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Parents are a big part of children’s life. Instead of providing solutions to a recurring, never-ending problem, it is better to identify the root of bullying and find ways to tackle it. Parents’ upbringing heavily affects their children on the way they behave and act around other people.

Thus, parents must take actions to educate their children properly on top of showing good behavior for them to emulate. According to a research by Smith and Myron-Wilson in 1998, children learn aggressive behaviors from their parents and later will pass it on to their own children. This is where parents need to take action and realize that their behavior will be learned from their children. They must identify their aggressive behavior and stop behaving in such ways otherwise the cycle of violence will keep going on.

Besides, parents who use aggression to punish their children may also influence them to do the same. They are more likely to become aggressive to get what they want from others since their parents also show such behavior (Ciccarelli & White, 2017).

Hence, to completely prevent the issue of bullying, it is crucial to look into its origin. Parents can show better examples for their children. They must show that being violent would not solve any disagreement or problem that occurs. It is better if parents model appropriate ways to handle disagreement one-on-one with their children (Ciccarelli & White, 2017). This can help children understand proper ways to socialize with their peers. It is also highly suggested that parents of the bully must use less harsh discipline on their children and be more involved as well as negotiating with their children.

All in all, good parenting is the key to solving bullying to its core. Parents must acknowledge that the problem of their children’s aggressive behavior is most likely to spark at home therefore they need to recognize their own behavioral problems in order to be able to help their children.

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1) Bidari An Najwa binti Mohd Khir (211054)

2) Eiman Sofea binti Mohd Zaid (211160)

3) Eyza Syezren binti Azis (211183)

4) Muhammad Musyrif bin Mahadi (212838)

5) Raja Anis Zulaikha binti Raja Mohd Zamri (215978)

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Bullying affects every person that is involved in a bullying scenario: the bullied, the bully and the witness of the bullying. However, in this e-portfolio we are emphasising on implications of bullying towards the victims of bullying (the bullied) and the witnesses of the bullying (the bystanders).

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Bystanders or people who witness bullying may encounter more psychological distress compared to the bullies and victims. Some of them are being forced to witness their peers getting tortured and it increases their chances of facing depression, anxiety, hostility, and inferiority. According to Cameron Pediatric Counseling, Inc., they are exposed to depression because they do not know how to overcome the emotions while witnessing the violence is being committed among their peers. They are, too, anxious that they will be the next targets and begin to doubt school safety and security. Usually they are being dragged down by an overwhelming guilt of not intervening and guilt towards the incident because they know that they have the power to stop the bullying but their fear ceases them from using it.

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Depression, anxiety and low self esteem are three common mental health issues that are faced by every person that is being bullied. These mental health issues develop in extreme number of cases which leads to suicidal thoughts and attempts. Repeated acts of bullying may provoke physical violence and sexual assault over the time. According to the official website of the US government, StopBullying.gov, in 12 of 15 school shooting cases in America in the 1990s, the shooters had a history of being bullied. The actions can develop deep feelings of fear and cause the bullied to stop attending school. This links to poor academic performances among students especially bullying victims.

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n.a. (May 21, 2021). Effects of Bullying. StopBullying.Gov. Retrieved from https://www.stopbullying.gov/bullying/effects

HowStuffWorks.com Contributors. (July 27, 2020). What are Some of the Effects of Bullying on Teens. How Stuff Works. Retrieved from https://lifestyle.howstuffworks.com/family/parenting/tweens-teens/effects-bullying-on-teens.htm

Sourander, A., Jensen, P., & Rönning, J.A. (June 1, 2007). Childhood Bullies and Victims and Their Risk of Criminality in Late Adolescence. JAMA Network. Retrieved from https://jamanetwork.com/journals/jamapediatrics/fullarticle/570579

n.a. (December 5, 2019). Consequences of Bullying. StopBullying.Gov. Retrieved from https://www.stopbullying.gov/resources/research-resources/consequences-of-bullying

Rivers, I., Poteat, P. (2009). Witnesses to Bullying May Face More Mental Health Risks than Bullies and Victims. American Psychological Association. Retrieved from https://www.apa.org/news/press/releases/2009/12/witness-bullying

Cameron Pediatric Counseling, Inc. (May 8, 2020). How Does Bullying Affect Bystanders? Cameron Pediatric Counseling, Inc. Retrieved from https://www.cameronpediatric.com/how-does-bullying-effect-bystanders/

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US Department of Health and Human Services

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Assistant Secretary for Public Affairs (ASPA)

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Bullying can negatively impact mental health and well-being.

