The Complete Guide to Understanding, Controlling, and Stopping Bullies & Bullying at Work: A Complet

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Heinemann focused on mobbing as a group phenomenon, but when Olweus in the s presented his results from research into aggression between boys, the definition of bullying changed toward an understanding of the issue as an individual personality problem Olweus, , , In the s several organizations, including the National School Board recognised the need for prevention and "treatment" of bullying, as it was an increasingly recognised problem within all Swedish schools. Olweus' connection to aggression is still a prevalent definition, albeit the concept of bullying has been changing and the assumption of the powerful bully and the submissive, passive victim has been challenged.

The point of departure for this epistemological project has been the work of Olweus Even so, such a definition seems to be widely accepted as an extension of the logic of defining traditional bullying, to the context of cyberbullying. However, two main criteria of traditional bullying are still problematic when applying to the digital domain, these are "repetition and power imbalance" Slonje et al.

These criteria are not directly applicable in an online context, as the conditions for social interaction are very different from face-to-face interactions. Harmful acts can be repeated through the sharing and accessing of information by a multitude of known and unknown users, obscuring the intent of the original act and multiplying its effect. Power imbalances that exist between peers may not extend to the internet. Anonymity and physical distance provides users with extended opportunities for empowering interaction as well as perpetration of harmful acts, and thus 'power imbalances' can occur in a multitude of ways that do not clearly apply to those theories developed for face-to-face interaction.

Through a thorough overview of the instruments used to measure cyberbullying, Berne et al. Even though the word may not be used directly, researchers still measure 'cyberbullying' based on a common understanding of the term. The term can therefore be considered 'representative of the field' in general Berne et al. Reviewing the increasing body of research within the field, it is clear that a consensus has not yet been reached on the specific criteria of what constitutes cyberbullying. However, the research community is working toward a common understanding, all somehow positioning themselves in relation to Olweus' three-pronged approach to bullying in offline interaction.

Even so, there are opposing voices within the field that are critical towards the project of defining cyberbullying, especially in relation to Olweus' bullying definition. The critique largely lies in the implications such an a priori definition may have on the research outcome Canty et al. The critique proposed by for example Canty et al.

This, they argue, is particularly evident in quantitative studies of cyberbullying, which make up the vast majority of cyberbullying research, where measurements have been drawn from tools developed on behavioural definitions developed for studies of bullying in offline settings. Therefore, they may serve to produce findings that are essentially lacking in their understanding of the very behaviour that they intend to understand.

It is clear that research on bullying in online settings has not yet managed to embrace or apply developments within the broader field of bullying research, where focus has largely shifted toward an understanding of bullying as a social group phenomenon. In order to develop how bullying behavior can be understood in online settings, inductive research approaches to online interaction can contribute to a more adapted and dynamic understanding of bullying behavior in a digitalized world. The varying understandings of bullying and cyberbullying should be considered in relation to the perspectives from which they emanate.

These perspectives do not exclude each other but are based on various theories on how to understand bullying and can be seen as complementary. However, researchers have questioned predetermined perspectives on how to understand bullying, as research building on narrow theoretical assumptions can result in a limited understanding of the phenomenon Terry, That is why it is important to further develop the knowledge encompassing our understanding of bullying as well as cyberbullying.

The development of new knowledge should establish a locally and contextually relevant, as well as empirically informed, analytical perspective of the phenomenon. As perspectives, concepts and understandings surrounding bullying behaviours are cultivated, the possibility for discussion of a more complex definition of the phenomenon is opened, for example an understanding of bullying through interactive relationships and social order Cederborg, ; Evaldsson, ; Goodwin, , , ; Kyratzis, The current belief structures and definitions of bullying have influenced how prevention programs are constructed.

This means that programs can be entirely focused on individuals rather than, for instance, on social dynamics between peers. In addition, evaluations of prevention programs may rest on quantitative measurements that are related to theories of how to understand bullying, and are dependent on teachers' capacities to adopt and implement strategies. As previously mentioned, it has been shown, through a large-scale national study in Sweden, that methods used in schools to prevent bullying have not reached their expected goals The National Swedish Agency for Education; Skolverket, b.

This program emphasizes that there is a need for contextualization and adaptation for the various age groups when developing anti-bullying programs. The program attempts to include teachers, students and parents, utilizing a variety of methods such as printed materials, manuals, videos, online games and physical activities.

After five years of implementation, their in-depth and rigorous review revealed that bullying had indeed decreased dramatically www. Regardless of the large variety of actions in place to prevent and address bullying issues, there remains a large percentage of children in Sweden who are faced with bullying behaviours on a daily basis. According to the latest report from Friends, an organization against bullying, violations between students in schools are frequent. They found that, one in five secondary school children report experiences of harassment in school during the past year.

