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Cause And Effect Of Bullying Essay | What is Bullying? Causes, Effects and Types of Bullying

August 28, 2021 by Prasanna

Cause And Effect Of Bullying Essay: What is Bullying? Every day, people are bullied into doing things they don’t want to do. Bullying is when someone is mistreated in some way and is hurt by it. Bullying can be physical, verbal or emotional. The person being bullied feels threatened and unsafe. It’s always a bad idea to bully someone else, and it’s not just because you’ll get in trouble for it – you will also feel terrible about yourself afterward.

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The Effect of Bullying in Children

Bullying is a serious form of violence against children. It not only affects the children who are being bullied, but also those who bully as well as bystanders. Bullying can be physical, psychological, social, or cyber-based. The effect of bullying on children can be very dire. It can lead to academic underachievement and suspension from school among other consequences.Children who are bullied often feel unsafe in their schools and fear getting to school or go there for fear of being victimized by bullies again and again. This phenomenon is called “school phobia” or “school refusal.” Many children with this condition give up on attending school altogether which negatively impacts them academically and socially. We know that bullying can lead to various problems such as: anxiety, depression, stress, anger and low self-esteem. It can also have a negative effect on school performance. Bullying behaviors are associated with violence and criminal behavior later in life.

The Causes of Bullying in Children

Bullying is a behavior that is not only negative but can be destructive for the victim. It is an issue that needs to be addressed as soon as possible. Bullying is a serious issue in the lives of many people, and it has been proven to have adverse effects on the individual. It can cause feelings of isolation, fear, anxiety, and depression. Victims often feel alone and they do not know where to turn for help. The sooner bullying can be stopped the better for everyone involved. Bullying can also be caused by other factors such as:

• A need for power and control: Some individuals become addicted to the feeling of power and control of people, hence, they actively try to achieve this by any means necessary. As an analogy, people often turn to drugs as a means of escape from pain, anxiety, or boredom. Similarly, bullies try to seek power and control because they themselves might have felt helpless or powerless at some point in their lives.
• Fear of vulnerability and exposure: Fear of vulnerability and exposure is a common human feeling. It’s the fear of being seen as imperfect, having your flaws out on display, or being vulnerable in any way. It can be a huge psychological block for people in their personal lives, careers, and relationships
• To dominate and gain superiority in social status: Most individuals, especially teenagers and young adults, would tell you that social status is important. The desire to be accepted and have an elevated place in society has been around since the beginning of time. Everybody wants to feel like they belong somewhere, and social approval is a surefire way to feel that sense of belongingness.

What Type of Child is More Likely to Bully?

The type of child who is more likely to bully is the child who has been bullied. Moreover, studies show that children who are more aggressive, less empathic, and less likely to have a strong moral compass are more likely to be bullies in a school environment.

Preventing Bullying: A parent or teacher can effectively prevent bullying or at least minimize such behaviour in the following ways:

• Validate the child’s feelings, but don’t give in to them. Children, especially young ones, can be pretty convincing. After all, to them, their requests should always be met.
• Teach them to understand their own emotions. Learning to understand their emotions is a vital part of emotional intelligence.
• Teach them empathy and coping skills. In a world where people are increasingly polarized and separated by their ideas, beliefs and interests, empathy is more important than ever. Humans are hardwired to be empathic beings. When we empathize with one another, it not only benefits the other person but also ourselves.
• Protect and enforce the consequences of bullying. The problem of bullying is not new. This issue has been around for years and has continued to grow in spite of the many efforts to combat it. Hence, enforce necessary actions against individuals who continue to practice bullying even after repeated verbal warnings and counselling.

The Wonderful Effects of Kindness and Compassion

There is a growing body of evidence that suggests that being kind and compassionate can have a profound impact on our emotional well-being. It’s always been said that people need certain traits in order to be happy, and it turns out, kindness may be one of those traits. The more we do for others, the happier we become. Interestingly, this makes kindness sound a lot like happiness, doesn’t it? Compassion is not just an emotion; it’s also an attitude. It starts with us focusing on the needs of others, rather than what they can do for us. Compassion is understanding the difficulties that people face and trying to help them overcome the same. Moreover, compassionate people are generally well-liked by others because they are supportive and make everyone feel good about themselves.

In Conclusion , bullying is a serious problem for many children as well as young adults. It can take many forms, but the most common forms of bullying are verbal teasing, name-calling, social exclusion or physical attack. Most bullying usually happens at school or university, but it can also happen online and among peers at home or elsewhere outside the school environment. Even with anti-bullying campaigns and specific laws in place, instances of bullying are supposed to be lower. However, this is not the case because people are not aware of the effects of bullying or the consequences for their actions. Hence, awareness must be created about bullying and its consequences among the general public, especially students and young adults.

FAQ’s on Cause And Effect Of Bullying

Question 1. What is bullying?

Answer: Bullying is a form of abuse that involves unwanted aggressive behavior. It can happen in person or online and to people of any age group. However, students and young adults are more likely to be exposed to bullying.

Question 2. What are the effects of bullying?

Answer: Bullying can have long-term impacts on your health and well-being, including feelings of sadness and anger, loss of interest in activities you used to enjoy, social withdrawal and changes in sleep patterns.

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School Bullying: Causes and Effects

Bullying has become one of the most urgent problems in modern society. It comes from different sources and affects victims’ psychological state and quality of life. In this essay, we analyze the causes of bullying in school, its effects on victims, and mitigation measures that should be taken.

Cause and Effect of Bullying: Essay Introduction

Cause of bullying in school, bullying causes and effects: mitigation measures, works cited.

Bullying is one of the main challenges children face at school. It is a global problem that is currently affecting many youth. The rate at which bullying cases are reported causes many worries to parents. The issue is severe to the extent that many children have learned to live with it, and some have created the notion that bullying is part of their life in the early years of their development. Several cases, especially in the United States and Japan, have been reported about children’s humiliation, mistreatment, physical attacks, and even rape cases of young female learners.

The effects of bullying on a child can be very traumatizing if not carefully addressed. These effects sometimes are long-lasting and can provoke the victim to take dangerous measures to forget the incidents. According to Rigby (64), bullying experiences can cost the lives of the victims if not prevented in time. In New York, it is reported that a young immigrant killed herself due to excessive bullying. This researcher argues that it is high time for the issue of bullying in schools to be addressed. The notion that bullying is a rite of passage should be eliminated. This research paper aims to explore the causes, effects, and possible solutions to bullying in schools.

According to Olweus (34), many reasons lead to bullying in schools. One of the main causes is the cultural factor. This includes race and ethnicity. A child may be a bully or a victim if he or she comes from a majority or minority race, respectively. Another cause of bullying in schools is the nature of life a child is exposed to. In many families in developed countries, children can comfortably watch TV even in their bedrooms. Instead of studying, such children spend their time playing computer games. Their games make them bullies because they see others practice the same.

According to Tattumand Lane (27), high expectations of parents of their children contribute to bullying. The reason is that a child will spend much time studying to perform well and meet the parents’ expectations. Failure to achieve the target may develop stress in a child, and they will express anger through shouting or bullying fellow learners. Another cause of bullying in schools emanates from the family’s social status. A child from a humble background will always have some pressurizing needs that are not met. This child will always want to express this frustration to fellow learners, especially those from stable families, by bullying them.

The effects of bullying, as mentioned above, can be very traumatizing. Victims of bullying may opt to drop out of school because of the trauma they experience. Others may develop irresponsible behavior that involves missing classes on most occasions. School irregularities among the learners result in poor performance. Bullying leads to stress among the victims. This, in turn, results in poor communication with these children. McGrath (44) argues that, in some cases, excessive bullying can lead to victims committing suicide to escape from painful experiences and memories.

Some of the effects are short-term, but if not well addressed, they can result in serious complications. The victims may have bed-wetting problems, unexplained worries, and digestive problems because of the fear instilled in them. Some victims with the intention of hitting back may develop very destructive behavior. Other victims may end up engaging in drug abuse to make them forget their painful experiences. Bullying affects the normal development of victims and makes them have low self-esteem (Dupper 62). 

Mitigating bullying in schools is not a one-person battle. Since it is a global issue, it calls for a collaborative and participatory approach to addressing the problem. Teachers, parents, and policymakers have a significant role in curbing this bad behavior in schools. Teachers spend much of their time with the learners and, therefore, can easily control their behavior while in school. They should be tough and keen to identify the bullies and expel or suspend them from school to avoid spreading such behaviors among other learners. School administrators should seriously punish the physically strong learners who take advantage of the weak ones by mistreating them. The administration should not tolerate any sign of bullying within the school (Tattum&Lane 53). 

Parents should also be strict with their children and avoid anything that may turn them into bullies. Watching TV and playing computer games must be regulated at home. The child should be seriously punished if he or she shows some bullying behavior while at home. The government also has an essential role in curbing this vice. Policymakers must enact policies that address bullying in schools. These policies should be implemented and strictly adhered to, and whoever violates them should face the law irrespective of age. All the stakeholders, including the humanitarian non-governmental organizations, must join hands to curb this vice in society. Through this collaborative approach, success will be achieved.

Dupper, David. School Bullying: New Perspectives on a Growing Problem . New York: Oxford University Press, 2013. Print.

McGrath, Mary. School Bullying: Tools for Avoiding Harm and Liability . Thousand Oaks, Calif: Corwin Press, 2007. Print.

Olweus, Dan. Bullying at School: What We Know and What We Can Do . Oxford, UK: Blackwell, 1993. Print.

Rigby, Ken. Bullying in Schools and What to Do About It . Melbourne, Vic: ACER, 2007. Print.

Tattum, Delwyn, and David Lane. Bullying in Schools . Stoke-on-Trent: Trentham, 1988. Print.

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StudyCorgi. (2020, November 7). School Bullying: Causes and Effects. https://studycorgi.com/school-bullying-causes-and-effects/

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• Introduction

Background factors

Consequences.