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The reason why bullying is a problem is the amount of impact it holds on the victims. For example, “Florida Teen Brags About Making A Girl Commit Succeed Who Was Bullied”. This part explained that two Florida girls aged 12 and 14 were arrested on felony charges on October 16, 2013 for taunting 12-year-old Rebecca Sedwick, who jumped to her death from an abandoned cement factory tower last month. (Elite Daily, 2013) Based on the example, we can see, even though the bullies never actually “murdered” their victim, it affected how much their bullying convinced the poor girl to do such a thing. Some statistics made by BMC Public Health had more spectrum than just verbal bullying. A few of them include physical bullying that showed (16%), verbal bullying (22%), and relational bullying (27%) were highly common behaviors in early elementary school. Likewise, physical victimization (8%), verbal victimization (11%), and relational victimization (9%) were also common, although to a slightly lesser degree. Physical, verbal, and material victimization and bullying occurred more often in boys than in girls, while relational victimization and bullying were more prevalent among girls. (Jansen, P.W., Verlinden, M., Berkel, A.Dv. et al, 2012) There are many examples that portray how much bullying can influence their victims just by verbal or physical abuse which tells us that bullying is a big problem considering that most young teenagers have gone through this concern.

And that does not count the weight of some teens that never have the guts to actually say or report anything to their parents or teachers. Because they fear retaliation or worry about making it worse between the relationship of the bully and their victim, they tend to stay quiet or the victims would have the horror of encountering more consequences.

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Bullying is a constant topic that is talked about in every school regardless of where they’re from. Even so, bullying cases have never been able to decrease no matter how much it is being talked about. The sad thing is that teens are not the only ones who have experienced this. So, what prevailed this behaviour? Studies have shown that bullying commonly arises because they want to get the things they want the way they want by asserting dominance to make other people fear or respect them. If not that, it’s because they were also once bullied and feel the need to express their feelings to other people (Bullying Free). Overall, the reasons are only something that the bully gained or “earned”. With that being sad, many people have been affected by this issue, especially teenagers.

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Elite Daily. 8 acts of bullying that would question Humanity (October 8, 2013) Retrieved from https://www.elitedaily.com/life/culture/serving-justice-8-acts-of-bullying

Jansen, P.W., Verlinden, M., Berkel, A.Dv. et al. Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?. BMC Public Health 12, 494 (2012). https://doi.org/10.1186/1471-2458-12-494

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Bullying is a relationship problem

Students are bullied for lots of reasons. Sometimes they are bullied because they are different, or because they are clever or popular. It can be caused by differences in race, sexuality, religion, disabilities and abilities, weight, height or anything that creates a difference between one child and another. At other times they are simply in the wrong place at the wrong time.

Students who bully sometimes have problems and are unhappy. They may be trying to make up for a lack of attention, power or love in their own lives; by bullying, they try to get these in their own lives. These students need to feel powerful and seem to enjoy harming others. They often do not understand the feelings of the person they bully.

Those who persistently bully often do so in order to dominate others and improve their own social status. Bullying often comes from a belief that it's okay to act that way. Sometimes they don't even know that what they are doing is bullying behaviour, or they don't understand how much hurt and anxiety they cause.

Some common reasons why someone may bully others

To gain a sense of power among their classmates.

To get attention or become popular.

They are scared, so they try to scare others to hide their feelings.

They are unhappy and take it out on others.

They are being bullied themselves.

To get things they want.

To copy someone they admire.

To make themselves feel better when they are feeling bad about themselves or jealous of someone else.

