Bullying is best defined as unwanted, aggressive behavior, or repeated behavior that can have serious and lasting consequences (StopBullying.gov, 2013). Bullying always results in an imbalance of power. Bullying may involve unwanted or aggressive behaviors, or it may include threats, rumor spreading or attacking another person physical, verbally or by exclusion (StopBullying.gov, 2013). While bullying is more often considered a problem of early childhood and young adults, it is also common in work communities, where employees may suffer from bullying at the hands of their employer or coworker.
There are many types of bullying, including teasing, taunting, threats to do harm, name-calling and inappropriate sexual behaviors (StopBullying.gov, 2013). These forms of bullying are verbal. Social bullying can also occur, and includes relationship bullying, or sullying another person’s reputation through gossip, rumors, or embarrassment (StopBullying.gov, 2013). Physical bullying can result in harm to another person through hitting, punching, spitting, tripping, pushing, shoving, breaking something or injuring another person’s property, or engaging in rude, obscene or otherwise inappropriate movements or gestures (StopBullying.gov, 2013).
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"Bullying: Potential Causes, How it Hurts Individuals and Society".
Bullying can take place anywhere, but seems more common in some places than others. For example, children are more prone to bullying before and after school, on playgrounds and during transport to and from the school using public transportation (StopBullying, org, 2013). The Internet is another common source where bullying may occur. Studies conducted by the Youth Risk Behavior Surveillance System, with the Center for Disease Control and Prevention, show that in 2011 20 percent of 9-12 grade students experienced bullying (CDC, 2013).
Interventions: How We as Community or Individuals Make Problem Better
Cowie et al. (2004) suggests that community interventions, combined with solid administrative policies and procedures are effective in combating bullying. Further, follow up with employees or students is necessary to ensure that problem activities or behaviors have been successfully curbed. For example, monitoring may help ensure that bullying does not start or repeat among other students (Cowie et al., 2004). Other methods that may help include parental involvement in the case of schoolyard or educational bullying, where parents may help in educating children regarding bullying (Cowie et al. 2004). Parents may also need to work with administrators to help change classes, although this alone may not work to stop or prevent future bullying. Teachers must also work toward a no blame method where the responsibility toward ending bullying becomes a shared concern, where participants including the individuals involved, educators, administrators, parents and community members. Using this model, meeting occur with bullies, first as individuals, and then as members of a group (Cowie et al., 2004). The bully learns to identify with the victim, and then collaborates with an adult facilitator to understand and gain more empathy toward others. This suggests that everyone can learn empathy through communication and shared responsibility (Cowie, et al., 2004).
Another method of overcoming bullying is shared responsibility via assertiveness training; assertiveness training can be used for students and adults that are victims of bullies. This type of training teaches people to use clear, direct and honest messages when communicating with others (Cowie, et al., 2004). Any communication that is manipulative, threatening, intimidating or dishonest is avoided (Macmillan, 2009). A standard formula can be applied that teaches individuals how to react and cope in situations where they feel pressured to engage in communication, actions or behaviors they would not normally enjoy or feel comfortable engaging in (Cowie et al., 2004). The goal is to encourage individuals to resist manipulation and threats, to respond to name-calling and to escape from situations safely where they may feel physically threatened and boost their own self-esteem (Cowie et al., 2004). Assertiveness training is not the same as physical self-defense, but rather itches individuals to remain calm and boost their self-esteem through communication and confidence building statements, while resisting threats.
Using tools including interviews, focus groups and surveys can help communities identify whether a bullying problem exists, within their community, school or public entities. This is a vital step toward combatting bullying at multiple levels (Macmillan, 2009). Questions that can be asked include the types of bullying that are occurring, the reactions that result and what actions have been taken previously to combat bullying. Key here is providing community members with opportunities to participating in the resolution aimed to fighting bullying within the community, and at helping to create more effective anti-bullying policies. The more involved the community is in bullying, the more likely campaigns and anti-bullying measures are to be effective.
An awareness campaign can also be effective in promoting safety and reducing the incidence of bullying within a given area, region or environment. Awareness can come through multiple streams, including through printed materials, television ads, brochures and through community events or fundraisers. These events may coincide with other community events that are geared to wellness, health and safety, which may boost participation and help encourage greater total satisfaction with employee health and preventive care and maintenance (Einarsen et al., 2010). By looking for opportunities to collaborate with other community agencies and networks, there is a much greater chance of increasing not only awareness, but also support for anti-bullying campaigns in a diverse and multicultural environment. Bullying does not have to overcome a person, or an environment. With the right toolkit and the right leadership, bullying can be overcome and take a backset to a compassionate and caring program and leadership team.
- Cowie, H., Boardman, C., Dawkins, J. & Dawn, J. (2004). Emotional Health and Well-Being: A Practical Guide for Schools. Sage.
- CDC. Youth Risk Behavior Surveillance System YRBSS. Retrieved from: http://www.cdc.gov
- Einarsen, S., Hoel, H., Zapf, D. Cooper, C. (2010). Bullying and Harassment in the Workplace: Developments in Theory, Research and Practice Second Edition. CRC Press.
- Macmillan, P. (2009). Managing Workplace Bullying: How to Identify, Respond to and Manage Bullying Behavior in the Workplace. Palgrave MacMillan.
- StopBullying.gov. “Bullying Definition.” Retrieved from: http://www.stopbullying.gov
