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PROBLEMS RELATED TO SCHOOL THERE ARE MANY TYPES OF PROBLEMS WHICH IS FACED BY THE CHILD: 1) BULLING 2) TRUENCY 3) AGGRASSION

4) CHEATING 5) WITHDRAWL 6) POOR ACADEMIC PERFORMANCE Other problems are: 1) STEALING 2) LYING 3) USING VULGAR AND OBSCENCE LANGUAGE BULLING

Bullying Defined

Bullying is a form of aggressive behavior manifested by the use of force or coercion to affect others, particularly when the behavior is habitual and involves an imbalance of power. It can include verbal harassment, physical assault or coercion and may be directed repeatedly towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or ability.[2][3] The "imbalance of power" may be social power and/or physical power. The victim of bullying is sometimes referred to as a "target". Bullying behavior may include name calling, verbal or written abuse, exclusion from activities, exclusion from social situations, physical abuse, or coercion.[13][18] Bullies may behave this way to be perceived as popular or tough or to get attention. They may bully out of jealousy or be acting out because they themselves are bullied.

School bullying
School bullying is a type of bullying that occurs in connection with education.[2][3] and causes irreversible damage to the victims.[citation needed] Bullying can be physical, verbal, or emotional. In schools, bullying occurs in all areas. It can occur in nearly any part in or around the school building, though it more often occurs in PE, recess, hallways, bathrooms, on school buses and waiting for buses, classes that require group work and/or after school activities.Bullying in school sometimes consists of a group of students taking advantage of or isolating one student in particular and gaining the loyalty of bystanders who, in some cases, want to avoid becoming the next victim. These bullies taunt and tease their target before physically bullying the target. Targets of bullying in school are often pupils who are considered strange or different by their peers to begin with, making the situation harder for them to deal with.

Bullying can also be perpetrated by teachers and the school system itself: There is an inherent power differential in the system that can easily predispose to subtle or covert abuse (relational aggression or passive aggression), humiliation, or exclusion even while maintaining overt commitments to anti-bullying policies.

Types of bullying
Physical bullying
Physical bullying is any unwanted physical contact between the bully and the victim. This is one of the most easily identifiable forms of bullying.

punching pushing shoving kicking inappropriate touching tickling headlocks school pranks teasing fighting Use of available objects as weapons

Emotional bullying
Emotional bullying is any form of bullying that causes damage to a victims psyche and/or emotional well-being. Examples include:[2][8]

spreading malicious rumors about people keeping certain people out of a "group" getting certain people to "gang up" on others (It also could be considered physical bullying) ignoring people on purpose - the silent treatment harassment provocation

Verbal bullying
Verbal bullying is any slanderous statements or accusations that cause the victim undue emotional distress. Examples include:[8]

directing foul language (profanity) at the target commenting negatively on someone's looks, clothes, body etc. - personal abuse

tormenting harassment rumors being laughed at

Cyber-bullying
Cyber-bullying is any bullying done through the use of technology. This form of bullying can easily go undetected because of lack of parental/authoritative supervision. Because bullies can pose as someone else, it is the most anonymous form of bullying. Cyber bullying includes, but is not limited to, abuse using email, blog, instant messaging, text messaging, websites, social networking sites, etc.

Sexual bullying
Sexual bullying is "any bullying behaviour, whether physical or non-physical, that is based on a persons sexuality or gender. It is when sexuality or gender is used as a weapon by boys or girls towards other boys or girls although it is more commonly directed at girls. It can be carried out to a persons face, behind their back or through the use of technology."[9] Bullying is a common occurrence in most schools. According to the American Psychological Association, approximately "40% to 80% of school-age children experience bullying at some point during their school careers".[16] Regardless of the grade level, socioeconomic environment, gender, religion, or sexual orientation, bullying can happen to anyone. However, various studies point out that students from lower socio-economic backgrounds are more bullied than students from higher socio-economic backgrounds.[17] Most children experience bullying at some point in their academic careers. The following is a list of statistics that illustrate the severity of bullying within classrooms:[16]

20-40% of bullying victims actually report being bullied 70% of middle school and high school students experience bullying in school 7-12% of bullies are habitual and pose a serious threat 23% of 9th graders have carried a weapon to school recently[18] 5-15% of students are constantly bullied 27% of students are bullied because of their refusal to engage in common sexual practices 25% of students encourage bullying if not given proper education and support in anti-bullying techniques[15]

Due to the low numbers of students who actually report incidents of bullying, teachers need to have a certain level of awareness that will thwart any potential problems. This awareness starts with understanding bullying.