Because they feel that another person is becoming more popular than they are in their group.

They hope to use it as a way to make people be their friend.

While bullying can happen to any student, it is know that some are more likely than others to be bullied. Vulnerable groups include students with disabilities or special educational needs, lesbian, gay, bisexual, transgender or intersex (LGBTI) students and those perceived to be LGBTI, and students of a culture, race or religion that differs from the main culture, race or religion at the school.

Prejudice

Bullying sometimes involves students commenting on and judging other student's personal attributes and how they are different. These negative comments can relate to:

appearance and weight

ability or disability

gender, sex and sexuality

culture, race and religion

socio-economic status.

This type of bullying is linked to prejudices that students learn from their family group and their wider social community about the value of diversity in the community.

Fitting in

There are social norms within groups of students and also the whole school. The school's norms are modelled by the school staff and other adults in the broader community, including parents.

Students who 'stand out' as different from the norms within their peer group are most likely to be bullied. Students can use bullying as a way to enforce group norms about how to appear and behave.

Student group norms and views about which students are of 'greater' social standing come from society's values about power and status. This process happens as children and young people absorb and copy the norms, values and prejudices of their school and their wider community.

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Students are bullied for lots of reasons. Sometimes they are bullied because they are different, or because they are clever or popular. It can be caused by differences in race, sexuality, religion, disabilities and abilities, weight, height or anything that creates a difference between one child and another.

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According to Cambridge Dictionary, prevalence means the fact that something is very common or happens often; something existing or happening often.

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According to Cambridge Dictionary, bullying is the behavior of a person who hurts or frightens someone smaller or less powerful, often forcing that person to do something they do not want to do.

Most definitions of bullying categorize it as a subset of aggressive behavior that involves an intention to hurt another person (Sanders, C. E., 2004).

According to Olweus, D. (1994), bullying or victimization in the following general way: A person is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons. It must be stressed that the terms bullying or victimization are not (or should not be) used when two persons of approximately the same strength
(physical or psychological) are fighting or quarreling. In order to use the term bullying, there should be an imbalance in strength (an asymmetric power relationship): The person who is exposed to the negative actions has difficulty in defending him or herself and is somewhat helpless against the harasser or harassers. It is useful to distinguish between direct bullying or victimization-with relatively open attacks on the victim-and indirect bullying or victimization in the form of social isolation and exclusion from a group.

This imbalance of power in the bully or victim relationship is important because it distinguishes bullying from other acts of violence or aggression (Aalsma, M. C., & Brown, J. R., 2008).

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According to Cambridge Dictionary, teenagers is a young person between 13 and 19 years old.

Teenagers are undergoing dramatic changes. In addition to the biological changes of puberty, they experience cognitive changes that allow them to think more abstractly. They become increasingly focused on friends. And as they seek greater independence, they often come into conflict with parents. Most get through adolescence with few problems, establishing identities and preparing for adulthood. Some, however, experience problems that lead to dropping out of school, drug use or crime (Kazdin, A. E., 2000).

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What does it mean by Prevalence of Bullying among Teenagers?

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What does it mean by Prevalence of Bullying among Teenagers?

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Bullying and peer victimization in schools have become serious concerns for students, parents, teachers, and school officials in the United States of America and around the world (Hong and Espalage 2012, 311).

According to Limo, S. (2015), it has become a type of violence that threatens a young person’s well being more especially in school. Bullying in whatever form has lasting negative effects on the development of a person. The effects are not only exhibited by the victim but also the bullies, symptoms for both will range from short-term to long, severe life-changing effects.

Children who are exposed to neglect or other inadequate experiences are likely to develop internal working models of human relationships that are not healthy or normal (Crick and Dodge, 1994).

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Aalsma, M. C., & Brown, J. R. (2008). What is bullying?. Journal of adolescent health, 43(2), 101-102. Retrieved from https://www.jahonline.org/article/S1054-139X(08)00251-6/fulltext#secd8713647e77

Cambridge Dictionary. https://dictionary.cambridge.org/dictionary/english/

Kazdin, A. E. (2000). Encyclopedia of psychology. Washington, D.C: American Psychological Association. Retrieved from https://www.apa.org/topics/teens#:~:text=Teens,come%20into%20conflict%20with%20parents.