• Workplace bullying
• Policies and prevention

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• Healthline - Types of Bullying Your Child May Be Facing in School
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• National Center for Biotechnology Information - Consequences of Bullying Behavior
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• Table Of Contents

bullying , intentional harm-doing or harassment that is directed toward vulnerable targets and typically repeated. Bullying encompasses a wide range of malicious aggressive behaviours, including physical violence , verbal mockery, threats, ostracism , and rumours spread either orally or by other means of communication, such as the Internet . One influential definition proposed by Norwegian researcher and psychologist Dan Olweus says:

A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself.

Given the damage a single incident can cause, however, some scholars question whether the behaviour must be repeated in order to qualify as bullying. Additionally, not all people engaged in this interaction can be categorized as pure bullies or pure victims; research has distinguished a third category of “bully-victims,” youth who are both bullies and victims.

School bullying

Bullying in educational settings remains a commonplace everyday experience. In Europe significant attention to school bullying began in the early 1970s, in part because of the efforts of Olweus, as well as a widely publicized trio of victim suicides in Norway in 1983. A spate of school shootings in the late 1990s brought further media attention to the subject of school bullying, and concern was renewed during a later series of bullying-related suicides in Canada and the United States . A U.S. national study published at the turn of the 21st century documented that bullying and other forms of aggression affected approximately 30 percent, or 5.7 million, middle- to high-school students in the then-current school term.

Early research showed that the prevalence of bullying increases quickly as children age, peaking during early adolescence, and declines in later adolescence. Distinct gender patterns also were identified, most studies finding that boys bully their classmates more frequently than do girls and that boys tend to target other boys. However, both of these findings may be in part artifacts of a narrow conception of bullying as overt harassment, as opposed to covert rumour mongering and ostracism. Children’s definitions of bullying centre on physical aggression and verbal abuse, which are more common among boys and younger adolescents. When studies adopt a broader measure that includes more subtle forms of aggression, such as spreading rumours, ostracism, manipulation, and “ cyberbullying ” (the anonymous electronic posting of mean-spirited messages about a person), the gender and age differences become less dramatic. Indeed, some research has found equivalent levels of aggression, broadly defined, among girls and boys. At the same time, girls tend to be disproportionately victimized, both by boys and by other girls.

Other demographic patterns are harder to discern. With respect to race and ethnicity , several studies from Europe and Australia found no racial differences in bullying, while others showed that students who were members of a country’s racial or ethnic minorities were more likely to be victimized. Contradictory results also surface in the United States, where one national study found that Latinos were more likely to bully and that African American students were more likely to be victimized, yet another identified African Americans as those less apt to become victims. These mixed results suggest that there may not be any general patterns with respect to race and that racial and ethnic differences in bullying may instead depend on the ethnic composition of individual schools.

The results of studies of the structure and socioeconomic status of families are likewise mixed regarding the likelihood of children becoming bullies. However, exposure to aggression and conflict in the home consistently relates to aggressive behaviour . Parents who are aggressive or neglectful, use corporal punishment , or engage in serious conflicts with each other are more prone to have children who bully.

Over the course of adolescence, peer groups become increasingly important and in some cases eclipse parental influences. As within the family, exposure to aggression in the peer group is associated with bullying behaviour. There is a strong tendency for bullies to be friends with other bullies in their class or school. It is not clear to what extent this is because bullies choose other bullies as friends or because they influence their friends to engage in aggression, but research typically finds that both selection and influence processes are at work.

Research often has found that—perhaps as a result of exposure to conflict and aggression in the home and at school—bullies suffer from mental health problems. Bullying may arise as a response to low levels of self-esteem and empathy or to elevated levels of anxiety , depression , or anger. Additional research has documented that bullies have difficulty adjusting to school and that academic failures may contribute to their aggressive behaviour. These research findings together suggest that bullying is caused by psychological deficiencies, which in turn are triggered by exposure to aggression and conflict.

However, other research finds evidence of a quite different pattern, where bullies have either equivalent or higher levels of self-esteem than bystanders. Some bullies have high levels of social skills, empathy , and self-regard. They may occupy central positions in the social life of their schools and can be seen as quite popular among their peers, although they are not necessarily well-liked. Indeed, the high social status of these aggressors likely empowers them to torment their more vulnerable peers. In this view, rather than resulting from psychological troubles, bullying behaviour stems from a desire for greater social status among peers. As with gender, this novel, seemingly discrepant image of the popular bully may result from the expansion in the definition of harmful actions—or changes in bullying behaviour itself—to include cyberbullying and other forms of covert harassment.

These two general patterns—the bully as socially marginal and psychologically troubled versus the bully as socially successful and charismatic—have parallels in research on victims. The bulk of research on victims suggests that they are vulnerable or otherwise different in some dimension that is of importance to most adolescents. They are more likely to be physically underdeveloped and socially isolated and to have difficulty making friends. Victimization rates are also substantially higher among gay, lesbian, bisexual, and transgender youth and among youth who are overweight or disabled. Additional research, using a wide notion of aggression, documents that a good deal of harmful behaviour—if not the bulk—targets popular adolescents in addition to isolated adolescents.

Bullying emerges out of fundamental social processes, and it is not always accurately identified as a negative personality trait by peers and onlookers. The terms bully and victim themselves can be misleading, because they suggest a permanence to these characteristics that is not always reflected in actual social interaction. As mentioned earlier, people can be both perpetrators and targets, which calls into question the stability of the bully and victim identities. Furthermore, bullying behaviour often appears to develop in reaction to struggles over status and power within group contexts . Depending on the situation, individuals may engage in short-term deleterious bullying behaviour in order to gain a social advantage over others. Once an advantageous position has been reached, however, they may no longer employ bullying tactics. Some research documents that harmful aggressive behaviour toward classmates increases as peer status increases until the pinnacle of the hierarchy is reached, at which point such actions decrease in frequency. A substantial amount of school bullying thus appears to result not simply from individual proclivities but also from social jockeying among adolescents.

Although the root causes of bullying remain unclear, its consequences for victims are abundantly apparent. The U.S. Secret Service in conjunction with the U.S. Department of Education found that bullying was a factor in the majority of “incidents of targeted school violence” in the last two and a half decades of the 20th century. Victimization is also significantly related to suicidal ideation, social isolation, anxiety and depression, low self-esteem, physical health problems, and diminished academic performance and school attachment. Many of these effects can last well into adulthood.

However, victims are not the only ones who suffer from bullying. For many outcomes, bully-victims often fare the worst on a variety of measures, but pure bullies also experience difficulties. They are at increased risk of subsequent mental health problems and are likely to encounter difficulty maintaining positive relationships as adults. More significantly, bullies are considerably more likely to be convicted of crimes and incarcerated as young adults.

Some youth nevertheless use bullying as a way to gain social status among peers. These adolescents may be more strategic in how they choose their targets, and they are also likely to be among the more popular students in school. For at least some of them, bullying and harassment effectively boost their status and influence among schoolmates by winning the admiration of peers or by tearing down social rivals. Generally speaking, however, bullying is more effective at harming victims than aiding aggressors.

Effects and Aspects of Children Bullying Essay

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Introduction

The World Health Organization lists childhood bullying as a primary source of physical, emotional, social, and intellectual impairment to children. Bullying, defined as repeated victimization in a power imbalance, can range from simple teasing and name calling to serious physical, verbal, and social attack. Bullying alters relationships, the victim loses power and becomes more vulnerable to psychological agony as the bully acquires more. Childhood bullying has been linked to depression, anxiety, and suicidal behavior in adulthood.

Educational consequences during childhood and adolescence are the first category of consequences of childhood bullying.

• Frequent victims of bullying are more likely to feel like outsiders at school, and research has linked indirect bullying in particular to diminished peer acceptance and social development in school (Armitage, 2021). Consequently, when bullying is reduced, a child’s feelings of acceptance and safety in the school environment improve.
• Another consequence of bullying is a decrease in motivation to attend class and as a result this lead to low test scores (Idsoe et al., 2021). Children who are bullied on a regular basis are nearly twice as likely to skip school and are more likely to want to drop out of school altogether after completing secondary school as their non-bullied peers.

Another category of consequences of childhood bullying is health consequences during childhood and adolescence.

• The physical, mental, and social health consequences of bullies, victims, and bully-victims have all been shown to be negatively impacted by bullying in several meta-analyses, longitudinal studies, and cross-sectional research.
• Most physical health effects reported by patients are thought to be purely psychological (Armitage, 2021). Although negative consequences on bullies and bully-victims are acknowledged, most research has focused on victims’ experiences.
• Despite wide variations in prevalence from one place to another, the link between bullying in childhood and suicide thinking and behavior is universally acknowledged (deLara, 2019). Unfortunately, being bullied as a youngster increases the chance of developing mental health issues that are comparable to those faced by kids in institutional or foster care.

Effects during adulthood is the last category of the consequences of childhood bullying.

• Bullying in childhood has been linked to psychopathology, suicidality, and crime in adulthood, according to a recent meta-analysis and several additional prospective longitudinal studies analyzing large, population-based, community samples using quantitative methodologies.
• In children and teenagers, peer victimization is strongly associated with later difficulties. Teens who are bullied on a regular basis, for instance, are at twice the risk of developing depression as their non-victimized counterparts in their early adult years (Beduna, & Perrone-McGovern, 2019). Interestingly, this dose-response connection appears to have lasting effects until at least the age of 50.
• Victimization by bullies in childhood has devastating effects on psychological well-being in maturity (Gattario, Lindwall, & Frisén, 2020). Peer victimization is regarded to have a bigger influence on adult mental health than maltreatment by adults, such as sexual and physical abuse, and may account for a sizable portion of the depression load in later life.
• Finally, these effects extend beyond the sphere of health, since bullying in infancy is linked to isolation, financial difficulties, and a worse quality of life in midlife.

