Building Capacity to Reduce Bullying Workshop Summary (2014) / Chapter Skim
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2 Overview of Bullying and Victimization
2 Overview of Bullying and Victimization
Pages 9-18
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Concerns about bullying have grown dramatically in recent years, noted Susan Limber, the Dan Olweus Distinguished Professor at the Institute on Family and Neighborhood Life at Clemson University, in her introductory 9
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Bullying may inflict harm or distress on the targeted youth including physical, psycho logical, social, or educational harm. The first key element of this definition, Limber said, is that bullying involves unwanted aggressive behavior -- the targeted youth wants the aggression to stop.
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Relational bullying is designed to harm reputations and relationships through, for example, social isolation, spreading rumors, or posting embarrassing images. The terms "violence" and "bullying" are sometimes used interchangeably, and bullying is clearly a form of aggressive behavior, Limber said.
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(2010a) found that the prevalence rates vary according to the timeframe examined, the measurement approached used, the informant, and the geographic location of the study.
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. The National Survey of C hildren's Exposure to Violence, which involved a national telephone survey of caregivers and youth with an age focus from 2 to 17, found that 13 percent of children had been physically bullied and 20 percent had been teased or emotionally bullied during the previous year (Finkelhor et al., 2009)
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20% 18% 16% 14% 12% 10% 8% 6% 4% 2% 0% rumors verbal physical excluded threatened force property cyber destroyed FIGURE 2-3 Students ages 12 through 18 who are bullied during the school year most often experience rumors and verbal bullying. NOTE: The types of bullying that occurred most often are highlighted in green.
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Data from Finkelhor et al., 2009. Although bullying victimization is particularly likely in middle childhood, the specific forms of bullying that children are most likely to experience vary by age, depending on the children's verbal, cognitive, and social development and on circumstances, Limber said.
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CHANGES OVER TIME Despite increased attention to bullying since the early 2000s, the extent to which the rates of bullying have changed over time remains unclear, Limber said. Time trends depend on the data source, the gender of the participants, and the frequency of involvement, she added.
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; psychosomatic problems, including headaches, stomach pain, sleeping problems, and poor appetite (Gini and Pozzoli, 2013) ; and school avoidance and lower academic achievement (Buhs et al., 2006, 2010)
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. Limber reported that many have argued that prevalent bullying or bullying that is not adequately addressed within a school environment can contribute to a negative school climate (Espelage and Swearer, 2010; Olweus, 1993; Olweus et al., 2007)
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