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Table of Contents

Table of Contents: Full Table of Contents

Front Cover Half Title Page Title Page Copyright Page Contents Alphabetical List of Entries Please Read—Important Information Introduction Advisory Board

 Abnormal-Avoidant  Barbiturates-Chronic

Barbiturates Beck Depression Inventory Behavior Modification Bender Gestalt Test

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Benzodiazepines Benztropine Bereavement Beta blockers Bibliotherapy Binge Drinking Binge eating Biofeedback Biperiden Bipolar Disorder Body Dysmorphic Disorder Bodywork Therapies Borderline Personality Disorder Brain Breathing-Related Sleep Disorder Brief Psychotic Disorder Bulimia Nervosa Bullying Bupropion Buspirone Caffeine-Related Disorders Cannabis and Related Disorders Capgras Syndrome Carbamazepine Case Management Catatonia Catatonic Disorders Catie Chamomile Child Depression Inventory Childhood Disintegrative Disorder Children’s Apperception Test Chloral Hydrate Chlordiazepoxide Chlorpromazine Chronic Pain

 Circadian-Depression  Dermatotillomania-Family  Family-Homelessness  Hospitalization-Luria

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Bullying

Editors: Laurie J. Fundukian and Jeffrey Wilson Date: 2008 From: The Gale Encyclopedia of Mental Health(Vol. 1. 2nd ed.) Publisher: Gale Document Type: Topic overview Pages: 6 Content Level: (Level 5)

Full Text: 

Bullying

Definition

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Bullying is a persistent pattern of threatening, harassing, or aggressive behavior directed toward another person or persons who are perceived as smaller, weaker, or less powerful. Although often thought of as a childhood phenomenon, bullying can occur wherever people interact, most notably observable in the workplace and in the home. Bullying is also called harassment.

Description “Kids will be kids,” the saying goes, so warning signs of bullying are often overlooked as a natural part of childhood. However, although playground bullies have been around since time immemorial, such behavior should neither be considered acceptable nor excusable. Bullying is a form of abuse and violence, and the tragic Columbine High School massacre in 1999 underscores the potential dangers of unchecked bullying.

There are many forms of bullying. Bullies may intimidate or harass their victims physically through hitting, pushing, or other physical violence; verbally through such actions as threats or name calling; or psychologically through spreading rumors, making sexual comments or gestures, or excluding the victim from desired activities. Such behavior does not need to occur in person: Cyberbullying is a persistent pattern of threatening, harassing, or aggressive behavior carried out online.

There are many reasons to stop bullying. Bullying interferes with school performance, and children who are afraid of being bullied are more likely to miss school or drop out. Bullied children frequently experience developmental harm and fail to reach their full physiological, social, and academic potentials. Children who are bullied grow increasingly insecure and anxious, and have persistently decreased self-esteem and greater depression than their peers, often even as adults. Children have even been known to commit suicide as a result of being bullied.

People who are bullies as children often become bullies as adults. Bullying behavior in the home is called child abuse or spousal abuse. Bullying also occurs in prisons and in churches.

Recently, attention has been turned to the topic of bullying in the workplace (sometimes called harassment), where bosses and organizational peers bully those whom they perceive as their inferiors or weaker

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A young boy faces bullying from older and bigger kids. (Gideon Mendel/Alamy)

than they. Those bullied at work often become perceived as ineffective, thus abrogating their career success and influencing their earning potential. Victims of workplace bullying often change jobs in search of a less hostile environment because organizations are frequently not sensitive to the issue of workplace bullying or equipped to adequately or justly deal with it.

Demographics Bullying in children

Bullying among children is a persistent and substantial problem. According to a study published in 2001 by the Kaiser Family Foundation and Nickelodeon Television, 55% of 8-11-year-olds and 68% of 12-15-year-olds said that bullying is a “big problem” for people their age. Seventy-four percent of the 8-11-year-olds and 86% of the 12-15-year-olds also reported that children were bullied or teased at their school. Children at greatest risk of being bullied are those who are perceived as social isolates or outcasts by their peers, have a history of changing schools, have poor social skills and a desire to fit in “at any cost,” are defenseless, or are viewed by their peers as being different.

A study of more than 16,000 children in the sixth through tenth grades conducted for the National Institute of Child Health and Human Development found that bullying is a common problem in the United States and requires serious attention. Nearly 60% of the children responding to the survey reported that they had been victims of rumors. More than 50% of the children reported that they had been the victims of sexual harassment.