Limo, S. (2015). Bullying among Teenagers and its Effects. Retrieved from https://www.theseus.fi/handle/10024/101538

Olweus, D. (1994). Bullying at school. In Aggressive behavior (pp. 97-130). Springer, Boston, MA. retrieved from https://link.springer.com/chapter/10.1007/978-1-4757-9116-7_5

Sanders, C. E. (2004). What is bullying?. In Bullying (pp. 1-16). Academic Press. Retrieved from https://www.sciencedirect.com/science/article/pii/B9780126179552500047

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See Related Article p. 106

Being the victim of bullying is a relatively common adolescent experience. Up to three-quarters of young adolescents experience bullying (such as rumors, name calling, or public ridicule), and up to one-third report more extreme experiences of coercion or inappropriate touching [

Self-views versus peer perceptions of victim status among early adolescents.

in: Juvonen J. Graham S. Peer Harassment in Schools: The Plight of the Vulnerable and Victimized. The Guilford Press, New York 2001: 105-124

]. Yet the assessment of bullying remains the "Achilles heel" of bullying prevention efforts because the rates of bullying and victimization vary depending on the definition used [

Assessment of bullying.

in: Jimerson S. Furlong M. Handbook of School Violence and School Safety: From Research to Practice. Lawrence Erlbaum Associates, Mahwah, NJ 2006: 191-209

]. In this issue of the Journal of Adolescent Health, Sawyer and colleagues [

Examining ethnic, gender, and developmental differences in the way children report being a victim of "bullying" on self-report measures.

] attempt to address these deficiencies by comparing respondents' various definitions of bullying. In the following editorial, we discuss the psychosocial effects of victimization, then we focus on definitional issues of bullying and victimization, and last, we draw attention to race/ethnicity differences in victimization.

Impact of Victimization

The psychosocial consequences of being bullied are significant. Victims of bullying have increased rates of depression, suicidal ideation, and loneliness [

,

]. Experiencing peer harassment is associated with lower grades, disliking school, and absenteeism [

Self-views versus peer perceptions of victim status among early adolescents.

in: Juvonen J. Graham S. Peer Harassment in Schools: The Plight of the Vulnerable and Victimized. The Guilford Press, New York 2001: 105-124

,

]. In addition, youth who were victimized as children or adolescents have increased rates of violence-related behaviors compared to those not involved in bullying [

]. One study showed that young people who had been bullied repeatedly throughout middle adolescence had lower self-esteem and higher depressive symptoms as young adults compared to those who had not been bullied [

Victimization by peers: antecedents and long term outcomes.

in: Rubin K.H. Asendorf J.B. Social Withdrawal, Inhibition and Shyness in Children. Erlbaum, Hillsdale, NJ 1993: 315-341

]. Hence, victimization is related to significant psychosocial effects throughout adolescence and into young adulthood.

References

1. Self-views versus peer perceptions of victim status among early adolescents.

in: Juvonen J. Graham S. Peer Harassment in Schools: The Plight of the Vulnerable and Victimized. The Guilford Press, New York 2001: 105-124

2. in: Jimerson S. Furlong M. Handbook of School Violence and School Safety: From Research to Practice. Lawrence Erlbaum Associates, Mahwah, NJ 2006: 191-209

3. Examining ethnic, gender, and developmental differences in the way children report being a victim of "bullying" on self-report measures.

: 106-114

4. Bullying behaviors among US Youth: prevalence and association with psychosocial adjustment.

: 2094-2100

5. Psychosocial health among young victims and offenders of direct and indirect bullying.

: 1312-1317

Eisenberg M.E.

Neumark-Sztainer D.

Perry C.

Peer harassment, school connectedness and school success.