Moreover, girls are more often exposed to degrading treatment than boys, and the violations against girls are often linked to sexual harassment Friends, Alarmingly, despite this high ratio a large majority of bullied children suffer in silence BRIS, They can be ashamed of being bullied and assume blame for what is happening to them. Children have also described how the bullying continuously lowers their self-confidence, and the question "what am I doing wrong?

Moreover, in the latest Friends Report , it was found that one third of the students believed teachers were not acting or responding to the accusations of bullying.

These reports from children are in line with research stating that the impact of bullying can have severe negative consequences, ranging from a decrease in self-confidence, depression, anxiety, loneliness, lower academic achievement, and to higher tendency of suicidal thoughts and attempts c. It is more common for short-term problems to occur, including depression, anxiety, loneliness and difficulties with schoolwork.

Long-term problems are more associated with low self-esteem and depression including suicidal ideation Limber, ; Lipman, In addition, teachers have expressed difficulties seeing or understanding when bullying occurs, especially when the behaviour is not physically aggressive, when there is indirect bullying, or where the teacher has not been present when behaviour occurs Danby et al. The majority of research in bullying has focused on children in elementary compulsory and high school.

Very few studies have focused on preschool and preschool classes Ages , and fewer still have examined the variable of various language and cultural background within these contexts. They found that not only were bullying behaviours prevalent, but that participating children reported bullying both at home and prior to entering a compulsory school environment.

Kyratzis found that conflicts among pre-school children serve also to construct identities, cultivate friendships while maintaining and transforming the social order within the peer culture; arguing that peer-talk is essential for the maintaining of peer culture and the negotiation of children's status within the group Evaldsson, , ; Goodwin, ; The lack of specific research devoted to studying bullying behaviour in preschools and thereby the lack of understanding of how children's interactions in these ages contribute to behaviours in later ages, has led to an interest in preschool as an important setting for further research.

The implications of the internet on the lives of children and keeping up to date with the ever-changing nature of technological advancements and children's social relationships in online settings are questions that are engaging the research community to an increasing extent.

The use of the internet includes positive aspects in terms of socialization and self-realization as well as knowledge acquisition, civic engagement and finding creative outlets Cassidy et al. However, research focused on aggressions that children experience online also exposes the risks of bullying when being online. Research has also been conducted in establishing what children do online, what risk factors there are, and in establishing the predicting factors of risky and aggressive behaviour online Berne et al.

Most of these studies have been based on survey methods and interviews with focus groups, and few studies have focused on the interactions themselves Berne et al. As is well known within the field of children's rights, children who are victims of bullying are often victims of multiple forms of violence, in the home, at school and in the community The United Nations World Report on Violence against Children, With the expansion of the use of the Internet, and the generalized use of Information Communications Technologies ICTs, this form of multi- or simultaneous victimization, extends to the Internet.

Their findings also point to a more significant overlap between indirect forms of bullying and bullying online.

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Kwan and Skoric similarly found a moderate relationship between being bullied in school and on Facebook, but they also point out that the vast majority of relationships established on Facebook are an extension of relationships "initiated offline". These findings show differentiation between victims and perpetrators of traditional bullying and cyberbullying. In this particular area, as with investigations into the overlap between traditional forms of bullying and cyberbullying, results are inconclusive and sometimes also contradictory, as seen over the collective findings within the field.

She found that those that bully others online, are likely also to bully offline. Studies have also investigated the gender disparity between online and offline victimization, where girls have been found to be more likely than boys to become bullies as well as victims online, and boys are more likely than girls to be bullies and victims of bullying offline, particularly physical forms of bullying Berne et al.

As the collected body of research that looks at bullying on the internet is based on survey and self-reporting types of qualitative and quantitative methods, there is a need for research that looks directly at online interactions to better understand how such behaviour develops in naturally occurring interaction online. As bullying is a serious problem and we still do not know enough about how to understand and prevent children from being involved in destructive relationships, Professor Cederborg has developed a research group at the Department of Child and Youth Studies at Stockholm University involving, so far together with one associate professor and four doctoral students.

Three of these Ph. Bullying as a Discursive Practice in Schools and Preschools 5. Far too little is known about how children build peer-to-peer interaction when they are involved in bullying, and how their argumentations are built when trying to justify, rationalize, categorize, attribute and accuse others when putting forward perspectives.