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The National Center for Education Statistics (NCES) of the U.S. Department of Education found that white, non-Hispanic children were more likely to report being the victims of bullying than black or other non-Hispanic children. Younger children were more likely to report being bullied than older children, and children attending schools with gangs were more likely to report being bullied than children in schools without a major gang presence. No differences were found in these patterns between public and private schools. Fewer children reported bullying in schools that were supervised by police officers, security officers, or staff Page 185 hallway monitors. Victims of bullying were more likely to be criminally victimized at school than were other children. Victims of bullying were more afraid of being attacked both at school and elsewhere and more likely to avoid certain areas of school (for example, the cafeteria, hallways or stairs, or restrooms) or activities where bullying was more likely to take place. Significantly, victims of bullies were more likely to report that they carried weapons to school for protection.

Children who are identified as bullies by the time they are eight years of age are six times more likely than other children to have a criminal conviction by the time they are 24 years old. Bullying behavior may also be accompanied by other inappropriate behavior, including criminal, delinquent, or gang behavior.

Bullying in the workplace

Although research has been conducted on bullying in Europe for some time, the topic has only recently become of interest in the United States. There are no “official” figures currently available for incidents of bullying in the workplace. However, the nonprofit Workplace Bullying Institute conducted an informal survey of 1,000 self-selected volunteer respondents. Although it cannot be assumed that the volunteers answering the survey are representative of individuals in the workplace in general, the results do give food for thought concerning the prevalence of workplace bullying.

In the survey, 80% of the women and 20% of the men reported having been bullied at work. Sixty-one percent of the victims of workplace bullying said that the behavior was ongoing. The survey also found that 70% of victims of workplace bullying lose their jobs: 37% of the victims were fired or involuntarily terminated and 16% of the victims transferred to another position within the same organization. On the other hand, the survey found that only 4% of bullies stopped their aggressive or harassing actions after punishment and that only 9% of workplace bullies were transferred, fired, or involuntarily terminated. Contrary to the cartoon portrait of male bullies, the survey showed that 50% of workplace bullying was done by women victimizing other women. Men bullying women accounted for only 30% of bullying, while men bullying men accounted for 12% of workplace bullying and women bullying men accounted for 8%. The figure with women bullying other women is particularly interesting because such same-sex harassment (with the exception of sexual harassment) is usually outside the scope of antidiscrimination laws and is typically not tracked.

Causes and symptoms As of this writing, there is no evidence to support the theory that there is a genetic component to bullying behavior. Particularly in children, it is most often theorized that bullying is a result of the bully copying the actions of role models who bully others. This frequently happens when bullies come from a home in which one parent bullies another or one or both parents bully the children. When such behavior is modeled for children with personality traits such as lack of impulse control or aggression, they are particularly prone to bullying behavior, which is often continued into adulthood.

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Bullying in children

According to the U.S. Department of Health and Human Services, children with dominant personalities and who are more impulsive and active are more prone to becoming bullies than children without these traits. Bullies also often have a history of emotional or behavioral problems. Victims of bullying, on the other hand, tend to be more anxious, insecure, and socially isolated than their peers, and often lack age-appropriate social skills. The probability of victimization can be compounded when the victim has low self-esteem due to physical characteristics (for example, the victim believes her/himself to be unattractive or is outside the normal range for height or weight) or problems (for example, health problems or physical or mental disability).

Warning signs and factors that may indicate risk for being or becoming a bully include:

lack of impulse control (frequent loss of temper, extreme impulsiveness, easily frustrated, extreme mood swings) family factors (abuse or violence within the family, substance or alcohol abuse within the family, overly permissive parenting, lack of clear limits, inadequate parental supervision, harsh/corporal punishment, child abuse, inconsistent parenting) behavioral symptoms (gang affiliation, name calling or abusive language, carrying a weapon, hurting animals, alcohol or drug abuse, making serious threats, vandalizing or damaging property, frequent physical fighting)

Symptoms that a child may be being bullied include:

social withdrawal or isolation (few or no friends; feeling isolated, sad, and alone; feeling picked on or persecuted; feeling rejected or not liked; having poor social skills) Page 186  somatic complaints (frequent complaints about illness; displaying victim body language, including hanging head, hunching shoulders, and avoiding eye contact) avoidant behavior (not wanting to go to school; skips classes or skips school) affective reactions (crying easily; having mood swings; talking about hopelessness, running away, or suicide) physical clues (bringing home damaged possessions or reports that belongings were “lost”) behavior changes (changes in eating or sleeping patterns) aggressive behavior (threatening violence to self or others, taking or attempting to take weapon to school)

Each child will react to bullying in a different manner, and some children will react with only a few of these symptoms. This, however, does not mean that bullying is not severe or that intervention is not needed.