Short-term and long-term effects


See also: Post traumatic stress disorder and Psychological trauma

Dombeck says that as a forty-year-old man, he still feels the effects of the bullying he received as a ten-year-old. Every day, he would dread riding the bus home from school because he was bullied by the older children on the bus. Dombeck defines some common short-term and long-term effects of bullying. These include, but are not limited to:[19] Short-term:

depression suicide (bullycide) anxiety anger significant drop in school performance

Long-term:

abiding feelings of insecurity lack of trust extreme sensitivity (hypervigilance) need for revenge

CAUSES OF BULLING School bullying is a major cause of school shootings. 71% of the attackers were motivated by being bullied and picked on. School shooters that died or committed suicide left behind evidence that they were bullie Bullying behaviour is a complex issue and research in the area does not identify the supremacy of any one cause of bullying. Below is a summary overview of key factors that are considered to contribute in various ways, to the likelihood of bullying behaviours. The information below is not a complete list of all factors. They do represent major categories of focus with examples of predominant factors of influence within each. Environmental Factors Physical violence in the media may contribute to bullying (Berkowitz, 1984; Smith and Donnerstein, 1998). This is a difficult area to generalise about as some students can watch a lot of violence in the media and not be affected while other students can display higher levels of aggression from watching a lot of violence in the media. Social factors Dysfunctional families Children who bully are 3 times more likely to have family or parental problems (Stephenson and Smith, 1989). Children who have positive relationships with their parents are less likely to bully (Rigby, 1993; Bowers et al.; 1992). Bystander Factors

The presence of bystanders can contribute to the bullying (Olweus, 2001). Bystanders can be passive which condones the bullying incident or can prevent others from intervening (Salmivalli, 2001). Cairns and Cairns (1994) identified the influence of peer groups. While individuals more than groups, exhibit bullying behaviour (Rigby and Slee, 1999), around 85% of bullying incidents happen within peer groups (Atlas and Pepler, 1997). A study on bullying incidents in playgrounds found although bystanders were present in 88% of bullying incidents, they only intervened in 19% of cases (Hawkins, Pepler and Craig, 2001). Individual factors The bullys own predisposition. Children who bullied have been reported as being low in empathy and therefore not being sensitive to the plight of others (Enderesen and Olweus, 2001; Menesini et al.; 1997). Students themselves gave the following reasons for bullying (Rigby, 2008): 1. 2. 3. 4. 5. 6. 7. d. The other child annoyed them To get even For fun Others were doing it too Because they were wimps To show how tough I am To get things or money

Bullying Survival Tips


Here are some things you can do to combat psychological and verbal bullying. They're also good tips to share with a friend as a way to show your support:

Ignore the bully and walk away. It's definitely not a coward's response sometimes it can be harder than losing your temper. Bullies thrive on the reaction they get, and if you walk away or ignore hurtful emails or instant messages, you're telling the bully that you just don't care. Sooner or later the bully will probably get bored with trying to bother you. Walk tall and hold your head high. Using this type of body language sends a message that you're not vulnerable. Hold the anger. Who doesn't want to get really upset with a bully? But that's exactly the response he or she is trying to get. Bullies want to know they have control over your emotions. If you're in a situation where you have to deal with a bully and you can't walk away with poise, use humor it can throw the bully off guard. Work out your anger in another way, such as through exercise or writing it down (make sure you tear up any letters or notes you write in anger).

Don't get physical. However you choose to deal with a bully, don't use physical force (like kicking, hitting, or pushing). Not only are you showing your anger, you can never be sure what the bully will do in response. You are more likely to be hurt and get in to trouble if you use violence against a bully. You can stand up for yourself in other ways, such as gaining control of the situation by walking away or by being assertive in your actions. Some adults believe that bullying is a part of growing up (even that it is character building) and that hitting back is the only way to tackle the problem. But that's not the case. Aggressive responses tend to lead to more violence and more bullying for the victims. Practice confidence. Practice ways to respond to the bully verbally or through your behavior. Practice feeling good about yourself (even if you have to fake it at first). Take charge of your life. You can't control other people's actions, but you can stay true to yourself. Think about ways to feel your best and your strongest so that other kids may give up the teasing. Exercise is one way to feel strong and powerful. (It's a great mood lifter, too!) Learn a martial art or take a class like yoga. Another way to gain confidence is to hone your skills in something like chess, art, music, computers, or writing. Joining a class, club, or gym is a great way to make new friends and feel great about yourself. The confidence you gain will help you ignore the mean kids. Talk about it. It may help to talk to a guidance counselor, teacher, or friend anyone who can give you the support you need. Talking can be a good outlet for the fears and frustrations that can build when you're being bullied. Find your (true) friends. If you've been bullied with rumors or gossip, all of the above tips (especially ignoring and not reacting) can apply. But take it one step further to help ease feelings of hurt and isolation. Find one or two true friends and confide how the gossip has hurt your feelings. Set the record straight by telling your friends quietly and confidently what's true and not true about you. Hearing a friend say, "I know the rumor's not true. I didn't pay attention to it," can help you realize that most of the time people see gossip for what it is petty, rude, and immature.