In summary childhood bullying raises the probability of poor physical, social, and educational outcomes. Bullies suffer these effects, which now extend into adulthood. Cyberbullying, along with direct physical, verbal, and indirect bullying, is relatively new. Physical appearance is the most common cause of childhood bullying. Childhood bullying has three main effects: educational, health, and all-encompassing adulthood. Bullying frequency and intensity have several dose–response associations with health consequences. Cyberbullying produces few new victims since most sufferers are also victims of conventional bullying. Bully–victims suffer the most from childhood bullying-related mental health issues. Whole-school cooperative learning interventions are the most effective in preventing bullying, which is crucial to achieving the Sustainable Development Goals. Despite local and online expert resources, primary and secondary care lacks clear management and referral mechanisms for health professionals dealing with children bullying.

Armitage, R. (2021). Bullying in children: impact on child health . BMJ paediatrics open , 5 (1), 1-104. Web.

Beduna, K. N., & Perrone-McGovern, K. M. (2019). Recalled childhood bullying victimization and shame in adulthood: The influence of attachment security, self-compassion, and emotion regulation . Traumatology , 25 (1), 21. Web.

deLara, E. W. (2019). Consequences of childhood bullying on mental health and relationships for young adults . Journal of Child and Family Studies , 28 (9), 2379-2389. Web.

Gattario, K. H., Lindwall, M., & Frisén, A. (2020). Life after childhood bullying: Body image development and disordered eating in adulthood . International Journal of Behavioral Development , 44 (3), 246-255. Web.

Idsoe, T., Vaillancourt, T., Dyregrov, A., Hagen, K. A., Ogden, T., & Nærde, A. (2021). Bullying victimization and trauma . Frontiers in psychiatry , 11 (5), 480353. Web.

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Essay on Bullying

Here we have shared the Essay on Bullying in detail so you can use it in your exam or assignment of 150, 300, 500, or 1000 words.

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Essay on Bullying in 150 words

Essay on bullying in 250-300 words, essay on bullying in 500-1000 words.

Bullying is a serious issue that affects individuals of all ages, particularly in schools and online platforms. It involves repeated aggressive behavior aimed at causing harm, imbalance of power, and psychological distress to the victim. Bullying can take various forms, such as physical, verbal, or relational aggression.

The consequences of bullying are significant and long-lasting. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, depression, anxiety, and even suicidal ideation. Bullying also creates an unhealthy and hostile environment, impacting the overall well-being of individuals and hindering their ability to thrive and learn.

To combat bullying, it is crucial to raise awareness, promote empathy, and foster a culture of respect and inclusivity. Schools and communities should implement anti-bullying policies and provide support systems for both victims and perpetrators. Education on the effects of bullying and the importance of kindness and empathy can help prevent and address this issue effectively. It is everyone’s responsibility to stand up against bullying and create a safe and nurturing environment for all individuals.

Bullying is a harmful and pervasive issue that involves repeated aggressive behavior aimed at causing harm, distress, and power imbalance. It manifests in various forms such as physical, verbal, or relational aggression, primarily affecting individuals in schools.

The consequences of bullying are significant and far-reaching. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, anxiety, depression, and, in extreme cases, suicidal ideation. Bullying not only impacts individual victims but also creates an unhealthy environment that hampers overall well-being and learning.

To combat bullying effectively, awareness and prevention strategies are essential. Raising awareness about the nature and consequences of bullying among students, teachers, parents, and communities is crucial. Implementing comprehensive anti-bullying policies in schools, defining bullying, establishing reporting mechanisms, and imposing appropriate consequences for perpetrators is necessary. Fostering a culture of respect, empathy, and inclusivity can prevent bullying and create a safer environment.

Support systems should be in place for both victims and bullies. Victims need access to counseling and resources to cope with the effects of bullying. Intervention programs and counseling can help bullies develop empathy, address underlying issues, and learn alternative behaviors.

Collaboration between schools, parents, and communities is vital. Open communication, encouraging reporting, and proactive measures are necessary to create a positive and safe environment.

In conclusion, bullying is a harmful issue with severe consequences for individuals and communities. By raising awareness, implementing policies, fostering a culture of respect and empathy, and providing support, we can combat bullying effectively. Together, we can create a society where bullying is not tolerated, and individuals can thrive in safe and inclusive environments.

Title: Bullying – The Menace That Demands Immediate Attention

Introduction :

Bullying is a persistent and alarming issue that plagues individuals across various environments, with schools being a common breeding ground for such behavior. This essay aims to explore the definition and types of bullying, its detrimental effects on victims, the underlying causes, the role of bystanders, and the strategies required to effectively address and prevent bullying.

I. Definition and Types of Bullying

Bullying is a form of repeated and intentional aggression characterized by a power imbalance, where the bully seeks to cause harm, distress, and domination over the victim. It can take various forms, including physical aggression, verbal abuse, relational manipulation, and cyberbullying.

II. Detrimental Effects of Bullying

Bullying has severe consequences for the mental, emotional, and social well-being of victims. It can lead to decreased self-esteem, anxiety, depression, academic decline, school avoidance, and in extreme cases, suicidal ideation or attempts. The long-lasting effects of bullying extend beyond the immediate victim, creating a hostile and unhealthy environment for all individuals involved.

III. Underlying Causes of Bullying

Several factors contribute to the development of bullying behavior. These may include family dynamics, exposure to aggression or violence, a desire for power and control, low empathy levels, and a lack of appropriate social skills. Additionally, societal factors such as media influence and cultural norms may indirectly support or perpetuate bullying behavior.

IV. The Role of Bystanders

Bystanders play a significant role in the bullying dynamic. They can either reinforce the bully’s behavior by passively observing or actively participating, or they can intervene and support the victim. Creating a culture where bystanders feel empowered to speak up against bullying and report incidents is crucial in addressing this issue.

V. Strategies to Address and Prevent Bullying

A. awareness and education, b. establishing clear policies and consequences, c. encouraging reporting and support, d. empathy and social-emotional learning, e. involving the community.

Raising awareness about the detrimental effects of bullying and its various forms is essential. Educational institutions should implement comprehensive anti-bullying programs that educate students, teachers, and parents about the signs of bullying, its impact, and the importance of intervention.

Schools should have well-defined anti-bullying policies that outline the definition of bullying, reporting procedures, and consequences for perpetrators. These policies should be communicated effectively to all stakeholders to create a safe and inclusive environment.

Creating a safe reporting system where victims and witnesses feel comfortable reporting incidents is crucial. Offering support and counseling services for victims, as well as intervention programs for bullies, helps address the underlying issues and promote behavioral change.

Integrating empathy and social-emotional learning programs into the curriculum can foster a culture of respect, kindness, and empathy. Teaching students how to manage emotions, develop healthy relationships, and resolve conflicts peacefully can prevent bullying behavior.

Engaging parents, community members, and local organizations in anti-bullying initiatives fosters a collective effort in addressing this issue. Collaboration between schools, families, and communities is essential to create a comprehensive and sustained approach to bullying prevention.

Conclusion :

Bullying is a deeply concerning issue that inflicts significant harm on individuals and communities. By raising awareness, implementing clear policies, fostering empathy, involving bystanders, and providing support, we can effectively address and prevent bullying. It is our collective responsibility to create safe and inclusive environments where every individual can thrive without fear of aggression or harm. Through concerted efforts, we can eradicate bullying and cultivate a society built on respect, empathy, and equality.

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Analytical Essay: The Reasons for Bullying

Bullying can cause real misery and depression to the extent that it can destroy people’s lives. As a result, bullies are often greatly disliked and punished harshly, as they should be, but it is also important to understand the reasons for bullying so that the bully can be helped too. While we all know that it is important to help the victims of bullying, the bullies need to be helped too, or they will continue to be unhappy and will probably go on and bully others. This is one of the solutions for bullying .

One main cause of bullying is for bullies to try and make themselves look big in front of other people. They think that if they pick on somebody smaller and weaker than them, then they will look bigger and stronger by comparison. Bullies usually do this for popularity, even though people usually fear them rather than actually like them, by making themselves look ‘good’ in front of friends and potential friends. Differently, but also for popularity, other people also bully others because of peer pressure, perhaps because their friends are bullying someone and they do not want to be cast out from the group for not joining in.

Both of these causes really come down to a lack of self-esteem, and this in itself can have a number of different causes. Many bullies have been bullied themselves, which is why it is important to always help the bullies as well as the victims. They have been belittled by others, so they then have to try and prove that they are better than someone else so that they don’t feel that they are below everyone.

Many bullies also have a very unhappy home life, and then bully for a number of different reasons. This home life could be the cause of a lack of self-esteem, especially if they are abused by their parents, or they could be bullying for other reasons. It could just be that they have never been taught how to behave correctly because they have never had any positive role models, or their parents are nasty to them so they just think that it is completely normal. In other cases, people start bullying because they are acting out and trying to get attention. This is often the case with children and young people who feel ignored by their families and want to get their attention in any way possible.

All in all, there are a numerous different reasons for bullying, and they vary from person to person. It is important to understand a bully’s personal motives though, because only then can we help them and stop them from hurting others.

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Bullying Effects: Long-Lasting Impact and Healing Process

Scars etched by childhood taunts can fester into lifelong wounds, transforming playgrounds into battlefields where the echoes of cruelty reverberate long after the bell has rung. Bullying, a pervasive issue that plagues schools and communities worldwide, leaves an indelible mark on its victims, often extending far beyond the confines of childhood. This insidious form of aggression can shape the trajectory of a person’s life, influencing their mental health, relationships, and overall well-being for years to come.

Bullying is defined as repeated, intentional acts of aggression or harm directed towards an individual by one or more peers who hold a position of power or influence. This power imbalance can be physical, social, or psychological, making it difficult for the victim to defend themselves. According to recent statistics, approximately one in five students report being bullied, with the prevalence varying across different age groups and demographics.