Bullying in the workplace

Bullying in the workplace is usually motivated by political rather than personal reasons. Workers compete over scarce resources such as promotions, raises, and the corner office or other honors. In an attempt to climb the ladder of success, some individuals do what they can to not only present themselves in a good light to their superiors, but to make one or more coworkers seem unworthy or inept. Bullying bosses demonstrate poor leadership styles and poor motivational skills, frequently attempting to further either their own or the company’s agenda through harassment, belittling, or other negative behaviors.

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Common tactics used by bullies in the workplace include:

discounting/belittling victim in public (making statements such as “that’s silly” in response to victim’s ideas, disregarding evidence of satisfactory or superlative work done by victim, taking credit for victim’s work) false accusations (rumors about victim, lies about victim’s performance) harassment (verbal putdowns based on gender, race, disability) isolating behaviors (encouraging others to turn against victim, socially or physically isolating the victim from others) nonverbal aggression (staring, glaring, silent treatment) sabotages victim’s work unequal treatment (retaliating against victim who files a complaint, making up arbitrary rules for victim to follow, assigning undesirable work as a punishment, making unreasonable/unreachable goals or deadlines for victim, performing a constructive discharge of duties)

Diagnosis Bullying in itself is not a mental disorder, although aggressive or harassing behavior may be symptomatic of a number of disorders, particularly antisocial personality disorder and schizoid behavior. There are, however, a number of criteria to help determine if someone is a bully. First, to qualify as bullying, the bully’s behavior must be intended to cause physical or psychological harm to the other person. Second, bullying behavior is not an isolated incident but results in a consistent pattern of such behavior over time. Third, bullying occurs where there is an imbalance of power whereby the bully has more physical or psychological power than the victim. Harassing behavior is not considered to be bullying if it occurs between individuals of equal strength and status or if it is a one-time event.

Bullying behavior in children can include any of the following behaviors:

dominance (enjoying feeling powerful and in control, seeking to dominate or manipulate others, being a poor winner or loser) lack of empathy (deriving satisfaction from the fears, pain, or discomfort of others; enjoying conflict between others; displaying intolerance and prejudice toward others) negative emotions or violence (displaying uncontrolled anger or a pattern of impulsive and chronic hitting, intimidating, or aggressive behavior) lack of responsibility (blaming others for his/her problems) other behaviors (using drugs or alcohol, or being a gang member; hiding bullying behavior from adults; having a history of discipline problems)

Victims of bullying—whether children or adults—may need to be assessed and treated for an anxiety disorder if they need help responding to or recovering from bullying.

Treatments and prevention

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If bullying behavior is symptomatic of an underlying mental disorder such as antisocial personality disorder, treatment and prevention should be guided by and address the underlying disorder. For situations Page 187 in which bullying behavior is not part of a pattern associated with an underlying mental disorder, treatment and establishing organizational or familial processes for dealing with it are required.

Bullying in children

To help keep a child from becoming a bully, it is important to be a role model for nonviolent behavior. Parents should also clearly communicate to the child that bullying behavior is not acceptable, and clear limits should be established for acceptable behavior and consequences for ignoring the limits should be defined. Teaching good social skills—including efficacious conflict resolution skills and anger management skills—can also help potential bullies learn alternative, socially acceptable behaviors. If the child persists in bullying behavior or if the parent(s) suspect that their child is a bully, help can be sought from mental health professionals and school counselors. Taking the child to a child psychologist and participating in family therapy as appropriate can help teach a bully better interpersonal skills. Contacting the school counselor or a child psychologist is also an appropriate step in helping the victims of bullies.

If parents suspect that their child may be being bullied, they should make sure that he or she understands that the problem is not his or her fault and that he or she does not have to face the situation alone. Parents can discuss ways to deal with bullies, including walking away, being assertive, and getting help. Parents should also encourage the child to report bullying behavior to a teacher, counselor, or other trusted adult. However, parents should not try to resolve the situation themselves but should contact the school to report the behavior and for recommendations for further assistance.