These two projects investigate how bullying practices are built up moment-by-moment through children's everyday interactions in school and preschool. The project explores what children say they do in relation to what is actually done when bullying practices are performed and managed. By studying such practices at the senior level of a compulsory school 55 children, between 14 and 16 years of age and in preschool classes 52 children between years of age , we can increase understanding of how bullying is enacted among children at different stages of life.

Furthermore, as there has been a lack of research in preschools in Sweden regarding bullying behaviours, this project will allow us to further understand how young children interact playing one-to-one as well as in groups. These current projects can be seen to complement studies using only self-reporting or laboratory methods.

Direct and indirect observational methods are used to study children's peer-to-peer interaction in their everyday life in school and preschool, in combination with open-ended interviews where children report their images of recently experienced incidents of bullying. From a Conversational Analytic perspective, language is seen as social action, and the analysis of sequential patterns in everyday interaction is viewed as a key element in theoretical analysis. These two projects are ethnographic studies cf. An emerging trend over the last 20 years has been to conduct research with or for children, rather than, as earlier research, on children.

By doing so, children have become research participants rather than research objects, which makes it possible to capture children's voices, perspectives and interests. In addition, researchers have developed a view of children as social actors in their own right and have adjusted their research methods accordingly Corsaro, Although there are no comparative studies regarding the impact of methodology specifically regarding bullying, it can be concluded that as in other areas of comparison, the inclusion of ethnography as a method allows for a larger scope of data, perspective and in-depth nature of said data.

Ethnographic fieldwork involving videotaping makes it possible to analyze the practices children actively use to orchestrate their social organization Goodwin, After some time in the field, a video camera is therefore used in order to record the daily peer interactions at preschools and schools. Video analysis makes it possible to analyze complex social interaction in a far more detailed fashion than that which is possible by ordinary observations Ochs et al.

The recorded sequences enable the researcher to listen repeatedly to and examine the sequences in order to study specific phenomena in detail. It involves collections of data that can be broken down and analyzed as situations, activities, interactions, or behavior of a certain type Ochs et al. As well as documenting children's everyday peer activities through videotape, this long-term ethnographic study uses the ethnographic methods of participant observation and "deep hanging out" Clifford, to describe and characterize the interactions with the participants of the study.

Theoretically, all participants are looked upon as contributors, constantly negotiating and changing their footing, involving words used, posture, gaze, set and stance as well as changes in tone of voice and tempo Goffman, Based on phenomenological theory, participants are interviewed about their individual thoughts and beliefs of previously experienced bullying interactions. The interviews are semi-structured with open-ended questions.

The method is based on the assumption that participants' accounts of a certain phenomenon can give an individual perspective on thoughts and beliefs in relation to previous experiences.

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By interpreting their accounts in open interviews of certain phenomena, such an analysis will make it possible to understand the meaning of the participants' experiences Smith, The participants' attribution of meaning is seen as influenced by individual experiences, but also connected to social interactions shared with others Cederborg, ; Willig, The analysis is focused on child perspectives where the researchers will attempt to place in the foreground children's voices, agency and life conditions at preschools and schools.

Various qualitative child-centred approaches of inquiry are used in order to reduce the possible gap of generational unintelligibility and in order to explore the vantage points of children as social actors Clark, The doctoral students collect their data over the period of one year. The data collected from the compulsory school has been finalized and data collection from the preschool project is on-going. So far the tentative findings show that these projects can help to fill in the research gap of how children in different ages perform bullying behaviour.

Supported by Department of Child and Youth Studies, Stockholm University, this third project concerns children's bullying practices on the Internet. The project has adopted an approach where the focus of the inquiry will be children's and young people's interactions on public social networking settings online. In Sweden, children's connectivity has expanded rapidly.

A child that was recently considered to be a high consumer, has within the last five years come to be considered a normal consumer. Social media is the most common activity that children engage in online, and girls are, to a much higher extent than boys, users of social media platforms. Facebook is the most commonly used social media platform that children access. The research design for this project is focused on the content of on-going online interactions between children and young people, in an attempt to investigate what is being said and how, from within the exchanges being made in different public settings online.

Hence, this project attempts to situate itself within the research gap Staksrud et al. Inspired by previous research about on cyberbullying, as previously discussed, this ongoing project will discuss the present definition of the term. However, as the approach of this project is inductive in nature, the preference of one definition over another does not have to be made a priori, but will rather make up part of the analytical body in relation to the data collected.

For the purpose of the study, only public online settings are observed, and the set of data is collected from one of the most commonly used public social networking sites among Swedish children and young people. The data for the project includes the complete body of interaction from profiles of over young teens on this site, between the ages of years of age, all of which reside in Sweden. The data set includes a mixed demographic of children, including children from urban and rural areas from all over Sweden. The interactions collected span from between years back in time. The Community Planning Handbook.