Strategies to reduce school bullying


Researchers (Olweus, 1993);[22] Craig & Peplar, 1999;[23] Ross, 1998;[24] Morrison, 2002;[25] Whitted & Dupper, 2005;[26] Aynsley-Green, 2006;[27] Fried-Sosland[28] provide several strategies which address ways to help reduce bullying, these include:

Make sure an adult knows what is happening to their children. Enforce anti bully laws. Make it clear that bullying is never acceptable. Recognize that bullying can occur at all levels within the hierarchy of the school (i.e., including adults). Hold a school conference day or forum devoted to bully/victim problems. Increase adult supervision in the yard, halls and washrooms more vigilantly. Emphasize caring, respect and safety.

Emphasize consequences of hurting others. Enforce consistent and immediate consequences for aggressive behaviors. Improve communication among school administrators, teachers, parents and students. Have a school problem box where kids can report problems, concerns and offer suggestions. Teach cooperative learning activities. Help bullies with anger control and the development of empathy. Encourage positive peer relations. Offer a variety of extracurricular activities which appeal to a range of interests Teach your child to defend him/herself verbally. Fighting back physically may land the bullied in school trouble or even legal trouble.[29] Keep in mind the range of possible causes: e.g., medical, psychiatric, psychological, developmental, family problems, etc. If problems continue in your school, press harassment charges against the family of the person who is bullying you. Adjust teacher preparation programs to include appropriate bullying interventions to use in their classroom.[

School bullying Workplace bullying Cyber-bullying

Possible warning signs: Numerous lost belongings Frequent injuries or damage to clothes or property Spends time primarily with younger students (may indicate a problem with peers) Avoids recess (i.e., playground) before, during and/or after school Arrives to school late or just at the starting bell Appears to be alone most of the time at school Obtains an excessive or insufficient amount of sleep

Warning Signs
Possible warning signs that a child is being bullied: Comes home with torn, damaged, or missing pieces of clothing, books, or other belongings; Has unexplained cuts, bruises, and scratches; Has few, if any friends, with whom he or she spends time; Seems afraid of going to school, walking to and from school, riding the school bus, or taking part in organized activities with peers (such as clubs); Takes a long, illogical route when walking to or from school; Has lost interest in school work or suddenly begins to do poorly in school; Appears sad, moody, teary, or depressed when he or she comes home; Complains frequently of headaches, stomachaches, or other physical ailments; Has trouble sleeping or has frequent bad dreams; Experiences a loss of appetite; or Appears anxious and suffers from low self-esteem.

It seems that children bully for a variety of reasons and when dealing with child bullying it's essential to identify who is the bully at the centre of the violence - there's usually one person who's the gang leader - and the reasons for bullying which include:

frustration - a child is impaired in some way and is frustrated and resentful because the source of their difficulty has not been identified - problems can include deafness, dyslexia, autism, allergy, being left-handed, undiagnosed PTSD or some unidentified learning difficulty - nevertheless the child is expected to perform at the level required by the school and no attempt is made to identify the source of the frustration the child is being bullied, the responsible adults have repeatedly failed in their duty of care, so the child slowly and reluctantly starts to exhibit aggressive behaviours because that's the only way to survive in this bullying-entrenched climate poor or no role model - the child has no role model at home, or a poor role model for one or both parents and has never had the opportunity to learn behaviour skills abuse at home - the child is being abused and is expressing their anger through bullying neglect at home - similar to abuse as the child's emotional and behavioural development is being retarded undue influence - the child has fallen in with the wrong crowd conduct disorder - the child has a conduct disorder, the precursor to antisocial, psychopathic or other personality disorder

: Bullying in school sometimes consists of a group of students taking advantage of or isolating one student
in particular and gaining the loyalty of bystanders who want to avoid becoming the next victim. These bullies may taunt and tease their target before physically bullying the target.

Bullying prevention Bullying happens in every school, but with an effective bullying prevention program, bullying can be reduced. If your child is being bullied, chances are that there are other children in the school who are having similar experiences. If your school does not have official anti-bullying policies or an active bullying prevention program, work with other parents and your school officials to develop one. Physical - hitting, kicking, beating up, pushing, spitting, property damage, and/or theft. Verbal - teasing, mocking, name calling, verbal humiliation, verbal intimidation, threats, coercion, extortion, and/or racist, sexist or homophobic taunts. Social - gossip, rumor spreading, embarrassment, alienation or exclusion from the group, and/or setting the other up to take the blame. Cyber or electronic - using the Internet, email or text messaging to threaten, hurt, single out, embarrass, spread rumors, and/or reveal secrets about others. Boys tend to be physically aggressive. Boys may be more accepting of bullying than girls. Boys are more likely to both bully and be bullied than girls. Girls tend to bully other girls indirectly through peer groups. Rather than bully a targeted child directly, girls more often share with others hurtful information about the targeted child. Girls experience sexual bullying more often than boys (for example, spreading rumors about sexual activity or being targeted as the recipient of sexual messages.)