Bullying in the workplace

Bullying in the workplace can be minimized if the organization develops and enforces anti-harassment policies and procedures. These should include a stated definition on what constitutes harassment, creating and implementing a disciplinary system to punish the bully rather than the victim, and instituting a formal grievance system to report workplace bullying. Other measures that can be taken include inclusiveness and harassment training, awareness training to educate employees on how to spot bullying behavior, and offering courses in conflict resolution, anger management, or assertiveness training.

Bullies are not the only ones needing help. The intention of a bully is to harm the other person; victims, therefore, may experience a number of negative consequences from being the victim of a bully. If the behavior associated with being a victim persists after the bullying situation has been resolved or if the situation continues without just resolution, victims should be assessed for depression and/or an anxiety disorder if their symptoms warrant, and receive the appropriate treatment.

KEY TERMS

Antisocial personality disorder—A personality disorder characterized by aggressive, impulsive, or even violent actions that violate the established rules or conventions of a society.

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Anxiety disorder—A group of mood disorders characterized by apprehension and associated bodily symptoms of tension (such as tense muscles, fast breathing, rapid heart beat). When anxious, the individual anticipates threat, danger, or misfortune. Anxiety disorders include panic disorder (with or without agoraphobia), agoraphobia without panic disorder, specific phobias, social phobia, obsessive- compulsive disorder (OCD), post-traumatic stress disorder (PTSD), acute stress disorder, generalized anxiety disorder, anxiety disorder due to a general medical condition, and substance-induced anxiety disorder.

Representative sample—A subset of the overall population of interest that is chosen so that it accurately displays the same essential characteristics of the larger population in the same proportion.

Resources

BOOKS

Einarsen, Ståle, Helge Hoel, Dieter Zapf, and Cary L. Cooper, eds. Bullying and Emotional Abuse in the Workplace: International Perspectives in Research and Practice. New York: Taylor and Francis, 2003.

Espelage, Dorothy L., and Susan M. Swearer, eds. Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention. Mahwah, NJ: Lawrence Erlbaum Associates, 2003.

Geffner, Robert A, Marti Tamm Loring, and Corinna Young, eds. Bullying Behavior: Current Issues, Research, and Interventions. Binghamton, New York: Haworth Maltreatment and Trauma Press, 2002.

Needham, Andrea. Workplace Bullying: The Costly Business Secret. New York: Penguin Global, 2004.

O’Moore, Mona, and Stephen Minton. Dealing with Bullying in Schools: A Training Manual for Teachers, Parents and Other Professionals. London: Paul Chapman Publishing, 2004.

Page 188 

Rigby, Ken. New Perspectives on Bullying. London: Jessica Kingsley Publishers, 2002.

VandenBos, Gary R.,ed. APA Dictionary of Psychology. Washington, D.C.: American Psychological Association, 2007.

PERIODICALS

Ahmed, Eliza, and Valerie Braithwaite. “Forgiveness, Reconciliation, and Shame: Three Key Variables in Reducing School Bullying.” Journal of Social Issues 62.2 (2006): 347–70.

Bowling, Nathan A., and Terry A. Beehr. “Workplace Harassment from the Victim’s Perspective: A Theoretical Model and Meta-Analysis.” Journal of Applied Psychology 91.5 (2006): 998-1012.

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Chan, John H. F. “Systemic Patterns in Bullying and Victimization.” School Psychology International 27.3 (2006): 352–369.

Cossa, Mario. “How Rude!: Using Sociodrama in the Investigation of Bullying and Harassing Behavior and in Teaching Civility in Educational Communities.” Journal of Group Psychotherapy, Psychodrama and Sociometry 58.4 (2006): 182–94.

Heydenberk, Roberta A., Warren R. Heydenberk, and Vera Tzenova. “Conflict Resolution and Bully Prevention: Skills for School Success.” Conflict Resolution Quarterly 24.1 (2006): 55–69.

Kim, Young Shin, Bennett L. Leventhal, Yun-Joo Koh, Alan Hubbard, and W. Thomas Boyce. “School Bullying and Youth Violence: Causes or Consequences of Psychopathologic Behavior?” Archives of General Psychiatry 63.9 (2006): 1035–41.

Ledley, Deborah Roth, and others. “The Relationship Between Childhood Teasing and Later Interpersonal Functioning.” Journal of Psychopathology and Behavioral Assessment 28.1 (2006): 33–40.