: 311-316

7. Relationships between bullying and violence among US youth.

: 348-353

8. Victimization by peers: antecedents and long term outcomes.

in: Rubin K.H. Asendorf J.B. Social Withdrawal, Inhibition and Shyness in Children. Erlbaum, Hillsdale, NJ 1993: 315-341

9. A qualitative study of bulling from multiple perspectives.

: 234-247

10. Factors associated with perceptions and responses to bullying situations by children, parents, teachers and principals.

: 255-288

11. The Revised Olweus Bully/Victim Questionnaire.

Mimeo, Research Center for Health Promotion (HEMIL), University of Bergen, Bergen, Norway 1996

12. Peer harassment: a critical analysis and some important issues.

in: Juvonen J. Graham S. Peer Harassment in School: The Plight of the Vulnerable and Victimized. Guilford Press, New York 2001: 105-124

13. Bullying at School: What We Know and What We Can Do.

Blackwell, Oxford 1993

14. School violence in context: culture, neighborhood, family, school, and gender.

Oxford University Press, New York 2005

15. The extent and nature of bullying among primary and secondary school children.

: 137-153

Junger-Tas J.

Van Kesteren J.

Bullying and Delinquency in a Dutch School Population.

Kugler Publications, The Hague, The Netherlands 1999

17. The experience of violent injury for young African-American men: the meaning of being a "sucker.".

: 77-82

Article Info

Identification

DOI: https://doi.org/10.1016/j.jadohealth.2008.06.001

ScienceDirect
Access this article on ScienceDirect

Bullying Definition

Bullying and victimization remain difficult to define. A qualitative study of elementary school children by Mishna [

,

] found bullying behavior was not easily identified by the victimized student, teachers, or parents. Two important aspects seemed to create confusion. The first was a conflict between a person's cognitive understanding of bullying and specific incidents of bullying. For instance, a victimized student, teacher, or parent could provide a definition of bullying that was consistent, but when given an example of bullying, were unable to identify the specific act as bullying. Second, bullying among friends was difficult to identify, perhaps due to an inability to identify a power imbalance between friends. Sawyer and colleagues have attempted to address this confusion by testing a behavior-based definition of bullyng.

However, Sawyer and colleagues do not include a fundamental aspect of bullying in their definition: that is, the existence of a power imbalance between the bully and victim. Olweus's [

The Revised Olweus Bully/Victim Questionnaire.

Mimeo, Research Center for Health Promotion (HEMIL), University of Bergen, Bergen, Norway 1996

,

Peer harassment: a critical analysis and some important issues.

in: Juvonen J. Graham S. Peer Harassment in School: The Plight of the Vulnerable and Victimized. Guilford Press, New York 2001: 105-124

] revised bullying definition, as Sawyer and colleagues indicate, is composed of three "pillars" of bullying: deliberate hurtful behavior, that is repeated, and it is difficult for the target to defend him or herself (imbalance of power). Olweus warns that, "It must be stressed that the term bullying is not (or should not be) used when two students of approximately the same strength (physical or psychological) are fighting or quarreling" [

]. This imbalance of power in the bully/victim relationship is important because it distinguishes bullying from other acts of violence or aggression.

The power imbalance is used to exclude violence that is not deemed bullying. For example, when a sixth-grade boy is kicked on the bus every day by a smaller, emotionally impaired second grader, it is not considered bullying under Olweus' definition, even though the harm is deliberate and repeated; the power imbalance does not exist. Using the behavior-based definition, the above behavior would be considered bullying. So acts of violence-behavior intended to harm, physically or emotionally, persons in school and their property-or victimization-student's report that another student or staff member perpetrated school violence against him or her-that would be considered bullying under a behavior-based definition would not be considered bullying under Olweus's definition [

]. A core aspect of the definition has been eliminated from the behavior-based measure, and it is conceivable that this discrepancy would impact the rates of reported victimization. We concur with Sawyer and colleagues that the concept of power imbalance is difficult to convey, and that this is particularly true with younger populations [

,

]. Power imbalance remains a fundamental aspect that separates bullying from other aggressive behaviors, and we encourage future research to consider power imbalance in both behavior-based and traditional definitions of bullying.

