1. the paper must meet a minimum of 1,200 words (not including the title page, abstract page,
and reference page) and be formatted in the current APA 7th edition style
2. the article reading see below ****
3. Bullying Bullying is when a person, or group of persons, uses power to harass or intimidate one
or more people who have less power. Bullying takes the form of belittling weaker students,
calling them names, and threatening or harassing them. For elementary students, the bully
may be the student who pushes them out of the cafeteria line or bothers them on the school
bus. For older students, bullying might even be in the form of harassment on social media
through photographs or text messages (Espelage, 2015). The Handbook of Bullying in Schools
(Jimerson, Swearer, & Espelage, 2009) provides a thorough discussion of bullying behaviors,
assessment and measurement of bullying, and research-based prevention and intervention
approaches.
4. Characteristics of Bullying Regardless of the type of bullying, three characteristics are
apparent: Imbalance of power. People who bully use their power to control or harm, and the
people being bullied may have a hard time defending themselves. Intent to cause harm. The
person bullying has a goal to cause harm. Actions done by accident are not bullying.
Repetition. Incidents of bullying happen to the same person over and over by the same person
or group. Bullies may do many things to harass or dominate others, such as make verbal
threats, boss people around, take people's money, put people down, make obscene gestures,
attack people physically, intimidate people, gossip, leave people out, spread rumors, tease, hit,
or hurt others in many possible ways.
5. There are two types of kids who are more likely to bully others. First, some are well connected
to their peers, have social power, are overly concerned about their popularity, and like to
dominate or be in charge of others. Second, others are more isolated from their peers and may
be depressed or anxious, have low self-esteem, be less involved in school, be easily pressured
by peers, or not identify with the emotions or feelings of others. Students who have any of the
following factors also may be more likely to bully others: are aggressive or easily frustrated,
have less parental involvement or are having issues at home, think badly of others, have
difficulty following rules, view violence in a positive way, or have friends who bully others (US
Department of Education, 2019). Bullies tend to be average students academically. Bullies may
have an inflated self-concept but usually have low self-esteem or feel inferior to others, which
reflects a strong need to dominate with threats. Bullies lack empathy for their victims and feel
justified in their actions. Reciprocal aggressive behavior by the victim usually does not stop the
bully (Khalsa, 2007a). Bullying is most commonly learned, with modeling and reinforcement by
parents and peers playing major roles and influences (Roberts, 2006). Bullies tend to come
from homes whose parents are authoritarian, hostile, and rejecting. Parents may have poor
problem-solving skills and use fighting as a solution to conflicts; their children then imitate
these behaviors. Bullies are often emotionally underdeveloped, and they are unable to
understand or empathize with others' perspectives or regulate their own behavior (Berk, 2019;
Berk & Meyers, 2016).
6. Types of Bullying There are several types of bullying (Breakstone, Dreiblatt, & Dreiblatt, 2009;
Englander, 2013; Khalsa, 2007a): Physical bullying is action oriented. It includes hitting,
shoving, kicking, pushing, spitting, and taking or damaging a person's property. Verbal bullying
involves the use of words to hurt or humiliate another person. It includes teasing, name-calling,
insulting, put-downs, and making threats or rude comments. Relational bullying, also known as
social aggression, is the use of relationships to hurt others. It includes preventing people from
playing with others, using the silent treatment, and spreading rumors and lies. Sexual bullying
involves hurtful teasing and comments about sexuality, sexual preference, physical
development, and sexual experiences as a way to undermine an individual's self-esteem and
self-confidence. Victims may even be physically threatened or injured. Some experts would not
consider these actions sexual bullying; they would call them sexual harassment. Harassment of
girls and young women ranges from name-calling to touching, and even rape. Cyberbullying
involves the use of technology to hurt or humiliate others. It includes using computers, phones,
and the internet. The most common places where cyberbully occurs are (a) social media such
as Facebook, Instagram, Snapchat, and Twitter; (b) text messages; (c) instant message; (d)
email; and (e) other means to send, post, or share negative, harmful, false, or mean content
about someone else (US Department of Education, 2019). The anonymity of the internet
distinguishes cyberbullying from other types of bullying. This anonymity can make bullies even
more insensitive to the hurtful nature of the bullying incidents (Willard, 2006).
7. Reports on Bullying The National Center for Educational Statistics regularly gathers data on
educational issues. The information on bullying that follows was from the 2017 School
Supplement to the National Crime Victimization Survey (National Center for Education
Statistics [NCES], 2019b) concerning students ages 12 18. Frequency of bullying. About 20% –
of the students reported being bullied at some time during the school year. Between 2005 and
2017, the percentage of students ages 12 18 who reported being bullied at school during the –
school year decreased from 29% to 20%. Bullying by gender. Female students reported more
bullying (23.8%) than male students (16.7%). Bullying by grade level. For grades 6 12, sixth –
grade had the highest percentage of students reporting being bullied (29.5%) with each later
grade level having a successively lower percentage. Twelfth grade had the lowest level
(12.2%). Bullying by community size. Towns and rural communities had higher levels of
reported bullying than cities and suburbs. The percentages were: rural (23.8%), towns (26.9%),
suburbs (18.1%), and cities (19.9%). Type of bullying. In descending order of frequency, the