Strategies students use to bully others:1

Bullying and gender:2

Understanding the condition of children as they enter school can provide clues to help parents and teachers understand children's performance later in their school career. This information can also provide teachers with essential information for individualizing the curriculum to help children learn more effectively. Finally, assessment of the condition of children could be an important part of accountability measurement. Learning disabilities are common.

According to the National Dissemination Center for Children with Disabilities, 'as many as 1 out of every 5 people in the United States has a learning disability,' but 'there is no one sign that shows a person has a learning disability. Experts look for a noticeable difference between how well a child does in school and how well he or she could do, given his or her intelligence or ability. There are also certain clues that may mean a child has a learning disability.' Most of these clues 'relate to elementary school tasks, because learning disabilities tend to be identified in elementary school. A child probably won't show all of these signs, or even most of them. However, if a child shows a number of these problems, then parents and the teacher should consider the possibility that the child has a learning disability.'

Advice for Kids


The key to helping kids is providing strategies that deal with bullying on an everyday basis and also help restore their self-esteem and regain a sense of dignity. It may be tempting to tell a kid to fight back. After all, you're angry that your child is suffering and maybe you were told to "stand up for yourself" when you were young. And you may worry that your child will continue to suffer at the hands of the bully. But it's important to advise kids not to respond to bullying by fighting or bullying back. It can quickly escalate into violence, trouble, and someone getting injured. Instead, it's best to walk away from the situation, hang out with others, and tell an adult. Here are some other strategies to discuss with kids that can help improve the situation and make them feel better:

Avoid the bully and use the buddy system. Use a different bathroom if a bully is nearby and don't go to your locker when there is nobody around. Make sure you have someone with you so that you're not alone with the bully. Buddy up with a friend on the bus, in the hallways, or at recess wherever the bully is. Offer to do the same for a friend. Hold the anger. It's natural to get upset by the bully, but that's what bullies thrive on. It makes them feel more powerful. Practice not reacting by crying or looking red or upset. It takes a lot of practice, but it's a useful skill for keeping off of a bully's radar. Sometimes kids find it useful to practice "cool down" strategies such as counting to 10, writing down their angry words, taking deep breaths or walking away. Sometimes the best thing to do is to teach kids to wear a "poker face" until they are clear of any danger (smiling or laughing may provoke the bully). Act brave, walk away, and ignore the bully. Firmly and clearly tell the bully to stop, then walk away. Practice ways to ignore the hurtful remarks, like acting uninterested or texting someone on your cell phone. By ignoring the bully, you're showing that you don't care. Eventually, the bully will probably get bored with trying to bother you. Tell an adult. Teachers, principals, parents, and lunchroom personnel at school can all help stop bullying. Talk about it. Talk to someone you trust, such as a guidance counselor, teacher, sibling, or friend. They may offer some helpful suggestions, and even if they can't fix the situation, it may help you feel a little less alone.

Remove the incentives. If the bully is demanding your lunch money, start bringing your lunch. If he's trying to get your music player, don't bring it to school.

What effects does bullying have?


Being bullied can seriously affect a child's physical and mental health. This can include:

feeling sad and lonely lacking confidence and feeling bad about themselves becoming depressed complaining of various physical symptoms e.g. headaches, stomach aches worrying and trying to avoid going to school

These problems can carry on long after the bullying has stopped.

Who and what can help?

Parents

Be open to the possibility that your child might be being bullied. Some parents may not think of bullying as a possible reason for their child's distress. Listen One of the most important things you can do is to listen to your child if they say they are being bullied. It can be very difficult for them to talk to anyone about it. Take your child seriously Many children suffer in silence for a long time before they tell anyone. They may be ashamed, embarrassed, and may believe that they deserve it. Many children are frightened of telling because they fear the bullies will find out and hurt them even more. It can take great courage to tell an adult. Do not blame the child Being bullied is not their fault (although they may think it is). Reassure them that they were right to tell you. Do not promise to keep the bullying a secret Something must be done about it. Reassure your child that you, and the teachers, will make sure that things do not get worse because they have told you. Tell the school so they can stop it. Teachers don't always know that a child is being bullied. Find out if there is an anti-bullying programme in the school. Talk with your child and work out ways of solving the problem Include your child in decisions about how to tackle the problem. For example, work out some practical ways for them to stop the bullying. You might discuss what they should say back if they are called names, or where it's safe to go at playtime.

School
Bullying can happens in any school, so it is important that each school has an effective anti-bullying programme. They should make it clear that they won't allow bullying or

aggressive behaviour. Schools that have these policies, and who take every incident of bullying seriously, tend to have less bullying.