Race/Ethnicity and Victimization

Previous research has found that African American youth report being bullied significantly less frequently than white or Hispanic youth [

,

,

]. The current study is novel in that it uses two different definitional approaches to study this effect, and reports key findings on the role of culture in how victimization is reported and even experienced. Rich and Stone [

] have also observed the role of race and victimization, although the specific violent act assessed was not bullying and the participants were young adults. Eighteen African American men between the ages of 18 and 25, who had been shot or stabbed, were interviewed about the circumstances of their violent injuries. These interviews revealed the perception that a person who does not retaliate when injured or disrespected is weak and is "being a sucker," which will result in future victimization. It may be that endorsing labels such as being bullied through self-report or interview questions is too difficult based on certain cultural schemas. Although a behavior-based measure might be problematic due to issues discussed previously, the benefit appears to be the participants' willingness to identify bullying or victimization behavior without having to endorse a specific label. Clearly, more research on the role of labeling for both bullying and victimization in different race and ethnic groups is needed.

The Need for Future Research

Sawyer and colleagues have helpfully highlighted the role of definitions in identifying the true prevalence of bullying. This research touches upon interesting issues of how one's culture may affect a victim's ability to identify bullying and victimization. We encourage future studies to include a mix of quantitative and qualitative research methodology to study the effects of different bullying and victimization definitions. We do want to emphasize that power imbalance be assessed in future research. It is fundamental to the study of bullying.

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Being the victim of bullying is a relatively common adolescent experience. Up to three-quarters of young adolescents experience bullying (such as rumors, name calling, or public ridicule), and up to one-third report more extreme experiences of coercion or inappropriate touching [1].

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To conclude, bullying has become a huge issue across the world especially among teenagers. Bullying is a constant topic that is talked about in every school regardless of where they are from. Even so, bullying cases have never been able to decrease no matter how much it is being talked about.

The bullying issue can affect every person that is involved in the scenario: the bullied, the bully and the witness of the bullying. The bullied and the witness may develop mental health issues such as depression and anxiety. The behavior of teenagers these days became violent as they could not differentiate between good and bad acts based on what they experience and observe at home or from the people around them. Therefore, they cannot control themselves when portraying and dealing with their dissatisfaction or feelings towards other people. This problem becomes worse when the parents, who are supposed to prevent it from happening, do not put extra concern and attention into what they show and characterize in front of their children.

In this regard, observational learning solution can be applied as the concept is able to modify the behavior. For example, this can be done by having a good parenting environment at home. In addition, this solution also has proven to be effective as teenagers tend to follow or imitate the behaviors done by the people around them especially the parents as they are the people whom they trust and stand as life models to teenagers. Thus, observational learning concept is the effective solution in improving the teenager’s behavior in dealing with their friends or other people.

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Solution of the problem: A good parenting

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Solution of the problem: A good parenting

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There comes a time when every parent struggles with how best to discipline their child. Whether dealing with a screaming toddler or an angry teen, it can be hard to control their temper. No parent wants to find themselves in such a situation and the bottom line is that shouting and physical violence never help. It needs to be more widely recognized that parenting style and the quality of relations between parents and children may affect the likelihood of children becoming involved in bully or victim problems at school. (Ken Rigby, 2013). So, a mixed-methods design was employed, with semi-structured interviews and rating scales administered to 19 professionals with experience in parenting capacity assessments. Data were analyzed using a constructivist grounded theory. The findings suggest that in general, professionals agree on the main themes of good parenting, including six categories which are insight, willingness and ability, day-to-day versus complex or long-term needs, child’s needs before own, fostering attachment and consistency versus flexibility. Within these six categories, individual differences emerged. (Philippa M. Eve, Mitchell K. Byrne, Cinzia R. Gagliardi, 2014).