Lee, Raymond T., and Céleste M. Brotheridge. “When Prey Turns Predatory: Workplace Bullying as a Predictor of Counteraggression/Bullying, Coping, and Well-Being.” European Journal of Work and Organizational Psychology 15.3 (2006): 352–77.

Lewis, Sian E. “Recognition of Workplace Bullying: A Qualitative Study of Women Targets in the Public Sector.” Journal of Community and Applied Social Psychology 16.2 (2006): 119–35.

Lutgen-Sandvik, Pamela. “Take This Job and …: Quitting and Other Forms of Resistance to Workplace Bullying.” Communication Monographs 73.4 (2006): 406–33.

Moayed, Farman A., Nancy Daraiseh, Richard Shell, and Sam Salem. “Workplace Bullying: A Systematic Review of Risk Factors and Outcomes.” Theoretical Issues in Ergonomics Science 7.3 (2006): 311–27.

Nickel, Marius K., and others. “Influence of Family Therapy on Bullying Behaviour, Cortisol Secretion, Anger, and Quality of Life in Bullying Male Adolescents: A Randomized, Prospective, Controlled Study.” Canadian Journal of Psychiatry 51.6 (2006): 355–62.

Parkins, Irina Sumajin, and Harold D. Fishbein. “The Influence of Personality on Workplace Bullying and Discrimination.” Journal of Applied Social Psychology 36.10 (2006): 2554–77.

Patchin, Justin W., and Sameer Hinduja. “Bullies Move Beyond the Schoolyard: A Preliminary Look at Cyber-bullying.” Youth Violence and Juvenile Justice 4.2 (2006): 148–69.

Peskin, Melissa Fleschler, Susan R. Tortolero, and Christine M. Markham. “Bullying and Victimization Among Black and Hispanic Adolescents.” Adolescence 41.163 (2006): 467–84.

Phillips, Debby A. “Punking and Bullying: Strategies in Middle School, High School, and Beyond.” Journal of Interpersonal Violence 22.2 (2007): 158–78.

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Twemlow, Stuart W., Peter Fonagy, Frank C. Sacco, and John R. Brethour Jr. “Teachers Who Bully Students: A Hidden Trauma.” International Journal of Social Psychiatry 52.3 (2006): 187–98.

ORGANIZATIONS

American Academy of Child and Adolescent Psychiatry. 3615 Wisconsin Avenue N.W., Washington, DC 20016–3007. Telephone: (202) 966–7300. <http://www.aacap.org >.

Mental Health America. 2000 N. Beauregard Street, 6th Floor, Alexandria, VA 22311. Telephone: (800) 969–6642. TTY: (800) 433–5959. <http://www.nmha.org >.

National Institute of Child Health and Human Development. P.O. Box 3006, Rockville, MD 20847. Telephone: (800) 370–2943. TTY: Telephone: (888) 320–6942. <http://www.nichd.nih.gov.ezproxy.umgc.edu >.

National Institute of Mental Health (NIMH), Public Information and Communications Branch. 6001 Executive Boulevard, Room 8184, MSC 9663, Bethesda, MD 20892–9663. Telephone: (866) 615-6464. TTY: (866) 415-8051. <http://www.nimh.nih.gov.ezproxy.umgc.edu >.

National Mental Health Information Center. P.O. Box 42557, Washington, DC 20015. Telephone: (800) 789–2647. TDD: (866) 889–2647. <http://mentalhealth.samhsa.gov >.

National Youth Violence Prevention Resource Center. P.O. Box 10809, Rockville, MD 20849–0809. Telephone: (866) 723–3968. TTY: (888) 503–3952. <http://www.safeyouth.org >.

U.S. Human Resources and Service Administration, Stop Bullying Now! <http://www.stopbullyingnow.hrsa.gov >.

Workplace Bullying Institute. Telephone: (360) 656-6630. <http://www.bullyinginstitute.org >.

Ruth A. Wienclaw, PhD

Full Text: COPYRIGHT 2008 Gale, Cengage Learning Source Citation   

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"Bullying." The Gale Encyclopedia of Mental Health, edited by Laurie J. Fundukian and Jeffrey Wilson, 2nd ed., vol. 1, Gale, 2008, pp. 183-188. Gale eBooks, link.gale.com/apps/doc/CX2699900071/GVRL?u=umd_umuc&sid=GVRL&xid=856e86a3. Accessed 8 Feb. 2021.

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