hsco 506-Effects_of_bulling_on_all_children_involved.docx-20.docx

The Effects of Bullying on All Parties

Involved Tychera Tate

Liberty University

The Effects of Bullying on All Parties Involved

Bullying

Bullying is any action performed with the malicious intention of causing another person

Although bullying can occur at any point in life, this paper will specifically address

school-age bullying. Since this harassment is generally done away from the watchful eyes of

those in authority, reports of bullying often become a matter of one student’s word over the

other’s. Bullies cause suffering to those who feel they are helpless, placing the power directly

into the bully’s hands. Unfortunately, because many witnesses of bullying incidents remain silent

and choose not to intervene in any way, the power remains with the bully (Juvonen & Graham,

Bullying is not a phenomenon of the 21st century; it has been around for decades, and

regrettably the mass dissemination of a tragic crime via television and radio is what it took for

those able to make a change to make bullying prevention a top priority. Nevertheless, bullies

from behind the shield of a computer screen (DePaolis, 2015). These days students have

more technology at their disposal and more privacy to use it. This unmonitored malevolence

which causes many people, not only direct victims, to suffer is what is known as

cyberbullying is open for business 24-hours per day. Traditional bullying victims can feel at ease

once they are safely off of school grounds and in their own homes, but victims of cyberbullying

experience constant taunting all day (DePaolis, 2015).

Bullying using technology also gives the bully more power by greatly expanding

viewership capabilities. Traditional bullies carry out their acts in front of few to no witnesses,

while cyberbullying can spread internationally to anyone with access to the internet with the

click of a button. The far reach of cyberbullying can be a gift and a curse for all involved, since

Family Dynamic

Babies are not born into the world already bullies; bullies and victims are conditioned by

their surroundings to become one, the other, or neither. For instance, students who are regularly

exposed to intimate partner violence are more likely to become bullies at school (Brank,

Hoetger, & Hazen, 2012). Children imitate the adults in their lives, so being raised in a home

alongside a violent caregiver can influence the child to take on more violent characteristics.

Students raised in homes with improper supervision are also more likely to become

bullies (Brank, Hoetger, & Hazen, 2012). Parents who show an interest and genuine concern for

how their children are progressing through life are much less likely to be raising bullies.

and Pawlowski (2016), many times targets of bullying are chosen by their physical appearance.

Babies are not born with any bias toward those who look or behave differently than them; the

bias is infused into them over time while learning how the adults around them feel about certain

people and things. Bullies pick up these discriminatory ideals from the way their parents react to

certain people. When parents begin demonstrating nonjudgmental behavior to their children

when interacting with all different kinds of people, students will likely not be targeted as often

for likely-uncontrollable physical characteristics.

People are quick to assume the only people negatively impacted by bullying are the

victims, and since victims of bullying are more likely to consider suicide when trying to cope

with their suffering, the assumption is not ill-founded (Whisper, as cited in Juvonen & Graham,

2015). Victims would greatly benefit if parents and other adults would learn to recognize, and be

on the lookout for, signs of depression and anxiety which can be indicative of a bullying issue in

students. (DePaolis, 2015). Bullied students tend to withdraw from friends and activities they

once seemed to enjoy, and in cases of cyberbullying, adolescents have even been known to

avoid their phones and computers in order to escape their despair. This isolation leaves students

bully others seem to have a distinct inability or unwillingness to conjure empathy for their

victims. Empathy is a cognitive function, meaning a person who is unable to empathize is

suffering from some form of brain maldevelopment (Campbell, Slee, Spears, Butler, & Kift,

2013). Thus, those who must contend with bullies, be they parents, teachers, or other students,

might take the idea that these intimidators have altered brain functionality and try to respond to

them with graceful discipline.