Those categories are a priority for parents to educate their children to not be involved in bully or victim problems at school or other negative activities. The approach can help parents build positive relationships with their children and teach skills like responsibility, cooperation, and self-discipline. The evidence is clear as bad parenting like shouting and hitting simply does not work and can do more harm than good in the long run. Repeated shouting and hitting can even adversely impact a child’s entire life. The continued “toxic stress” it creates can lead to a host of negative outcomes like higher chances of school dropout, depression, drug use, bullying, suicide, and violence. Parents have been identified as a factor that is associated with how well or badly a child interacts with peers at school. Thus, the categories of good parenting are in relation to struggling parents rather than all parents in general. Even so, this information is relevant to forming a more comprehensive parenting capacity assessment, which deals with poor parenting. Furthermore, the research may be helpful in developing intervention programs for struggling parents, with a focus on developing aspects of good parenting, such as insight. Insight was defined as an awareness of one’s role as a parent, including understanding their individual child, their needs, and their ability to provide for those needs. All professionals except one psychologist stressed concepts relating to insight. ‘Insight’ included two sub-categories, knowing the individual child and acknowledging limitations as a parent. (Philippa M. Eve, Mitchell K. Byrne, Cinzia R. Gagliardi, 2014).

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Psychological concept related to the solution

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Psychological concept related to the solution

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Based on the solution, good parenting towards children at home can be related to the basic principles of observational learning. Observational learning is the learning of new behavior through watching the actions of a model (someone else who is doing that behavior). Sometimes that behavior is desirable, and sometimes it is not. The learning of a new behavior through the observation of a model is typically associated with the classic work of Albert Bandura and “Bobo doll” study.

Albert Bandura’s classic study in observational learning involved having a preschool child in a room in which the experimenter and a model interacted with toys in the room in front of the child (Bandura et al., 1961). In one condition, the model interacted with the toys in a non-aggressive manner, completely ignoring the presence of a “Bobo” doll (a punch-bag doll in the shape of a clown). In another condition, the model became very aggressive with the doll, kicking it and yelling at it, throwing it in the air and hitting it with a hammer. When each child was left alone in the room and had the opportunity to play with the toys, a camera filming through a one-way mirror caught the children who were exposed to the aggressive model beating up on the Bobo doll, in exact imitation of the model. The children who saw the model ignore the doll did not act aggressively toward the toy. Obviously, the aggressive children had learned their aggressive actions from merely watching the model with no reinforcement necessary. The fact that learning can take place without actual performance is called learning or performance distinction.

The concept will be the same as the solution, good parenting towards children at home. Parenting is one of the toughest tasks but the one way of making it easy is by being role models to the children. Parents are already role models to their children. The children observe every action of their parents and try to imitate it. In one situation, when parents act to violence and quarrel with each other, the tendency for the children to be violent is increased and it can also be found that the children are bullies at school. Meanwhile, when parents act to caring and loving with each other, the tendency for the children to bully others is less as it encourages the children to be compassionate to other people. In this case, most of the bullies are learning by observing the situations around them by the acts of violence from parents. The children learn anything through observation and pay attention to their parents and they can retain the memory of what was done. So, the violent actions induce the children to imitate or reproduce again by themselves at school. Also, the children have also motivated when they have a desire to perform violent actions with their members without being witnessed by their teachers and parents. It is obvious that if parents act otherwise, it will prevent bullying cases to happen at school as well as produce well-being children who are compassionate and loving with each other.

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Eve, P., Byrne, M., & Gagliardi, C. (n.d.). https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1583&context=sspapers

Bullying in schools and its relation to parenting and family life. (2013). Informit.org. https://search.informit.org/doi/epdf/10.3316/informit.442237495856995

Georgiou, S. N., & Panayiotis Stavrinides. (2013, June). Parenting at home and bullying at school. ResearchGate; Springer Verlag. https://www.researchgate.net/publication/236160890_Parenting_at_home_and_bullying_at_school

Sci-Hub | Parenting and School Bullying | 10.1177/1359104598033006. (2022). Hkvisa.net. https://sci-hub.hkvisa.net/10.1177/1359104598033006

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Evidence Of Effectiveness Of The Solution 

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Evidence Of Effectiveness Of The Solution 

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According to a study by the Cambridge Study in Delinquent Development, 87 fathers out of 411 who were bullies, 16% of them also had children who were bullies. 73 fathers who were not bullies, 5.5% had children who were bullies. Parents who are violent also contribute to their children’s bullying problem. 35% of 20 fathers who had been convicted of serious offenses had children who bullied others while for the remaining fathers, only 7.9% of them had children who bullied.