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Tourism Imaginaries at the Disciplinary Crossroads. Human Resource Management in the Hospitality Industry. How to Start a Restaurant on a Budget. The Responsible Serving of Alcoholic Beverages: How Effective Management Makes the Difference. The different methods of data collection — type of questionnaires used, different sample characteristics number, age, gender, etc. The lowest prevalence of bullying was reported by article According to the authors, this was due to the time frame adopted for the occurrence of bullying one month , which was chosen to reduce the risk of bias.

On the other hand, the high percentage of victims The high proportion of victims The game allows players to be bullies or victims and choose to attack or defend monitors, teachers and classmates in a school setting. Although its sale is prohibited Brazil, the game is still sold in the United States and in some shops in the United Kingdom Bullying was more frequent among boys who had been involved in more serious crimes.

However, the study suggests that further research is necessary to understand whether bullying is a precursor or consequence of the offences committed by the adolescents The findings of these studies on bullying in Brazil are similar to those of international studies. Another study conducted in the United States with 15, pupils from public and private schools aged between six and 10 years, revealed that According to article 14, the most common types of bullying bullying and being bullied are verbal: These findings corroborate the results of article 21, which showed that the most common types of bullying suffered by victims were name-calling and gossiping, while the most common type of bullying practiced by bullies was name-calling Article 12 shows that the most prevalent forms of intimidation are verbal and physical, followed by psychological, ethnic and sexual aggression On the other hand, articles 9 and 22 show that physical aggression is most prevalent, followed by verbal abuse 31 , Article 8 draws attention to the fact that verbal provocation evolves into physical aggression fighting, hitting, hair-pulling and kicking and often starts within school and ends outside the school gates Peer aggression tends to take place mainly outside the classroom 28 ; however, article 22 shows that after the playground, incidents take place mainly in the classroom According to articles 11, 12 and 22, boys are more likely to be bullied or involved in bullying than girls 27 , 30 , Also, bullying among boys tends to involve physical aggression, isolation from the group and coercion, while in girls it is more likely to involve gossip and teasing, which is less noticeable Furthermore, boys are twice as likely to be bullies 31 , which does not necessarily mean that they are more aggressive, but rather more likely to be involved in bullying Developmental differences between boys and girls may account for such behavior.

Boys tend to be more aggressive than girls, which is reinforced by a male-dominated society that encourages them to have a hostile attitude towards their peers In addition, a free word association test showed that boys and girls have different perceptions of violence.

Interactions between girls tend to be most influenced by affection, bonds of friendship, emotions and feelings, while in boys it is affected by competition and achieving goals 28 , There is also a relationship between body image dissatisfaction but not with excess weight and the likelihood of be bullied or bullying Findings show adolescents may associate physical differences with motives for psychological bullying 45 , and that bullies of both sexes are more likely to sexually harass classmates Article 24 cites a possible relationship between being bullied and post-traumatic stress disorder symptoms 53 , hyperactivity and difficulty relating to classmates, but suggests that further research is necessary to ascertain whether bullying precedes and intensifies this type of behavior, or if adolescents with hyperactivity and behavioral problems tend to be more susceptible to being bullied With regards to cyberbullying, article 27 shows that the longer adolescents spend on the internet and cell phone, the more vulnerable they are to bullying 48 , and that effective parental supervision of internet and cell phone reduces exposure and ensures more healthy use of social media.

Both bullies and targets of cyberbullying tend to have lower self-esteem than non victims. Using electronic devices such as computers, video games and television for extended periods of times is associated with bullying Alcohol consumption, illicit drug use and suffering physical aggression is also associated with all types of bullying except name-calling.

There is a strong association between threatening behavior, theft, physical abuse and teasing and risk behaviors, such as being involved in physical fights, accidents and carrying a weapon. Comparative studies cite various adolescent health risk behaviors that are strongly associated with bullying, thus showing that this type of violence must not be ignored and that urgent measures are needed to manage this problem Adolescents that received support from their family after having been bullied at school demonstrated less aggressive attitudes when they returned to school.

Overly punitive, lenient without setting limits or negligent parenting, exposure to violence games, films, music and a social environment in which the adolescent experiences a long process marginalization humiliation, abandonment, isolation are associated with violent events, such as school shootings perpetrated by adolescents involving subsequent shooter suicide There is no association between bullying and level of maternal education The signs of bullying among children and adolescents include headaches, abdominal pains, insomnia, nocturnal enuresis bedwetting , depression, anxiety, missing school, lower academic performance, self-aggression, thoughts of suicide and attempted suicide, missing belongings, bodily injury, torn or dirty clothing and aggressiveness.