Every school can obtain an anti-bullying pack from the Department for Education. There are a number of agencies that can offer advice and help in how to set up effective programmes (see below for sources of further information).

Other professionals who can help


Children whose health has been affected may benefit from some specialist help from their general practitioner, school nurse, a social worker or an educational psychologist who will be able to offer help and advice. Children with emotional problems quite often need these to be treated directly, even if the school has managed to stop the bullying. Your general practitioner can refer your child to a child and adolescent mental health service (CAMHS). EFFECTS OF BULLING There are many life-long effects of bullying on children during school, from mental illness to low self-esteem to suicide. While suicide is rare in bullied children, the other effects of bullying are also devastating and last well beyond the time when the child is actually bullied. Many schools and clubs have a zero tolerance policy towards bullying, but sometimes have difficulty identifying the victims and the abusers because children are afraid to come forward. Read more: http://www.livestrong.com/article/127006-effects-bullying-childrenschool/#ixzz1rLcpR4EP

Anxiety and Depression


Bullying causes long-term problems such as depression and anxiety. In his essay "The Long Term Effects of Bullying," psychologist Mark Dombeck relays his own bullying experiences as a child, as well as the experience of his patients, and then asserts that the anger, anxiety and depression of that moment often lingers into adulthood, causing problems with keeping a job, forming relationships and even continued victimization in abusive relationships or work environments. Dombeck writes that intervention is necessary so that as adults, the victims "learn that they are acceptable people who have something to offer other people."

Physical Ailments
Children who are bullied will complain of headaches, stomachaches and overall fatigue. The issues are usually caused by mental anguish that manifests in physical ailments. An article, "What are the Signs Your Child is Being Bullied" at mychildsaftey.com suggests that children who are bullied often use physical complaints to get out of school. Additionally they may avoid the school bathrooms, causing urinary tract infections from holding urine during the day. Read more: http://www.livestrong.com/article/127006-effects-bullying-childrenschool/#ixzz1rLcdw9L4

Poor Grades
Children who are bullied can't concentrate in school so their grades often plummet, according to the mychildsafety.net article. In fact, suddenly falling grades may be a warning sign that your child is being bullied. A child's grades may also suffer if she misses a lot of school due to bullying.

Bullying doesnt just have serious short-term effects on children. Many people who were bullied as kids experience devastating long-term effects from these experiences, well into their adulthood.

Short-Term Effects of Bullying


1. Kids are more likely to skip school, both if they are bullied and if they bully others. Bullying can have a severe effect on the academic potential of children. Bullied kids are often so scared of facing their bullies that they skip school. One study found that on any given day, up to 160,000 students stay home from school because they are scared of being bullied. But its not just the children who get bullied that are impacted. Kids who bully others are also much more likely to skip school and eventually, drop out of school entirely. 2. Bullied children are more likely to get sick. Kids who are bullied are far more likely to report feeling physically sick, with symptoms such as coughing, sore throat, stuffy nose, headaches, and stomachaches. Studies have also found that the more frequently a child is picked on, the more severe these symptoms become.

Adrienne Nishina, Assistant Professor of Human Development at UC Davis, explains how bullying can lead to health problems: Research with youth and adults shows that negative social interactions are experienced as particularly stressful. Stress causes the body to secrete the stress hormone cortisol. Cortisol impairs immune system functioning, leaving the individual more vulnerable and less able to combat physical illnesses. 3. Bullied teens are more likely to drink and become aggressive People who are bullied for the first time in their teens, rather than in their childhood, are more severely impacted by their experiences. One study found that college students who were bullied earlier on in life responded normally to provocation, but students who werent bullied until their teenage years were more withdrawn and sensitive to violence. The study also found that females were more likely to react with aggression when someone provoked them, while males were more likely to turn to alcohol as a coping mechanism.

Long-Term Effects of Bullying


1. People who bullied others when they were children are more likely to get into trouble with the law as adults. Norwegian psychology research professor Dr. Dan Olweus has found that there is a strong correlation between between having bullied others as a child and experiencing legal or criminal troubles as an adult. In one study, Olweus found that 60% of people who bullied others when they were in grades 6 through 9 had at least one criminal conviction by the age of 24. 2. People who were bullied as children are more likely to have psychological problems as adults. Olweus found that children who were bullied in the 6th and 9th grades were more likely to experience depression and low self-esteem by the time they were 23 years old. Other studies have shown that people who remember being teased as a child had higher rates of depression, social anxiety, pathological perfectionism, and greater neuroticism as adults. 3. People who were bullied as kids are more likely to be bullied in the workplace as an adult. Sadly, many people who were victimized as children cant seem to shake off their victim status even after theyve grown up.