The types of bullying are diverse and ever-evolving. Physical bullying, perhaps the most visible form, involves acts of violence such as hitting, kicking, or pushing. Verbal bullying, which includes name-calling, taunting, and threats, can be equally damaging to a child’s psyche. In recent years, cyberbullying has emerged as a particularly insidious form of harassment, extending the reach of tormentors beyond school grounds and into the digital realm where victims may feel they have no escape.

Immediate Effects of Bullying on Victims

The immediate impact of bullying on its victims can be profound and far-reaching. One of the most common and immediate effects is emotional distress and anxiety. Children who are bullied often experience a range of negative emotions, including fear, sadness, anger, and shame. These feelings can be overwhelming, leading to a constant state of hypervigilance and stress that permeates every aspect of their lives.

This emotional turmoil frequently translates into a decline in academic performance. Victims of bullying may struggle to concentrate in class, experience difficulty completing assignments, and show a marked decrease in their grades. The constant fear of encountering their tormentors can lead to school avoidance, further exacerbating academic challenges and potentially setting the stage for long-term educational setbacks.

Social isolation and withdrawal are common responses to bullying. As victims attempt to avoid their aggressors, they may retreat from social interactions, leading to a sense of loneliness and disconnection from their peers. This isolation can be particularly damaging during crucial developmental years when social skills and relationships are being formed.

Physical health issues are another immediate consequence of bullying that is often overlooked. The chronic stress associated with being bullied can manifest in various physical symptoms, including headaches, stomachaches, sleep disturbances, and changes in appetite. These physical manifestations of stress can further compound the emotional and academic challenges faced by bullying victims.

Long-term Psychological Effects of Bullying

The psychological scars left by bullying can persist long after the actual incidents have ceased, shaping the victim’s mental health and well-being well into adulthood. One of the most severe long-term effects is the increased risk of depression and suicidal thoughts. Emotional Trauma: Causes, Effects, and the Link to PTSD can result from prolonged exposure to bullying, leading to a heightened vulnerability to mood disorders and self-destructive behaviors.

Low self-esteem and confidence issues are pervasive among those who have experienced bullying. The constant barrage of negative messages and experiences can erode a person’s sense of self-worth, leading to a persistent belief that they are somehow inadequate or undeserving of respect and kindness. This diminished self-esteem can impact various aspects of life, from career aspirations to personal relationships.

Trust and relationship problems are another common long-term consequence of bullying. Having experienced betrayal and cruelty at the hands of peers, many victims struggle to form and maintain healthy relationships in adulthood. They may find it difficult to trust others, leading to social anxiety, isolation, or a tendency to engage in unhealthy or abusive relationships.

An increased risk of substance abuse is also observed among individuals who have experienced bullying. Some may turn to drugs or alcohol as a means of coping with the emotional pain and trauma associated with their experiences. This maladaptive coping mechanism can lead to addiction and further complicate the healing process.

Can Bullying Lead to PTSD?

The question of whether bullying can lead to Post-Traumatic Stress Disorder (PTSD) is one that has gained increasing attention in recent years. To understand this potential link, it’s essential first to comprehend what PTSD is and how it manifests. PTSD is a mental health condition triggered by experiencing or witnessing a terrifying event. It’s characterized by symptoms such as intrusive memories, avoidance behaviors, negative changes in thinking and mood, and changes in physical and emotional reactions.

Research on bullying-induced PTSD has shown that the persistent, threatening nature of bullying can indeed lead to symptoms consistent with PTSD. A study published in the Journal of Abnormal Child Psychology found that nearly one-third of bullied students met the diagnostic criteria for PTSD. This finding underscores the severity of the psychological impact that bullying can have on its victims.

The similarities between bullying trauma and other PTSD triggers are striking. Like victims of other forms of trauma, those who experience severe bullying may develop hypervigilance, flashbacks, and intense emotional reactions to reminders of their experiences. The unpredictable and repetitive nature of bullying can create a state of constant fear and helplessness, mirroring the experiences of individuals who have survived other types of traumatic events.

Several factors increase the likelihood of developing PTSD from bullying. The severity and duration of the bullying play a significant role, with more intense and prolonged experiences carrying a higher risk. The presence of pre-existing mental health conditions or a history of trauma can also increase vulnerability. Additionally, a lack of support from family, friends, or school authorities can exacerbate the impact of bullying and increase the risk of developing PTSD.

Recognizing Signs of Bullying-related Trauma

Identifying the signs of bullying-related trauma is crucial for early intervention and support. Behavioral changes in victims are often one of the first indicators that something is amiss. These changes may include withdrawal from activities they once enjoyed, sudden outbursts of anger or irritability, or a noticeable decline in academic performance.

Physical symptoms of stress and anxiety are common manifestations of bullying-related trauma. These can include unexplained aches and pains, frequent headaches or stomachaches, changes in sleep patterns, and alterations in appetite. It’s important to note that these physical symptoms may persist even when the bullying has stopped, as the body continues to respond to the lingering effects of trauma.

Emotional responses to bullying-related triggers can be intense and seemingly disproportionate to the current situation. Victims may experience panic attacks, flashbacks, or extreme anxiety when confronted with situations that remind them of their bullying experiences. For example, a formerly bullied adult might have a strong emotional reaction to entering a workplace that reminds them of their school environment.

The impact on daily functioning and quality of life can be profound. PTSD Long-Term Effects: The Impact of Untreated Trauma from bullying can interfere with a person’s ability to maintain relationships, perform well at work or school, and engage in social activities. Some individuals may develop avoidance behaviors, steering clear of situations or places that remind them of their bullying experiences, which can significantly limit their life opportunities and experiences.

Healing and Recovery from Bullying Trauma

The journey to healing from bullying trauma is often long and challenging, but recovery is possible with the right support and interventions. The importance of seeking professional help cannot be overstated. Mental health professionals can provide the tools and strategies needed to process trauma, manage symptoms, and rebuild self-esteem.

There are several therapy options available for bullying victims, with Cognitive Behavioral Therapy (CBT) and Eye Movement Desensitization and Reprocessing (EMDR) being among the most effective. CBT helps individuals identify and change negative thought patterns and behaviors associated with their trauma. EMDR, on the other hand, is a specialized therapy that helps process traumatic memories and reduce their emotional impact.

Building resilience and developing coping strategies are crucial components of the healing process. This may involve learning stress management techniques, practicing mindfulness, and engaging in activities that promote self-esteem and self-efficacy. PTSD Trauma Responses: Recognizing Symptoms and Coping Strategies can be an essential part of this process, helping individuals understand and manage their reactions to triggers.

Support systems and resources for victims and their families play a vital role in the recovery process. This can include support groups, online communities, and educational resources that provide information and validation for those affected by bullying. Schools and communities also have a responsibility to implement anti-bullying programs and provide support services for victims.

The Broader Impact of Bullying and the Path Forward

The effects of bullying extend far beyond the individual victim, rippling out to affect families, schools, and entire communities. School Trauma: Navigating the Aftermath and Path to Recovery is not limited to extreme events; the daily trauma of bullying can create an atmosphere of fear and tension that impacts all students, even those not directly involved.

It’s crucial to recognize that bullying is not just a “rite of passage” or a normal part of growing up. The potential for developing PTSD from bullying underscores the severity of this issue and the need for comprehensive prevention and intervention strategies. Schools, parents, and communities must work together to create environments where bullying is not tolerated and where victims feel safe to speak out and seek help.

PTSD from Bullying: Long-Term Impact and Healing Strategies highlights the importance of long-term support for those who have experienced bullying. Just as we recognize and support individuals with PTSD from other traumatic experiences, we must extend the same understanding and resources to those traumatized by bullying.

Childhood Trauma Healing: Counselling and PTSD Treatment Guide can provide valuable insights for parents and caregivers seeking to support children who have experienced bullying. Early intervention and appropriate treatment can significantly improve outcomes and prevent the development of long-term psychological issues.

It’s also important to recognize that bullying is not confined to childhood or school settings. PTSD from Workplace Bullying: Symptoms, Coping Strategies, and Recovery is a growing concern, highlighting the need for anti-bullying policies and support systems in professional environments as well.

While the focus is often on direct victims, it’s worth noting that witnesses to bullying can also experience trauma. PTSD in Students After School Violence or Traumatic Events: Causes, Symptoms, and Support addresses this broader impact, emphasizing the need for comprehensive support systems within educational institutions.

In conclusion, the long-lasting effects of bullying are profound and far-reaching, with the potential to shape the course of a person’s life. The possibility of developing PTSD from bullying experiences underscores the urgent need for effective prevention strategies, early intervention, and comprehensive support for victims. It is incumbent upon all of us – parents, educators, mental health professionals, and society at large – to take bullying seriously and work tirelessly to create safe, nurturing environments for all individuals.

While the scars of bullying may run deep, there is hope for healing and recovery. With increased awareness, improved support systems, and a commitment to addressing the root causes of bullying behavior, we can work towards a future where no child has to bear the lifelong burden of bullying trauma. By fostering empathy, promoting kindness, and providing the necessary resources for healing, we can help those affected by bullying to reclaim their lives and build a brighter, more compassionate world for future generations.

References:

1. Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419-426.

2. Idsoe, T., Dyregrov, A., & Idsoe, E. C. (2012). Bullying and PTSD symptoms. Journal of Abnormal Child Psychology, 40(6), 901-911.

3. Lereya, S. T., Copeland, W. E., Costello, E. J., & Wolke, D. (2015). Adult mental health consequences of peer bullying and maltreatment in childhood: two cohorts in two countries. The Lancet Psychiatry, 2(6), 524-531.

4. Meltzer, H., Vostanis, P., Ford, T., Bebbington, P., & Dennis, M. S. (2011). Victims of bullying in childhood and suicide attempts in adulthood. European Psychiatry, 26(8), 498-503.

5. Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell Publishing.

6. Takizawa, R., Maughan, B., & Arseneault, L. (2014). Adult health outcomes of childhood bullying victimization: evidence from a five-decade longitudinal British birth cohort. American Journal of Psychiatry, 171(7), 777-784.

7. Ttofi, M. M., Farrington, D. P., Lösel, F., & Loeber, R. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3(2), 63-73.

8. Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.

9. Wolke, D., & Lereya, S. T. (2015). Long-term effects of bullying. Archives of Disease in Childhood, 100(9), 879-885.

10. Ybarra, M. L., Mitchell, K. J., Wolak, J., & Finkelhor, D. (2006). Examining characteristics and associated distress related to Internet harassment: findings from the Second Youth Internet Safety Survey. Pediatrics, 118(4), e1169-e1177.

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Cause and Effect of Bullying Essay Sample

If you’re about to check out our bullying essay, you must be into teenage psychology. We bet you’d find it incredibly useful to take a good look at this ‘Cause and Effect of Bullying’ essay and gain deep insight into this social vice.

Bullying is now recognized as a widespread and usually neglected problem in school around the globe because it implicates severe consequences for children who initiate the bullying and for those who are victimized by bullies. This is an important issue that will not become solved until parents and teachers address the reasons why children humiliate and intimidate others in the first place. With the right guidance and training, children can acquire skills to work through their problems instead of managing them by bullying others. In order to provide them with such education and successfully eliminate bullying from schools, we need to determine its causes and effects that school bullying poses on children.

Bullying is usually defined as an aggressive behavioral pattern among school-aged children and teenagers that implicates apparent power imbalance. School bullying also has a potential to be repeated, over time. Children use their physical strength, access to private information, or popularity to intimidate, control or harm others. Usually, bullying comprises of actions such as taunting, teasing, threatening to cause harm, name-calling, spreading rumors about someone, and embarrassing in public (Common Causes of Bullying).

Children who bully usually come from dysfunctional families. Of course, growing in such a family is not an assurance that a child will become a bully. However, a significant number of children prone to bullying come from families where there are little affection and devotion. In such families, parents may often be an example of inappropriate behavior, such as aggressive acts towards friends, siblings or other members of the family. Therefore, children adopt such behavioral patterns and simulate it with their peers. Although bullies may appear to be confident in themselves, they usually feel insecure and inferior to others. They treat their peers with contempt to make themselves feel better. Most children do not do this intentionally; they merely take an example from their parents’ behavior. However, when the bully does not feel a resistance, he becomes overwhelmed with power and continues the action. The offender is unintentionally rewarded whenever victims surrender. He also gets paid by gaining attention and popularity, as well as the ability to have others afraid of them. These inadvertent amends strengthen bullying behavior pattern and encourage the offender to keep bullying others. Children who bully cannot regulate their emotions. Whenever people become angry and irritated, they can efficiently manage their emotions to prevent themselves from harming others. However, children cannot control their feelings. In fact, anything can provoke and cause them to overreact severely. For instance, a child may accidentally wimble into a bully, while walking down the hall. Even though the child will beg for an apology, the bully may lose his temper and hit or shout at him (Common Causes Of Bullying).

The effects of school bullying are ubiquitous and extensive. From a mental point of view, bullying has a potential to severely impact a child’s self-esteem even years after bullying has stopped. The victims of threatening and intimidating are inclined to suffer from anxiety and depression, mainly if the harassment has occurred over the prolonged duration of action (Kelleher). Bullying can lead to such psychological effects as low self-esteem, loneliness, and increased potential to lapse into illness. These issues may persist into adulthood. It should be recognized that these mental impacts do not stop at the bullied, they also extended to the bullies. Those involved in prolonged and severe bullying of others experience a wide range of mental health, academic and social problems (Kelleher).

Another effect of school bullying is on academic performance. After repeatedly facing a bully, a child may begin to refuse to go to school. His grades may also suffer, both because of absence in a school and his inability to concentrate. According to the National Education Association, “bullying impacts approximately 13 million students every year, and some 160,000 students stay home from school each day because of bullying” (“Nation’s Educators Continue Push For Safe, Bully Free Environments”). Some of these students eventually drop out of a school. Some schools don’t even help the children that have been bullied. Also, school bullying has effects on relationships between victims and their parents and friends. These effects may force children into isolation or a general distrust of people. They may also feel themselves justified in attacking other children or seeking revenge on his insulter to blow off stress or anxiety. School bullying also has some physical effects. Apart from the usual bumps and scrapes that young children get while playing, there can be excessive marks, such as scratches, bruises, and scars that can mean a child is being bullied. Also, appetite and sleep loss are common consequences, as a result of the prolonged fear and anxiety that bullying cause.

Effects of bullying regard every person that is somehow involved in the act — either by participating or witnessing it. To the bully, the fact of humiliating somebody and the feel of power, all give pleasure and occupy most of his time, that should be used in studies. Instead, these resources are now directed towards poor academic performance. Furthermore, for bullies, aggression has a potential to persist into adulthood showing itself through criminality, marital violence, child abuse, and sexual harassment. For victims, repeated bullying can cause psychological distress or even lead to suicide. There have been dozens of incidents when school bullying has resulted in suicide. One of the high-profile suicide cases was the death of Amanda Todd. A few years ago, when Amanda was in 7th grade, she often used video chat to meet new people over the internet. People she met would always give her compliments about how she is looking. Once, Amanda was talking with a stranger who convinced her to lay her chest bare and took a picture of her breasts. With this picture, he blackmailed Amanda for years threatening to publish it unless she gives him a show, but she refused. So, this stranger had found her classmates and friends on Facebook and sent them the picture. They ostracised her driving her into anxiety, drugs, alcohol, and underage sex. Amanda attempted suicide a few times before finally succeeding. On October 10, 2012, at about 6:00 PM, she was found hanged at her home (Dean).

Bullying is prohibitive and aggressive behavioral pattern among school-aged children that involves threatening, humiliation, teasing, and embarrassing in public and that has the potential to be repeated, over time. Usually, bullying comes from dysfunctional families that lack affection and openness. Both children, insulter and its victim may have a broad range of severe physical and mental health, social and academic problems that may persist into adulthood.

This insightful bullying essay was composed by one of our writers specializing in both psychological and sociological studies. This informative piece of academic writing was created based on in-depth research conducted by the writer and aimed at contributing to the worldwide awareness of this widely spread social phenomenon. Our ‘Cause and Effect of Bullying’ essay has been acclaimed by many students who gained considerable benefits from it and used this paper as a starting point of their own investigation of the problem.

This bullying in schools essay serves as a great example of the brilliance and exceptional competence of EssayShark’s writing team. Our experienced writers can handle any writing challenge, turning it into a comprehensible and fascinating piece of academic writing, just like they did with this bullying essay. If you want to receive qualified and unparalleled academic assistance, be certain to contact our writing virtuosos!

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Essay on Bullying Cause And Effect

Students are often asked to write an essay on Bullying Cause And Effect in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Bullying Cause And Effect

Understanding bullying.

Bullying is when someone tries to hurt another person on purpose. This can be physical, like hitting, or verbal, like name-calling. Bullying can also happen online, which is called cyberbullying. It’s important to know that bullying is wrong and can hurt people a lot.

Causes of Bullying

Bullying can have many causes. Some people bully others because they feel insecure or want to feel powerful. Others might bully because they’ve been bullied themselves. Sometimes, people bully because they don’t understand that it’s wrong.

Effects of Bullying

Bullying can cause a lot of harm. It can make people feel sad, scared, or alone. Some people might even feel sick or have trouble sleeping. In the long run, bullying can lead to serious problems like depression.

Stopping Bullying

To stop bullying, we need to stand up against it. If you see someone being bullied, tell a trusted adult. Also, remember to treat others with kindness and respect. Together, we can stop bullying.

250 Words Essay on Bullying Cause And Effect

What is bullying.

Bullying is when someone hurts or scares another person over and over again. The person being bullied may feel sad, scared, or angry. Bullies might hit, kick, or push to hurt people, or use words to call names, tease, or scare them.

Bullying can be caused by various things. One reason could be that the bully does not feel good about themselves, so they try to make others feel bad. They may be jealous, or they may be sad or angry about something in their own lives. Sometimes, bullies want to feel powerful and in control, and they think bullying is a way to get this.

Bullying can hurt a person in many ways. It may make them feel lonely, unhappy, and scared. It can also make them feel bad about themselves, which can lead to low self-esteem. They may not want to go to school or take part in school activities. In severe cases, the person being bullied may even think about hurting themselves.

Long-Term Effects

Bullying can also have long-term effects. A person who was bullied may have trouble trusting people or making friends. They might have problems with anxiety or depression even when they are adults.

Bullying is a serious issue that can harm people in many ways. It is important to stop bullying and to help people who have been bullied. If you see someone being bullied, it is always good to help them and tell an adult about what is happening. We should all work together to make our world a safer and happier place for everyone.

500 Words Essay on Bullying Cause And Effect

Introduction.

Bullying is a serious problem that many people face, especially school children. It is an act where a person uses power or strength to hurt or scare another person repeatedly. The effects of bullying can be severe and long-lasting. This essay will discuss the causes and effects of bullying.

Another cause of bullying is that the person doing it may be copying what they see at home or in their community. If they see others being mean or violent, they might think that this is the right way to act. They may also have been bullied themselves and are trying to take back some control.

Lastly, some people bully because they are feeling sad or angry and don’t know how to deal with these emotions. They take out their feelings on others to try to make themselves feel better.

Bullying can also affect a person’s self-esteem. They might start to believe the mean things that the bully says about them. This can make them feel bad about themselves and can lead to problems like depression and anxiety.