Parents

the parental unit immediately feels they have failed at their principal obligation, protecting their

children (Mishna, as cited in DePaolis, 2015). Parents start questioning their parenting

techniques; they wonder how their child could have ended up a bully or the victim of one (Hein,

as cited in Hale, Fox, & Murray, 2017). Sadly, the mothers and fathers are correct in believing

they are partially at fault for their children’s social situation. Their tendency to blame themselves

can lead to immense feelings of guilt, alongside any feelings that arise from empathizing with the

child.

Prevention

potentially international viewership. It is imperative for adults to know their ways around the

internet and monitor what children are doing within the screens. From an early age, parents must

stress the importance of proper internet etiquette and signs of bullying to prevent any

victimization down the line (DePaolis, 2015). There is no such thing as too soon to educate a

child about the dangers of the internet, especially when their lives could be at risk.

Hale, Fox, and Murray (2017) say many adults do not know their child is being bullied.

The home environment should be comfortable enough to the child, so he/she can speak openly

about issues he/she is dealing with outside of the home, to include bullying. If raised in the ideal,

nurturing home, when students fall victim to bullying, they are more likely to alert a parent or

trusted adult and allow them to handle the situation (DePaolis, 2015).

often occur in places in which teachers and other faculty members can easily see what is going

on. With the intention of preventing bullying attempts, school administrators can be strategically

placed throughout the school between classes to ensure that supervision does not begin and end

Witnesses to bullying should make every attempt to diffuse the situation, either by directly

intervening or telling a person in authority. Walking to class in groups as opposed to alone could

also be a technique used to put an end to school bullying. Victims of bullying sometimes have

lowered self-esteem and might not have many friends, but if just a few of the other students were

committed to ending bullying in their school, victims would become popular victors as they band

together with other students and take their power back from the bully.

Counselors

different techniques to treat the students and their families. A therapist who is unaware of the

prevalence of cyberbullying could not possibly thoroughly treat a teenager who has fallen victim

to online attacks. As an act of violence that is always changing with the progression of our

society, therapists need to remain flexible and open-minded in their approaches. Awareness is

key for counselors; knowing what types of bullying there are and thoroughly analyzing each

specific instance of bullying is paramount in the effort to teach children and their families to

cope, as well as in any attempts to prevent bullying in the future.

Therapists who are well-trained in bedside manner and building a rapport with child

playing some part in a bullying situation is to gather as much detailed information about the

student’s home life and upbringing as possible; as mentioned before, what happens in the home

often tends to spill over into situations outside of that controlled environment.

While allowing the student to explain what is happening to him/her at school, the

therapist should be actively listening; any interruptions could lead the child back into his/her

shell, and the rapport-building will have to begin anew. It is helpful to explain to the student that

there is nothing to be ashamed of or embarrassed about, as many students experience bullying in

When discussing the matter at hand with the parents or caregivers, counselors should advocate

for the child’s welfare by making them aware of the dangers of bullying as well as what signs to

look for and actions to take when bullying is happening at the school.

Teaching positive coping mechanisms for the students as well as the parents can also be

helpful when dealing with school bullying as a counselor. Just because one party is getting

counseling does not mean the other student will change his/her ways, so it is always best to know

how to get through the day with as little strife as possible. For those students who are using

social media, teaching them to block accounts from which harassment is coming can put a stop

way to go, parents can insist on removing computers and cell phones out of students’ bedrooms

and into more public areas in the home in order to better monitor the company their children are

keeping on the internet.

Another coping strategy would be to have clients who are victims of bullying never walk

alone when they are at school. A bully might be less likely to harass a vulnerable student if

he/she is with other student who refuse to tolerate bullying behavior. Therapists can reconfirm

to their clients that there is, in fact, safety in numbers.

are no exceptions. Even for clients who are doing the bullying, talking with parents about what is

going on could help the clients pinpoint their own aggressive behaviors. Bullies who fear being

punished by their parents might benefit from doing a role-play exercise with the therapist in

order to prepare for what he/she will say. Counselors can coach them through the conversation,

encouraging them to be open about any feelings of anxiety or depression, and expressing how