One study on bullying in the workplace found that 57% of people who were being bullied at work had also been bullied as children at school. The subject of bullying has been gaining momentum, replacing a nonchalant attitude driven by a nonchalant label. Evidence emerges on the psychological front that bullying has lasting, debilitating effects on mental health and self-image, as evidenced by a surge in eating disorders, body dysmorphia, and suicides. Bullied children often spend their adulthoods casting themselves in similar roles, perpetuating the cycle. The National Youth Violence Prevention Resources Centerand The Health Resources and Services Administation reports that 15% to 25% of students in the U.S. are bullied. US bullying behavior has seen a 5% increase. Children who are obese, gay, or have disabilities are at a 63% increased risk. Bullied children as well as their aggressors are more likely to be experiencing family dysfunction, domestic violence, conduct and personality disorders, and criminal conduct than the general school population. Bullying magnifies these genetic and environmental predisposing risk factors. Bullies relay messages to already-sensitive children that they are inherently flawed. Consequently, a kind of neuroticism is cultivated in the child coupled with a growing desperation for acceptance. The child, young and unable to distinguish between the big picture and the little one, may begin to control her body as her options are limited. This further intensifies the problem. Once a full-blown eating disorder is born, the victim becomes unable to see her body objectively. Dieting is only a further catalyst for perceptual distortions. The BBC reports that a survey by the charity Beat reveals that nearly half of young people suffering from eating disorders blame bullying as a contributing factor to their illness. Bullying can also cause Body Dysmorphic Disorder, a body image disorder defined by a neurotic, painstaking preoccupation with a subtle or imagined physical anomaly. The disorder usually cultivates during adolescence and treatment (usually cognitive-behavioral therapy) is arduous. Body dysmorphic disorder is on the rise. Extreme cases of bullying such as that of 18-year-old Rutgers University student Tyler Clementi frequently result in suicide. Two students streamed Clementis sexual encounter with another male student onto the internet. Humiliated, Clementi frantically drove to the George Washington Bridge and leapt to his death. Those students who are face-to-face bullied, and/or cyberbullied, face increased risk for depression, PTSD, and suicidal attempts and ideation, says Iowa State Professor Blumenfeld. Scandinavian researcher Dan Olweus claims that bullying can be reduced by 50% through the implementation of school programs. His program has been applied throughout Norway and has yielded significant results. The program includes school-wide, classroom, and individual interventions.

Bullying, once just a part of growing up has now gained national and worldwide media attention. Online resources such as BRAVE (Bullying Resources and Values Education) and Olweus have channeled a new era; the bully has finally been exposed.

Mental Effects of School Bullying


Anxiety

Anxiety is one of the most commonly felt emotions by those who are bullied. Victims of bullying often are anxious about when and where the next attack will occur and may even feel generalized, non-specific anxiety all through the day.

Fear

Anxiety that continues to grow may turn into full-fledged fear, especially if the bully has already followed through with threats in the past. Fear may even emerge in the form of anxiety attacks, which are also referred to as panic attacks.

Depression

Students who are consistently bullied over a period of time may become depressed about themselves and their situation. Victims often feel powerless to counteract a bully's harassment.

Self Esteem

Bullies often attack a victims' self esteem through verbal harassment and social exclusion. Individuals who are consistently berated and excluded by bullies may begin to believe that the bully's personal insults are true.

Suicidal Ideations

In some situations, victims of bullying begin to contemplate suicide. If they feel powerless for long enough, these individuals may feel that death is the only escape from their torture. This is one of the reasons why bullying should be taken extremely seriously by adults in authority.

Read more: Mental Effects of School Bullying | eHow.com http://www.ehow.com/facts_5510963_mental-effects-schoolbullying.html#ixzz1rLfBw2ZF

HOW DO WE STOP BULLING IN SCHOOL The best and most obvious way to stop bullying in schools is for parents to change the way they parent their children at home. Of course, this is much easier said than done and everyone parents their children differently. Bullies, however, come from homes where physical punishment is used and children have been taught that physical violence is the way to handle problems and get their way. Bullies usually also come from homes where the parents fight a lot, so violence has been modeled for them. Parental involvement often is lacking in bullies lives and there seems to be little warmth. Early intervention and effective discipline and boundaries truly is the best way to stop bullying, but parents of the victims or therapists cannot change the bullys home environment. Some things can be done at the school level, however. 1. Most school programs that address bullying use a multi-faceted approach to the problem. This usually involves counseling of some sort, either by peers, a school counselor, teachers, or the principal. 2. Hand out questionnaires to all students and teachers and discuss if bullying is occurring. Define exactly what constitutes bullying at school. The questionnaire is a wonderful tool that allows the school to see how widespread bullying is and what forms it is taking. It is a good way to start to address the problem. 3. Get the childrens parents involved in a bullying program. If parents of the bullies and the victims are not aware of what is going on at school, then the whole bullying program will not be effective. Stopping bullying in school takes teamwork and concentrated effort on everyones part. Bullying also should be discussed during parent-teacher conferences and PTA meetings. Parental awareness is key. 4. In the classroom setting, all teachers should work with the students on bullying. Oftentimes even the teacher is being bullied in the classroom and a program should be set up that implements teaching about bullying. Children understand modeling behaviors and role-play and acting out bullying situations is a very effective tool. Have students role-play a bullying situation. Rules that involve bullying behaviors should be clearly posted. Schools also could ask local mental health professionals to speak to students about bullying behaviors and how it directly affects the victims. 5. Schools need to make sure there is enough adult supervision at school to lessen and prevent bullying.