Another effect of bullying is that it can cause problems with a person’s school work. If they are worried about being bullied, they might find it hard to concentrate on their studies. This can lead to lower grades and a dislike of school.

Remember, it’s okay to speak up if you or someone you know is being bullied. You’re not alone, and there are people who can help.

That’s it! I hope the essay helped you.

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The causes of bullying: results from the National Survey of School Health (PeNSE)

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1 Doctoral student, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil

Marta Angélica Iossi Silva

2 PhD, Associate Professor, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil

Flávia Carvalho Malta de Mello

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3 MSc, Statistician, Coordenação Geral de Informações e Análise Epidemiológica, Secretaria de Vigilância em Saúde, Ministério da Saúde, Brasília, DF, Brazil

Andréa Cristina Mariano Yoshinaga

4 Master´s student, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil

Deborah Carvalho Malta

5 PhD, Adjunct Professor, Escola de Enfermagem, Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brazil. Director, Departamento de Vigilância de Doenças e Agravos não Transmissíveis e Promoção da Saúde, Secretaria de Vigilância em Saúde, Ministério da Saúde, Brazil

to identify the characteristics and reasons reported by Brazilian students for school bullying.

this cross-sectional study uses data from an epidemiological survey (National Survey of School Health) conducted in 2012. A total of 109,104 9th grade students from private and public schools participated. Data were collected through a self-applied questionnaire and the analysis was performed using SPSS, version 20, Complex Samples Module.

the prevalence of bullying was 7.2%, most frequently affecting Afro-descendant or indigenous younger boys, whose mothers were characterized by low levels of education. In regard to the reasons/causes of bullying, 51.2% did not specify; the second highest frequency of victimization was related to body appearance (18.6%); followed by facial appearance (16.2%); race/color (6.8%); sexual orientation 2.9%; religion 2.5%; and region of origin 1.7%. The results are similar to those found in other sociocultural contexts.

Conclusion:

the problem belongs to the health field because it gathers aspects that determine the students' health-disease-care continuum.

Introduction

The term bullying refers to a specific form of aggressive and violent behavior among peers in the school context. It is characterized by three criteria: intentionality, repeatability and imbalance of power ( 1 ) . Given the emphasis of this definition, school bullying are acts that repeat over time and involve a desire to harm colleagues or expose them to negative situations, while those exposed to negative situations have difficulty defending themselves ( 1 - 2 ) . This phenomenon may manifest directly and physically (e.g., hitting, spitting), verbally (derogatory nicknames, threats, insults, gossip), or through cyber-bullying (using social, electronic or communication media - internet, phone) or indirectly in situations where there is no direct confrontation among those involved (social exclusion, gossip) ( 3 - 4 ) .

Bullying is acknowledged as a relationship problem in which power is claimed through the use of violence and is a reality among school-aged children and adolescents in different cultural contexts ( 4 ) and a severe problem in many countries ( 3 - 5 ) . This phenomenon may lead students to experience psychological distress, compromise the teaching-learning process and influence how individuals respond to social demands over the course of their lives. These negative consequences ( 4 , 6 ) , entailed for all those involved and associated with increased prevalence and frequency with which bullying occurs ( 7 - 8 ) , transformed bullying into a severe public health problem worldwide ( 9 - 10 ) .

Studies show that both boys and girls become involved in situations of violence at school, though the actions in which they engage are different. Boys are more likely to experience physical bullying, while girls engage in indirect or verbal exchanges ( 1 , 5 , 10 ) . Even though there are an increased number of studies addressing school bullying, few of them address causal factors or the reasons determining the phenomenon. In general, the focus of investigations is on the characteristics of the students involved, the phenomenon's variables and the nuances it assumes in the school context without, however, establishing the reasons that explain this phenomenon.

In this sense, evidence from the scientific literature addressing this subject suggests that the dynamics of bullying is a result of the students' characteristics, the vulnerability or social status of one student in relation to another, that differentiate and segregate peers ( 3 ) . A study conducted in Netherlands with 80,770 students reports that the reasons students presented for the practice of bullying were physical appearance, individual behavior, level of school performance, physical or mental disabilities, religious aspects, gender issues, sexual orientation, and the inappropriate manner some students dealt with punishment ( 11 ) . The average prevalence of students identified as involved in bullying was 32.5% ( 11 ) .

A longitudinal studied conducted in the United States reports empirical evidence of increased school bullying beginning in the second half of the 2000s, with a prevalence of 25.8% in 2009 ( 12 ) . The study reports bullying was more common and more intense among boys, Afro-descendants, from rural areas, living with single parents, with low school performance and a low level of religious identification ( 12 ) . A Swedish study, reporting a prevalence of 44% of victims and aggressors, reports that adolescents tend to explain the phenomenon in terms of individual reasons instead of offering other dimensions like peer groups, school context, or social issues ( 5 ) . The study also reveals that aggressors were more likely to blame the victim ( 5 ) .

In Brazil, the complexity of concrete problems such as bullying and a concern with school health culminated in 2007 with the implementation of the Programa Saúde na Escola [Health Program at School], an inter-sector policy promoting the delivery of integral healthcare to school-aged children and adolescents. According to this proposal, primary healthcare (PHC) teams must put into practice actions that are focused on the promotion of health according to the principles and guidelines of the Brazilian Unified Health System (SUS), addressing the dimensions of a culture of peace and fighting the various expressions of violence within schools and the community ( 13 ) .

Therefore, identifying the causes and reasons students become involved with bullying is essential to implementing coping strategies focused on human development and health promotion in the school context. From this perspective, this study's aim was to identify the reasons associated with school bullying reported by adolescents in public and private schools in Brazil.

Study's design

This cross-sectional study used data from the National Survey of School Health (PeNSE), conducted in 2012. PeNSE addressed behavioral factors of risk and health protection in a sample of 8 th grade students attending daytime programs of public and private schools located in urban or rural areas from the entire Brazilian territory. The 9 th grade was chosen because it is the minimum level of education required to complete the self-administered questionnaire during data collection.

Study setting and sampling

The 2010 School Census was used to select the sample and those schools reporting 9 th grade classes administered during daytime hours were included in the list; nighttime programs were excluded. The sample was sized to estimate population parameters (proportions or prevalence) in diverse geographic domains comprising the 26 state capitals along with the Federal District; the set of capitals; the five geographic regions (North, Northeast, Southeast, South, and Midwest) in addition to the country as a whole. A probabilistic sample was used and the sampling plan was formed by schools (primary sampling units) and the schools' classes (secondary sampling units). In the case of non-capital cities, the primary sampling units were groups of cities and the secondary sampling units were schools, while classrooms were the tertiary sampling units. A total of 134,310 9 th grade students were enrolled in the selected classes administered during daytime hours by public and private schools located in urban and rural areas in the entire Brazilian territory. Of these, 132,123 students were considered regular students and 110,873 were present in classrooms on the day the questionnaire was applied. The final sample included 109,104 students, i.e., 83% of those considered eligible for the study ( 14 ) .

A total of 86% of students in the sample surveyed in 2012 were between 13 and 15 years old; 47.8% were male and 52.2% were female; and 17.2% students were from private schools and 82.8% were from public schools ( 14 ) .

Data were collected using smartphones, which were included in the structured, self-applied questionnaires with thematic modules that varied in the number of questions contained. Bullying was one of the dimensions addressed. Data collection was implemented by previously trained agents from the Brazilian Institute of Geography and Statistics (IBGE), in schools during classes from April to September 2012. Further details concerning the methodology can be obtained in specific publications ( 14 ) .

Studied variables

The variable bullying was obtained through the question: "How often did some of your friends belittle, mock, scorn, intimidate or scoff at you IN THE LAST 30 DAYS to the point that you became hurt, bothered, annoyed, offended, or humiliated? The answers were categorized as NO (never, rarely, sometimes) and YES (most of the time, always).

Reasons/causes related to why one experiences bullying were verified through the question: "What is the reason/cause your friends have belittled, mocked, scorned, intimidated or scoffed at you IN THE LAST 30 DAYS?" The answers to this question were analyzed according to the following options: (a) My race or color; b) My religion; c) The appearance of my face; d) the appearance of my body; e) My sexual orientation; f) My region of origin; g) Other reasons.

Statistical Analysis

The analysis was performed through the computation of the prevalence of the variables experiencing bullying and their respective confidence intervals of 95%, according to the sociodemographic aspects of experiencing bullying (sex, age, race/color, religion, public or private school, mother's education). The reasons/causes of experiencing bullying reported by the students were analyzed according to sociodemographic aspects stratified by race or color, religion, facial appearance, body appearance, sexual orientation, region of origin, others.

When the reason one experienced bullying was reported to be the appearance of body, it was cross-tabulated with the variable Body Image, which was verified by the question: In regard to your body, do you consider yourself: Too thin, Thin, Normal, Fat, Too fat?

These analyses were performed using SPSS, version 20, with the Complex Samples Module, appropriate for data analyses obtained by a complex sampling plan ( 15 ) .

Ethical issues

This study was approved by the Institutional Review Board according to referee report No. 192/2012 Registry No. 16805, CONEP/MS on March 27, 2012.

Table 1 shows that 7.2% (CI95% 6.6-7.8) of the students reported having experienced bullying, always or almost always felt humiliated, by schoolmates. The percentages were higher among male students, 7.9% (CI95% 7.0-9.1), in comparison to female students, 6.5% (CI95% 6.2-6.7); among students whose mothers were characterized by low levels of education, 8.3% (CI95% 7.2-9.4); among those who reported themselves to be Afro-descendant, 8.1% (CI 95%: 7.2-9.1); and among those self-reported as indigenous people 7.9% (CI95%: 7.3-8.5). No difference was found between private schools, 7.6% (CI95%: 6.9-8.3) and private school students, 7.1% (CI95%: 6.2-8.0).