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They may also constantly ask for money and be hungry after school, which suggests that other adolescents take their money during break 4 , Involvement in cyberbullying can lead to an increase in emotional disorders, such as symptoms of depression, anxiety, a decrease in empathic capacity and suicidal ideation Article 13 presents accounts of pupils who repeated the school year and changed classes after being repeatedly subjected to name calling Witnesses are also affected in their academic performance and their social environment by experiencing a violent environment Furthermore, being bullied is also associated with depressive, apathetic, cyclothymic and volatile tendencies, sadness, low self-esteem, reduced ability to focus, self-discipline control , and capacity to confront and solve problems coping , and greater emotional fragility in adult life It can therefore be deduced that discrimination, intolerance and physical aggression among peers — aspects that constitute of this subtype of violence — have harmful effects on the mental health and academic life of pupils, therefore affecting their intellectual development, and may have repercussions on the family environment 4 , Five of the 25 articles showed that adolescents underestimate the seriousness and gravity of bullying, perhaps due to lack of guidance regarding the repercussions of such aggression 29 , 35 , 43 , 45 , Bullying is repeatedly tolerated by the victim in name of friendship and the emotional protection involved with belonging to a group Article 1 shows that Some adolescents tend to retaliate to name-calling with name-calling, which often evolves into physical aggression, thus reinforcing the cycle of aggression The majority of bullies think that it is funny to bully their peers 29 , and many mention that dominating their classmates generates a feeling of well-being or satisfaction, prestige and leadership, and view this attitude as a positive quality 27 , The lack of awareness among adolescents about bullying and its consequences seems to be a contributing factor to bullying and should be addressed by bullying prevention policies 6.

Article 14 shows that the majority of targets of bullying become angry and either defend themselves or ignore the aggression, while only The witnesses did not do anything to help the victims, which suggests fear of retaliation from the bullies 29 , which is corroborated by article 23, which emphasizes that the majority of witnesses feel compassion for the victim and do not like to watch scenes of bullying, but do not defend the victims for fear of becoming victims themselves Some bullied adolescents mentioned feeling outraged, citing that one day bullies could feel the pain of discrimination Article 14, involving adolescents with an average age of 14 years, showed that For some pupils, bullying can contribute markedly to turning school into an uncomfortable and confrontational environment.

Adult intervention in peer conflict, to set limits and show the importance of treating others with respect, is of fundamental importance for ensuring a healthy school environment 59 , Certain articles mention the need for an interdisciplinary approach education, health, family and community to strengthen anti-bullying actions and effectively address the emotional and mental health issues related to bullying 27 , 35 , 42 , 43 , 46 - The adoption of a participatory and multidisciplinary approach to continuing health education targeting young people delivered by Family Health Teams has the potential to promote significant improvements in child and adolescent behavior Programs that address gender differences in bullying are also suggested, given that boys and girls experience different types of bullying behaviors 41 , Articles also recommend research into other factors associated with bullying, such as parenting styles, family violence, performance at school, relationships with parents and teachers, and other daily life issues, in order to obtain a clearer understanding of this type of violence 28 , An analysis of the effectiveness of bullying intervention programs based on articles showed that The present study found only two articles that used collaborative or interventional tools.

Article 1 indicates signs and symptoms of bullying described in the section on consequences above to aid pediatricians, other health professionals and family members in general to identify bullying; while study 18, involving focus groups of pupils and teachers, made a positive evaluation of restorative circles conversation circles held under the guidance of a skilled facilitator as a tool to stimulate dialogue, support pupils and educators, and resolve conflicts, particularly those involving violence An example is a study involving fifth and sixth year pupils in Lisbon, Portugal conducted by a nurse, which aimed to reduce school violence through adopting the following strategies: The results of this intervention, which enabled the mobilization of a multidisciplinary team, showed a decrease in the rate of bullying and highlight the important role played by nurses in such interventions in schools and in research With regard to cyberbullying, schools should regulate and promote parental control of the use of devices such as laptops and smartphones 12 , Although article 4 did not suggest any interventions, it promotes reflection on the approach to managing bullying in schools, suggesting that this type of violence is rooted in prejudice.

Prevention and control of bullying can therefore only be effective if actions address the issue of violence itself barbarism and the stereotypes imposed by society, suggesting that stereotypes generate intolerance, which in turn shape and drive prejudice and bullying The present study shows that over half of the studies carried out in Brazil used quantitative approaches, principally cross-sectional methods, and that the central focus of these studies was to determine the factors associated with bullying.

The studies showed a high prevalence of bullying among Brazilian adolescents and gender differences, whereby boys are more likely to be bullied.

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