting, kicking, slapping, theft of property, and sexual grabbing. Meanwhile, indirect act is joining with a friend to attack victims for the bully. Second is verbal, the direct acts includes taunting, teasing, racist remarks, name calling, and insults. At the same time, indirect act is spreading rumors. Finally they listed nonverbal and nonphysical, direct acts include obscene gestures or threats. Indirect acts are isolation, manipulation of friends, threatening notes and text messages. Although the psychologist and society have understood bullying, they are unearthing the creation of bullies. National Institute of Child Health and Human Development was the first to nationally publish a research on bullying. The study surveyed 15, 686 students from private and public schools in grades of 6 - 10. The results were 17% reported sometimes being bullied mostly during school term, additionally 6% reported that they have bullied others and victims of bullies themselves. Others have continued to study to discover that there are children who’s personality traits are vulnerable to bullying. For instance, School Psychology Quarterly published a significant discovery that students doing poorly in school have a higher risk of becoming bullies. It is also believed that children forceable alternate between from being a bully to a victim....
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