Most times, 51.2% (CI95% 48.6-53.7%), causes of bullying were not identified followed by body image or appearance, 18.6% (CI95% 16.5-21); facial appearance, 16.2% (15.4%-17.1%); race or color, 6.8% (CI95% 6.4-7.3); sexual orientation, 2.9% (CI95% 2.5-3.5); religion, 2.5% (CI95% 1.9-3.2); and region of origin, 1.7 (CI95%1.5-2). The frequencies of those reporting having experienced bullying and those reporting always or almost always experienced bullying in the last 30 days were similar, except for those reporting the reason was their race/color, among whom frequency increased to always, as shown in Table 2 .

Body appearance was cross-tabulated with the variable body image for those reporting that the appearance of their bodies was the reason they suffered bullying, which showed bullying was more frequent among those reporting they were either too fat or too thin, 19.2% (CI95% 15.1-24) and 12.1% (CI95% 10.4-14.0), respectively ( Table 3 ).

The reasons did not vary according to age, except in regard to sexual orientation among students younger than 13 years of age (15% - CI95%: 7.2-28.6). In regard to sex, boys were more frequently bullied than girls and also more frequently reported experiencing bullying triggered by their race or color 8.9% (CI95% 8.19-9.9), while 4.5% (CI95% 3.8-5.2) of the girls reported bullying was triggered for this reason. A total of 3.9% (CI95% 3.5-4.5) of the boys and 1.8% (CI95% 1.2-2.0) of the girls reporting bullying was triggered by their sexual orientation. Race/color shows considerable difference in regard to how often bullying is experienced: Afro-descendant boys report four times more bullying, 23.2% (CI95% 21.8-24.7), while indigenous students report bullying at twice the frequency, 12.5% (CI95%7.5-20.3). Students of mixed race (3.8% CI95% 2.9-4.8), Caucasian (3.1% CI95% 2.5-3.9), and Asian (4.7% CI95% 1.4-14.4), reported bullying is experienced less frequently. Public schools also present a higher number of reports of bullying triggered by race/color, 7.2% (CI95% 6.6-8.0). Bullying triggered by race/color also increased among children of mothers with no education, 11.6% (CI95% 8.5-15.6), as shown in Table 4 .

This study's findings show that 7.2% of the students experienced bullying, which was more frequently reported by younger boys, whose mothers present lower levels of education, and are of Afro-descent or indigenous. Most did not report the reason or cause that triggers bullying. In regard to differences between sexes, the causes reported by boys and girls were similar, mostly appearance of the face and body, however, boys most frequently reported bullying triggered by race/color and sexual orientation.

This study highlights that "other reasons/causes" is the most frequent option chosen to explain bullying. The frequency with which this option was chosen may be due to the poor understanding of students concerning the process of victimization or how they qualify jokes or the experience of being bullied. The process of victimization is characterized by receiving negative attention or aggressive behavior from peers over time and what determines its occurrence is being different or behaving differently others ( 2 ) . Investigating what causes the phenomenon based on self-reports addresses these dimensions and the sensitive nature of the issues implicated in the issue.

Almost a fifth of the students reported body appearance, followed by facial appearance, as being causes of bullying. Similar results were found in other contexts that indicate that physical appearance is one of the main reasons a student becomes a victim of bullying ( 16 ) . A potential interpretation for this information involves culturally valued social standards in which diversity and differences are not tolerated. One epidemiological study conducted with 1,230 students from a city in Rio Grande do Sul, Brazil, identified that 30.1% were overweight or obese, showing that students dissatisfied with their body image were three times more likely to be victims of bullying. Statistically, however, excess weight was not significantly associated with the phenomenon ( 16 ) . In turn one study, similar to this study, that was developed in Ireland reports that body image, such as considering oneself to be thin or too thin, was significantly associated with being a victim ( 17 ) .

Classical studies addressing this phenomenon do not report evidence that body image is a determinant factor in the process of victimization ( 1 ) . Other studies however, verify that victims often present characteristics that distinguish them from most of their peers, such as obesity, thinness, or the use of prosthetics or orthotics ( 18 - 19 ) .

A student's skin color or race was also reported as being significantly associated with victimization. Afro-descendant students were four times more likely to experience bullying, while indigenous people were two times more likely to experience bullying. This dimension is also linked to social and cultural issues, to racism and prejudice, since there is a hegemonic pattern of valuing white skin ( 20 - 23 ) . One study in the United States correlated race with gender and identified that these variables were significant predictors of bullying. The study shows that boys were 25.5% more likely to become victims than girls, while Afro-descendant students were 46.3% more likely to become victims at school than Caucasian students ( 23 ) . Afro-descendant and indigenous students addressed in this study were also more likely to become victims due to their race/color. It is worth noting that individuals of mixed race did not present the same rates of being bullied, an aspect that shows the importance of verifying whether students from different races have different criteria to identify and assess violent practices.

We cannot ignore the factors and individual variables that explain the phenomenon, as we cannot ignore contextual factors, such as mother's education, in the determination of bullying. As observed, the indication of no maternal education was the most prevalent for victimization and the scientific literature considers this variable to be a demographic predictor of students' success or failure at school. One study recently conducted in the United States reports that students whose mothers presented low levels of education were more likely to become victims ( 12 ) . In general, results concerning association between mother's education and involvement with bullying are explored because the mother's education is considered to be relevant within the families' set of social and cultural characteristics.

Other issues, such as the students' sexual orientation, religion and region of origin, are not shown to be expressive causes for victimization. In fact, these individual characteristics of students are less frequently observed than other characteristics. Nonetheless, they are manifested differently between sexes; for instance, boys more frequently report victimization associated with sexual orientation than do girls. Additionally, the literature shows that sexual orientation is one of the reasons related to bullying ( 11 ) . Therefore, these are important variables through which the phenomenon may be approached and related to proposing interventions intended to understand diversity, especially considering the diffuse nature of these in modern times and the emergence of other expressions of sexuality, religiosity, and migratory movements that require understanding and tolerance of diversity ( 4 , 23 - 24 ) .

Overall, the results are relevant and contribute to the understanding of bullying and enable discussing the problem of violence within the school environment. Bullying is manifested through different signs, behaviors, and prejudice in interpersonal relationships among students. Because of its specificity and complexity, bullying in an interdisciplinary and inter-sector object that demands solutions follow the same logic and direction, such as the Health School Project. Education actions and health promotion at school are different ways for PHC workers to encourage new forms in which students may relate with each other and with the world ( 10 , 13 ) .

Finally we mention some of the study's limitations. Despite the survey's validity and reliability, its cross-sectional design hinders causal/temporal inferences between exposure to or involvement with school bullying. This limits addressing the issue of causality, though this study's results agree with those reported by prospective studies. In this sense, the individual characteristics of victims do not justify aggressive and violent behavior that is inherent to bullying, as they cannot be isolated, assessed and exclusively seen as causes or motivations to become involved with the phenomenon. Another limitation is the large number of references to the option "other causes/reasons" in the experience of bullying. Hence, we suggest that other psychological characteristics or social relationships be addressed by the instrument, such as shyness, reservation in resolving conflicts, low self-esteem, among other factors. Additionally, students should be asked to indicate causes and reasons they suffer bullying even after providing alternative answers, as an opportunity to fill in some of the gaps observed.

Conclusions

This study's results concerning the identification of reasons associated with bullying among Brazilian students show that some individual characteristics are related to the phenomenon and contextual aspects that determine it. Bullying is a common experience in the lives of Brazilian students and a problem within the domain of the health field since it gathers determinants of the health-disease-care process for school-aged children and adolescents. This debate is highly important because it support tools for the development of other studies and health practices, especially in primary healthcare and in the interface between health and education.

We expect these data to encourage attention being paid to public policies concerning this issue, resulting in indicators being provided that can support the development of coping strategies at the inter-sector and inter-disciplinary levels, with a view to encourage a non-violent culture, partnering the health and education sectors. Further studies are needed, especially those providing qualitative analyses or triangulation methods and approaches, to understand the meanings and processes in which bullying emerges in the school context and its dynamics in the reality of Brazilian schools.

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• Research Resources

Consequences of Bullying

It is important for parents and people who work with children and adolescents to understand that bullying can have both short- and long-term effects on everyone involved. While most research on bullying has been about children and adolescents who have been bullied, those who bully others are also negatively impacted, as are those who are both bullied and bully others, and even those who are not directly involved but witness bullying.

Children Who Have Been Bullied

Research has found that children and adolescents who have been bullied can experience negative psychological, physical, and academic effects.

Psychological Effects

The psychological effects of bullying include depression, anxiety, low self-esteem, self-harming behavior (especially for girls), alcohol and drug use and dependence, aggression, and involvement in violence or crime (especially for boys). While bullying can lead to mental health problems for any child, those who already have mental health difficulties are even more likely to be bullied and to experience its negative effects.

Cyberbullying – bullying that happens with computers or mobile devices – has also been linked to mental health problems. Compared with peers who were not cyberbullied, children who were cyberbullied report higher levels of depression and thoughts of suicide, as well as greater emotional distress, hostility, and delinquency.

Physical Effects

Bullying and Suicide

Bullying is a risk factor for depression and thinking about suicide. Children who bully others, are bullied, or both bully and are bullied are more likely to think about or attempt suicide than those who are not involved in bullying at all.

The physical effects of bullying can be obvious and immediate, such as being injured from a physical attack. However, the ongoing stress and trauma of being bullied can also lead to physical problems over time. A child who is bullied could develop sleep disorders - such as difficulty falling asleep or staying asleep - stomachaches, headaches, heart palpitations, dizziness, bedwetting, and chronic pain and somatization (i.e., a syndrome of distressful, physical symptoms that cannot be explained by a medical cause).

Being bullied also increases cortisol levels – a stress hormone – in the body, which typically happens after a stressful event. Stress from bullying can impact the immune system and hormones. Imaging studies show that brain activity and functioning can be affected by bullying, which may help explain the behavior of children who have been bullied.

