Familial and social support were shown to serve two very different yet highly similar roles in the lives of children and adolescents in a way that enables them to become more resilient to the negative effects of bullying, correcting and combating the emotional effects of bullying and providing greater overall self-esteem and self-confidence (Bowes et al. 2010; McGrath et al. 2009). The family support is instrumental in creating basic emotional health and reinforcement for adolescents and children, while wider informal social support provides a network of positive contacts that serve as conscious counters to bullies and bullying behavior (Bowes et al. 2010; McGrath et al. 2009). Both of these support networks are essential to overall well-being and to the combating of the negative effects of bullying, and they further suggest direct, practical and conscious ways that the effects of bullying can be mitigated.
Internal beliefs and values are also indicated as major factors in resisting, mitigating, and/or overcoming the negative effects of bullying, leading to interesting possibilities regarding the influence of social and familial support and the development of these values (Correia et al. 2009). The certain values and beliefs identified as being beneficial to avoiding negative effects on well-being brought on by bullying are also correlated with other attitudes that make bullying behavior less likely, such as engaging in riskier behaviors and increasing feelings of loneliness and hostility (Correia et al. 2009; Rivers & Noret 2008). Establishing sound foundations of self-confidence, interconnectedness rather than isolation, and a simple belief in justice can greatly reduce bullying.
Certain populations and situations have also been found to be especially at risk for the negative effects of bullying on overall short- and long-term well-being. Children and adolescents growing up in less affluent communities are more likely to suffer long-term depression and lower self-esteem, both of which are correlated with lessened degrees of success in adulthood (Due et al. 2009). Short-term effects, and possibly long-term effects, as well, are also influenced by the position of the bully, suggesting that the other fundamental power structures at work in a given...
2009; Correia et al. 2009). Identified methods of intervening and factors of mitigating the effects of bullying will also be examined, with long-term prognoses for these mitigations and for the effects of bullying in general reviewed (Bowes et al. 2010). Through a comprehensive review of available literature on the subject, recommendations for future research and possibly for addressing bullying situations in institutions and regions where such behaviors are especially
More and more children are becoming victims of cyberbullying with an estimated range of between 19% and 42% being bullied online at least one time (Wolak, Mitchell & Finkelhor, 2006). Reports also indicate that children who participated in traditional bullying are becoming increasingly more involved in cyberbullying; reflecting very high percentages of those children acting as cyber bullies (Kowalski & Limber, 2007). In a recent study of 177 seventh grade
Education Literature Review Whenever the disturbing news of yet another school shooting shatters the adolescence of innocent teenagers, the national media, concerned parents and strained educators alike once again focus their collective attention on the epidemic of bullying which is crippling American schools. In the wake of the Columbine High School massacre which claimed 13 lives and the 2007 Virginia Tech shootings that killed 32 students and faculty, recent tragedies like
Pretraining: Before implementing the actual intervention method, the classroom teacher will conduct two 20 minute group instruction sessions designed how to teach the students to report their peers prosocial behaviors as well as general positive variables that have been observed on the part of their peers. Emphasis will be placed on the fact that all students of the class have to be involved. The teacher will allow the students to
" (Mattaini and McGuire, 2006) Results reported on the Olweus program for Scandinavia are as follows: (1) impressive: reductions of 50% or more in bullying problems, with reductions increasing over time -- at least for 2 years; (2) reductions in other forms of antisocial behavior; and reported improvements in school climate. Several replications support the utility of the approach (U.S. Surgeon General, 2001 in: Mattaini and McGuire, 2006). Summary and Conclusion The Olweus program is
Likewise, the study concluded that new teachers were significantly less confident in their respective ability to deal with bullies and their parents than with victims of bullying and their parents. The study disclosed that new teachers also realized their limitations in dealing with bullies and recognized the likely benefits of specific training in this area. The most natural extension of this study in the future would be to repeat
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