Bullying in school: guidelines for effective action


It is now widely accepted that bullying is prevalent in all schools; that it is extremely harmful to the health, well-being and the academic progress of a substantial minority of students; and, moreover, actions taken by the school and by parents can significantly reduce its occurrence. Growing community concern about violence and peer victimisation

has led, in some states, to governments insisting that schools take action to reduce bullying. Schools want to know how to respond. Thanks to years of applied social research in the area of bullying in schools, reliable guidelines to effective action to reduce bullying in schools can be provided. Here are ten guidelines. 1.Begin with a clear, acceptable definition of bullying. It is not the same thing as "aggression" or "violence," although elements of these may be present when bullying occurs. It is not simply a desire to hurt. Bullying is actual hurtful behaviour directed by more powerful individuals or groups against those who are less powerful. It is not the same thing as fighting or quarreling between people of about the same strength. It is typically repeated, often enjoyed by the bully or bullies, never justified. It is experienced as oppression. 2 Recognize that it may take many forms, both psychological and physical, direct as in name calling and hitting, and indirect as in exclusion and rumour spreading. Make a list of the behaviours that you see as the means by which members of the school community bully. Be sure to include teachers and parents. In identifying bullying you need to consider wherein the power imbalance lies and why the actions of the perpetrator(s) are unjustified. 3 Discover what is happening at your school between members of the school community and in what ways power is being used or abused. Much can be gleaned from everyday observations of how students interact with each other in classrooms and playgrounds, how staff treat each other, and the quality of their interactions with students and with parents. However, given the diversity of impressions observers commonly receive, it is sensible to make use of short, reliable questionnaires answered anonymously by all the parties: students, teachers and parents (see end note). These can help to assess the problem and discover what needs to be done. They can provide reliable estimates of the nature, extent and consequences for the school community of bullying at a school. We can discover how safe children feel at the school; how they are being affected mentally and physically, and how school attendance and learning is being affected by bullying. The questionnaires can give us information about where bullying is taking place and how students are reacting to it. We may note how interested students are in participating in meetings to help reduce bullying. We are able to see how the school staff and parents view bullying, and more especially what kinds of policies and actions staff and parents would support. In general, they provide sound data from which the school community can collectively make informed judgements about how to proceed. 4 Make a plan for action. This normally arises out of a general discussion of what has been discovered about bullying at the school from questionnaires, supplemented by relevant books, articles and videos. The task of producing a draft Anti-Bullying Policy for the school may be delegated to a school committee which should aim at providing a response which is widely supported. Include as committee members representatives from students and parents: their perspectives and support are essential.

5 Provide an Anti- Bullying Policy which contains these features: (i). A statement of the school's stand against bullying (ii). A succinct definition of bullying, with illustrations (iii) . A declaration of the rights of individuals in the school community - students, teachers, other workers and parents - to be free of bullying (iv) . A statement of the responsibilities of all those who see bullying going on to seek to stop it. (v). A general description of what the school will do to deal with incidents of bullying (see point 8 ) (vi) . An undertaking to evaluate the policy in the near and specified future The policy should reflect the views and values of members of a school community in its own unique circumstances. The means by which it is finally determined are as important as the content, for unless it helps in promoting a whole school community approach its effectiveness will be limited. 6.Talk with students individually and in groups about what can be done, and work with them. Classroom discussions are vital. Most students dislike and despise bullies. Your first aim is to convince them that it is in their interest to think about how bullying can be overcome. Next, seek to turn their feelings into actions, so that when bullying occurs more of them will act so as to discourage it by not reinforcing the bullies by smiling or showing approval. Rather (you hope) they will provide, or seek, help for the person being victimised. Aim to get more students to include victimised children in their games or befriend them in some way. Encourage students to devote time and effort working with staff to develop and implement strategies to eliminate bullying. Here are some suggestions: about how these aims can be achieved. (i) Role play an incident in which bullying occurs. Then discuss why such things happen at your school, what harm they do, what can be done to stop such things happening. (ii).Have students write an essay about any conflict they have noticed going on at school. Afterwards, with their permission, read out some, have them identify what bullying is ;then seek their reactions and their suggestions about what can be done to prevent bullying. Discuss these and, if possible, reach resolutions. (iii).Have students watch a good video that deals with bullying , eg., Only Playing , Miss; or read a good book., eg., Cat's Eye by Margaret Attwood, and discuss it afterwards. For younger children, read Don't pick on me by Rosemary Stone. (iv). Present a relevant problem for discussion, for example: How bystanders can be encouraged to help victims rather than support the bullies. (v) Invite those who are interested in doing something to stop bullying to form an AntiBullying Committee, run by an interested teacher who is prepared to listen to their ideas about what students can do to reduce bullying in their school.