Academic Effects

Research has consistently shown that bullying can have a negative impact on how well children and adolescents do in school. It has a negative impact on both grades and standardized test scores starting as early as kindergarten and continuing through high school.

Children Who Bully and Those Who Witness Bullying

Very little research has been done to understand the effects of bullying on children who bully, and those who witness bullying (e.g., bystanders). More research is needed to understand the consequences of bullying on the individuals who bully others, particularly to understand the differences between those who are generally aggressive and those who bully others.

Studies of children who witness bullying usually focus on their role in the bullying situation (e.g., if they backed up the child who bullied, or defended the victim) and why they did or did not intervene. While studies rarely assess the effects of bullying exposure on the witness, some research has found that bullying witnesses experience anxiety and insecurity based on their own fears of retaliation.

Children Who Bully and Are Also Bullied

Children and adolescents who bully others and who are also bullied are at the greatest risk for negative mental and physical health consequences, compared to those who only bully or are only being bullied. These children and adolescents may experience a combination of psychological problems, a negative perception of themselves and others, poor social skills, conduct problems, and rejection by their peer group.

Compared with non-involved peers, those who have bullied others and have also been bullied have been found to be at increased risk for serious mental illness, be at high risk for thinking about and attempting suicide, and demonstrate heightened aggression.

Exposure to bullying in any manner – by being bullied, bullying others, or witnessing peers being bullied – has long-term, negative effects on children. The School Crime Supplement to the National Crime Victimization Survey found that in 2015, about 21 percent of students ages 12-18 reported being bullied at school during the school year. Given the prevalence of youth exposed to bullying across the nation, it is important to understand the consequences of bullying on children and adolescents, how it relates to other violent behaviors and mental health challenges, in order to effectively address them.

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Source and Research Limitations

The information discussed in this fact sheet is based on the comprehensive review of bullying research presented in the National Academies of Sciences, Engineering, and Medicine’s report entitled Preventing Bullying Through Science, Policy, and Practice .

This report includes the most up to date research on bullying, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

Cyberbullying: Unique Challenges and Impacts

‘We lost our daughter to cyberbullying.’

McKenna Brown was an accomplished hockey player and scholar, known for her kindness, when she became the target of intense cyberbullying from her peers in high school. Her parents, Hunter and Cheryl, are now trying to raise awareness about the potentially devastating consequences of cyberbullying after the behaviors escalated and McKenna took her own life, according to an article in the Tampa Bay Times .

“Our daughter was bullied during her freshman year via texts and Snapchat. Then the week before her senior year was to start, she was bullied again via texts, Snapchat, Instagram and, likely, TikTok. The relentless attacks culminated with some of her teammates/friends/classmates sharing the fact that our daughter had been raped at the age of 14, as well as what we believe was an attempt to ‘cancel’ her via text, phone and social media,” according to the article.

“The memories of bullying from her freshman year, exacerbated by the breadth and speed of social media, likely took a toll on her young soul, and she took her own life in August 2022. As parents, we believed we had done everything we could do. We engaged in our children’s lives, emphasized the importance of a good education and instilled values of compassion and resilience. They excelled academically, socially and athletically. Yet, our efforts were powerless against the rapidity and reach of online toxicity that our daughter faced. The tools we had to protect her were inadequate against the sophisticated, far-reaching, rapidly spreading and pervasive threats of the digital age.”

According to the America Psychological Association (APA) website , cyberbullying can happen anywhere young people can connect to the internet or receive a text:

“Cyberbullying occurs when someone uses technology to demean, inflict harm, or cause pain to another person. It is ‘willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices.’ Perpetrators bully victims in any online setting, including social media, video or computer games, discussion boards, or text messaging on mobile devices.”

What cyberbullying looks like

According to a 2022 report from the Pew Research Center , their report measured “cyberbullying” as teens being targeted by the following actions

• “Offensive name-calling
• Spreading false rumors about them
• Receiving explicit images they didn’t ask for
• Physical threats
• Constantly being asked where they are, what they’re doing, or who they’re with by someone other than a parent
• “Having explicit images of them shared without their consent”

According to the APA website , “One bully can harass another person online or several bullies can gang up on an individual. While a stranger can incite cyberbullying, it more frequently occurs among kids or teens who know each other from school or other social settings. Research suggests bullying often happens both at school and online.”

Why cyberbullying can be so damaging

The hard-to-escape nature of cyberbullying may be why it can weigh so heavily on young people, according to experts in a Parents article.

“Any type of bullying can have physical and psychological effects on a child. Anxiety, fear, depression, low self-esteem, behavioral issues, and academic struggles are just of the few challenges kids may experience if they are targets. Cyberbullying, however, may be particularly damaging.

There are several possible reasons for this. For example, unlike traditional bullying—which is often limited to school and known bullies—cyberbullying can occur at any time, day or night, and be perpetrated by anonymous sources. This makes it more relentless and, often, crueler.

While cyberbullying can happen in a public digital space, like in social media posts, it can also take the form of private messages—leaving some kids managing this secret, and its effect on them, alone. Being aware of all the effects of cyberbullying cannot only help you support a child you know is affected, but help you become more aware of signs that may be reason for concern—and a conversation,” according to the article.

The psychological effects of cyberbullying

“When cyberbullying is ongoing, victims may relate to the world around them differently than others. For many, life can feel hopeless and meaningless. They may lose interest in things they once enjoyed and spend less time interacting with family and friends. And, in some cases, depression and suicidal ideation can set in,” according to the article.

The Parents article notes that mental health effects that young people may face   from cyberbullying mayinclude the following:

• Depression and anxiety
• Low self-esteem
• Academic issues
• Suicidal ideation and self-harm

Some victims may also show physical changes, such as stomach problems, disordered eating or sleep disturbances. Parents should seek help from a healthcare provider if they notice these changes in their children, according to the article.

Preventing cyberbullying

According to the APA website, educating parents, young people and others about cyberbullying, and taking other measures, may help lessen its harmful effects.

“Many studies show preventative measures can drastically reduce cyberbullying perpetration and victimization. Parents and caregivers, schools, and technology companies play a role in educating kids about media literacy and mental health. Psychologists—thanks to their expertise in child and teen development, communication, relationships, and mental health—can also make important contributions in preventing cyberbullying.”

Many parents are also urging lawmakers for stricter controls to help create a safer digital world. For example, McKenna’s parents are involved in championing the Kids Online Safety Act (KOSA) of 2023, along with many other families.

“McKenna’s story is sadly not just ours; it mirrors the silent cries of many families across Florida and the nation. The internet is a boundless frontier of knowledge and connection. It is a place that can truly empower kids and help them flourish with access to endless information and culture. Sadly, it has also become a battleground where our children are left vulnerable.

We were told that what happened to McKenna did not meet the threshold for a charge of stalking. The teammates who chose to ‘cancel’ McKenna via social media took her personal, private information and her most closely guarded secret and made them public. They promised her the embarrassment of ‘everyone else knowing’ – yet they will go unpunished. The last time Congress passed a law to protect children online was 25 years ago. Meanwhile, the complexity and pervasiveness of social media platforms continues to evolve, bringing with it new potential harms,” according to the Tampa Bay Times article.

Supporting kids who are cyberbullied may take different forms depending on the behaviors, according to the Parents article . It may include reporting the cyberbullying to social media companies, or school or law enforcement officials as appropriate, and becoming familiar with the laws surrounding these issues.

“In the meantime, do not dismiss your child’s feelings. Do what you can to make them feel empowered. Communicate with them daily and keep close tabs on changes in mood and behavior. Seek the help of a health care professional if you notice any changes at all,” according to the article.

Given the potentially harmful health effects of cyberbullying, these issues should be taken seriously, according to the APA website.

“Because cybervictimization coincides with anxiety and depression, research suggests mental health clinicians and educators should consider interventions that both  address adolescents’ online experiences  and support their mental, social, and emotional well-being. Psychologists can also help parents speak to their kids about cyberbullying, along with supporting families affected by it.”

To learn more about cyberbullying, you can visit the following resources, according to the APA website:

• Cyberbullying Research Center
• StopBullying.gov
• Nemours Kids Health

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Cause and Effect of Cyber Bullying

• Categories: Cyber Bullying Digital Era Internet

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Words: 883 |

Published: Jul 15, 2020

Words: 883 | Pages: 2 | 5 min read

Table of contents

Introduction, causes of cyberbullying (essay), effects to the victims, works cited:.

• Brooks, D. (2011). Amy Chua is a Wimp. The New York Times. Retrieved from https://www.nytimes.com/2011/01/18/opinion/18brooks.html
• Chua, A. (2011). Battle Hymn of the Tiger Mother. The Penguin Press.
• Child of Tiger Mom Speaks Out [Video]. (2011, January 18). YouTube. Retrieved from https://www.youtube.com/watch?v=uU6o4vV5Dm0
• Gross-Loh, C. (2014). Parenting in America vs. Parenting in Other Countries: What Makes Chinese Moms So Different. Slate.
• Hogan, L. (2012). The Tiger Mom Meets A Western Dad. NPR.
• Kohn, A. (2012). The truth about the Tiger Mother's family. Salon.
• Lee, J. (2015). Chinese parents vs. Western parents: Why Chinese mothers are superior. CNN. Retrieved from https://www.cnn.com/2015/06/03/opinions/china-western-parenting/index.html
• Lin, J. (2014). Cultural differences in parenting practices: What Asian American families can teach us. The Science of Psychotherapy.
• Tong, R. (2012). From Tiger Mothers to Dragon Ladies: East Asian Women, Symbolic Ethnicity, and Politics. Asian Ethnicity, 13(2), 139–158. doi: 10.1080/14631369.2012.670594
• Wang, S. (2018). Parenting Styles: A Comparison of Chinese and American Parents. Master’s thesis, University of Tennessee.

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