The statistics goes to show that bad parenting or example portrayed by parents has a huge impact on their children’s behavior and upbringing. Violence creates more violence. For this reason, parents must stop exhibiting violence all the time especially at home, so that children also would not be violent with their peers.

On the other hand, parents who display good behavior such as kindness and respect to others, their children are more likely to do the same. Although it may seem like they are not paying attention, children observe closely on how their parents manage their stress and treat their colleagues (U.S. Department of Health and Human Services). Teaching students ways to be tolerant and compassionate to their peers is the first step in preventing bullying. They need to understand that everyone deserves respect and they have no rights to hurt others intentionally no matter what the circumstance is. Once they are able to grasp this concept, it is crucial to teach them what counts as bullying and what to do if they are involved in one.

In addition, parents must recognize bullying behavior and the possibility that their children will be involved in one (Smith & Myron-Wilson, 1998). They need to accept if their children are involved in bullying whether as bullies, victims, or even bystanders. If their children happen to be bullies, they need to investigate the cause and address bullying effectively instead of immediately giving punishment or harsh discipline (Smith & Myron-Wilson, 1998). As a result, the bullies will learn to manage their anger properly and prevent themselves from further bullying others. Next, parents of victims must let their children know that it is safe to talk about bullying to them. Parents must also give their full support to their children whether emotionally or psychologically rather than belittling their problem (Government of Newfoundland and Labrador). Bystanders might not get directly harmed by bullying. However, it can take a huge toll on their mental health. Bystanders of bullying might feel anxious, fear, and guilt from witnessing bullying (Cameron Pediatric Counseling,2020). Hence, parents need to nicely encourage their children to report bullying if they ever witnessed one and provide the needed support.

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Cameron Pediatric Counseling, Inc. (2020). How Does Bullying Affect Bystanders? Cameron Pediatric Counseling, Inc. Retrieved from https://www.cameronpediatric.com/how-does-bullying-effect-bystanders/

Farrington D.P., West D.J. (1990). The Cambridge Study in Delinquent Development: A Long-Term Follow-Up of 411 London Males. Springer, Berlin, Heidelberg. Retrieved from https://doi.org/10.1007/978-3-642-75418-0_9

Government of Newfoundland and Labrador Canada. (n.d). What Parents Can Do To Prevent Bullying. Education. Retrieved from https://www.gov.nl.ca/education/k12/bullying/whattodo/

Kristen L. Stives, David C May, Michayla Mack, and Cindy L. Bethel. (2021). Understanding Responses to Bullying From the Parent Perspective. Educational Psychology. Retrieved from https://doi.org/10.3389/feduc.2021.642367

Saundra K. Ciccarelli, J. Noland White. (2017). Psychology. Pearson Education Limited.

Smith, P. K., Myron-Wilson, R. (1998). Parenting and School Bullying. Clinical Child Psychology and Psychiatry. Retrieved from doi:10.1177/1359104598033006

U.S. Department of Health and Human Services. (n.d). How to Prevent Bullying. Stopbullying.gov. Retrieved from https://www.stopbullying.gov/prevention/how-to-prevent-bullying

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When you are asked to do something what is a typical response? "I am sorry, I don't have time". It is a go to response for almost everything, especially something we don't want to do. Most people think they don't have time, but you do. It is just a matter of whether you feel something is a priority and will

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How Does Bullying Effect Bystanders? * Cameron Pediatric Counseling, Inc.

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Watching another person be bullied can have a huge impact on a child/teen. Most people are bothered when they see someone injured or insulted. Witnessing bullying creates a wide range of emotions and stresses that can take a toll on the bystander. From anxiety and uncertainty, to fear and guilt, bullying can significantly impact bystanders.