An Anti-Bullying Committee can be very effective in countering bullying. Many students will in fact respond sincerely to invitations to participate in this work . They are generally much better informed about what is happening between students than are staff members. In fact, students are much more likely to go to them for help and in some cases they are more effective in solving their problems. Students on such committees are often eager to develop and employ peer mediation skills which can change the school ethos into one that discourages bullying. Finally committee members can provide the much needed link between staff and students in implementing school policy against bullying. In establishing such a committee (a) include representatives from all the different years and aim for a gender balance (b) consider carefully whether the committee can safely include students who have been bullies in the past (this can be very useful, given that some bullies have their following) (c) provide teacher leadership that is democratic and not overdirective (d) treat all suggestions with respect but encourage ideas that are pro-social and not vindictive. Examples could include: a committee member speaking out against bullying at a school assembly; forming a welcoming group for new students, designing anti-bullying posters; making themselves available to talk with students who have a bullying problem; (e) advising staff on problems as they arise and acting as intermediaries between staff and students on issues of bullying. 7.Identify and promote staff behaviours that can have positive effects on interpersonal behaviour between students. These include (i) personally modeling pro-social, respectful behaviour and avoiding unduly pressuring or bullying students (ii) carefully monitoring student behaviour in class and at break times and discouraging bullying whenever it is observed (iii) being open to students who need support when they are being victimised by others (iv) passing on to other staff members relevant information about bullying incidents and planning jointly to remedy the situation 8. Deal appropriately with bullying incidents. It is important to recognise that incidents of "bullying" often vary widely in severity and seriousness. None should be ignored, but one needs to differentiate 'least severe', eg occasional thoughtless teasing, for which an informal "talking to" is often adequate, from 'most severe', eg continual group harassment with threats and physical injury, for which formal procedures are needed. These would normally include interviews with perpetrators and parents, possible suspensions of recalcitrant bullies, and, in some circumstances, police action, and/or the use of Community Conferences at which all the parties involved, including parents, may be present. Many cases are of intermediate seriousness. Such bullying is in no sense "criminal" but nevertheless of serious concern. It is continual, often employing a range of bullying tactics, such as cruel or derisory remarks, occasional jostling or pushing around, rumour spreading, malicious notes and deliberate exclusion and isolation. Over time such treatment can be extremely hurtful and must be stopped. How the school responds to such cases should be a major focus for discussion and, if possible, group consensus. Many schools are now opting for a two stage process. As a first step, perpetrators are identified and spoken with

individually - without threats. The teacher or counsellor shares his concern with the "bully" for the person being victimised and (once the victim's plight is acknowledged) invites the perpetrator to act in a responsible and constructive way to remedy the situation. Pioneered by the Swedish psychologist , Anatol Pikas, and known as the Method of Shared Concern, this approach often works - especially if there is careful monitoring of subsequent behaviours. In the minority of cases where this approach is not successful and the bullying continues, non-physical sanctions may be used. (The website provides detailed descriptions of alternative methods). 9.Provide help students who are being victimised by others at school. Where possible, victims should be helped to solve the problem themselves. When this happens there is a rapid rise in the self-esteem of the person who was victimised. Teachers need to identify children whose behaviour is so provocative as to invite bullying - and point this out. They need to exercise judgement as to whether victims can reasonably overcome their problem, given the situation they are in and their capacity to overcome the odds. Something more than moral support, valuable though it can be, may be needed. The perpetrators may need to be confronted by the school authorities. 10.Work constructively with parents. Teachers often need to work with parents over cases of bullying, either because the bully's parents need to be appraised of the situation and asked to help, or because parents want help from the school because their child is being bullied. Restraint is often needed in interviewing parents of either kind. It is tempting to heap blame upon the bully and by association the bully's parents, when cooler counsel suggests that the wiser course is to share one's concern for the victim and point to how the behaviour of the son or daughter is contributing to this unhappy state. However, if one is met with denial or cynicism, the school needs to take very firm action. With parents of the victim the danger is that you will react to the understandable anger of the parent over what has happened in an over-defensive way, creating the impression that the school's reputation is more important than the child's well-being. If at the meeting the focus can be on the School Anti-Bullying Policy - which parents have helped to develop - and how it can be implemented for the good of the school and the good of the child, you are a long way towards solving the problem together.

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