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This is a research article named "Trends in bullying victimization by gender among U.S. high school students." Published by Wiles Online Library, from 2018.

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This is a research article named "Trends in bullying victimization by gender among U.S. high school students." Published by Wiles Online Library, from 2018.

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1) "The detrimental effects of

bullying victimization on physical and mental health resulted in a position statement by the

Society for Adolescent Medicine in 2005, stressing the importance of preventing bullying,

and the need to change the perception that bullying was an acceptable "Social Norm" among

adolescents (Eisenberg & Aalsma, 2005)."

Points out how bullying is considered acceptable among teenagers, as if it should be normalized. Teenagers don't know the consequences behind their harsh actions.

2) "A possible explanation for the decreasing trend of male victimization may be that anti-

bullying campaigns successfully reduces the more overt verbal and physical forms of

bullying common among males. As penalties for bullying increases, students, especially

females, may adopt more subtle forms of relational bullying."

Shows how bullies could just adapt and find other ways to spread hatred among their peers. Highlights that there is no easy way to solve this issue entirely; the only solution is to minimize the problem.

3) "With the ubiquitous use of electronic media among high school students, bullying can now be conducted through e-mail, chat rooms, instant messaging, web sites, mobile phone cameras, or texting, with significant perceived anonymity (Kowalski, Giumetti, Schroeder, & Lattanner, 2014)."

Emphasizes that there isn’t just one form of bullying anymore, especially with technology advancing at a rapid speed. Also, highlights the anonymity of it and how perpetrators often get away with heinous crimes. Who knows how much more advanced bullying has become in 2025 with the use of AI.

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Research in Nursing   Health - 2018 - Pontes - Trends in bullying victimization by gender among U S  high school students

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Shows the trends in bullying between grade level. Bullying could decrease as students grow older and matures. There are more females victims of bullying than males in both in-person and cyberbullying.

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A Wikipedia article titled "Bullying". Published by Wikipedia in 2004.

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A Wikipedia article titled "Bullying". Published by Wikipedia in 2004.

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1) "Relational bullying can be used as a tool by bullies to both improve their social standing and in order to control others."

It supports my belief that the perpetrator (stakeholder) values fame and social status, sometimes their actions are motivated by a desire to maintain their position in a group.

2) "The place where youth live also appears to differentiate their bullying experiences such that those living in more urban areas who reported both being bullied and bullying others appear to show higher risk of suicidal ideation and suicide attempts."

I found it surprising that perpetrators also show a higher risk of suicidal ideation. Never really looking at it from their point of view, it highlights that both victims and bullies are affected by bullying.

3) "Yet, not all bullying is considered to be a hate crime. Bullies often select their victims because of specific characteristics that the bully views as nonconforming to their specific requirements or sense of belonging.[27] This means that individuals in minority groups are more likely to be targeted. However, bullies usually choose victims that are more available and or vulnerable. This is a more broad approach or motivation than with the engagement of hate crimes."

It points out that bullying could be a term to hide behind the fact they have bad intent/beliefs about a certain group. Discriminating against a group of individuals that are normally the target of hate because they don't fit into the social "norms," and fueled by others because the majority agrees.

4) "There are also cases being researched now and in the more recent years regarding the phenomenon called "cyberbullying", which takes place in the virtual or electronic world, typically over the internet.[28] Physical, verbal, and relational bullying are most prevalent in primary school and could also begin much earlier while continuing into later stages of individual's lives."

Supports my claim that bullying comes in multiple forms. There is no way to stop bullying completely as it continues to evolve, becoming more complex and harmful over time.

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Bullying is the use of force, coercion, hurtful teasing or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict. Bullying is a subcategory of aggressive behavior characterized by hostile intent, imbalance of power and repetition over a period of time. Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally or emotionally.

Bullying can be done individually or by a group, called mobbing, in which the bully may have one or more followers who are willing to assist the primary bully or who reinforce the bully by providing positive feedback such as laughing. Bullying in school and the workplace is also referred to as "peer abuse". Robert W. Fuller has analyzed bullying in the context of rankism. The Swedish-Norwegian researcher Dan Olweus says bullying occurs when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons", and that negative actions occur "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways". Individual bullying is usually characterized by a person behaving in a certain way to gain power over another person.

A bullying culture can develop in any context in which humans interact with each other. This may include school, family, the workplace, the home, and neighborhoods. The main platform for bullying in contemporary culture is on social media websites. In a 2012 study of male adolescent American football players, "the strongest predictor [of bullying] was the perception of whether the most influential male in a player's life would approve of the bullying behavior." A study by Child & Adolescent Health in 2019 showed a relationship between social media use by girls and an increase in their exposure to bullying.

Bullying may be defined in many different ways. In the United Kingdom, there is no legal definition of bullying, while some states in the United States have laws against it. Bullying is divided into four basic types of abuse - psychological (sometimes called emotional or relational), verbal, physical, and cyber.

Behaviors used to assert such domination may include physical assault or coercion, verbal harassment, or threat, and such acts may be directed repeatedly toward particular targets. Rationalizations of such behavior sometimes include differences of social class, race, religion, gender, sexual orientation, appearance, behavior, body language, personality, reputation, lineage, strength, size, or ability.

The word "bully" was first used in the 1530s meaning "sweetheart", applied to either sex, from the Dutch: boel, "lover, brother", probably diminutive of Middle High German: buole, "brother", of uncertain origin (compare with the German buhle "lover"). The meaning deteriorated through the 17th century through "fine fellow", "blusterer", to "harasser of the weak". This may have been as a connecting sense between "lover" and "ruffian" as in "protector of a prostitute", which was one sense of "bully" (though not specifically attested until 1706). The verb "to bully" is first attested in 1710.

In the past, in American culture, the term has been used differently, as an exclamation/exhortation, in particular famously associated with Theodore Roosevelt and continuing to the present in the bully pulpit, Roosevelt's coining and also as faint/deprecating praise ("bully for him").

Bullying has been classified by the body of literature into different types. These can be in the form of nonverbal, verbal, or physical behavior. Another classification is based on perpetrators or the participants involved, so that the types include individual and collective bullying. Other interpretation also cite emotional and relational bullying in addition to physical harm inflicted towards another person or even property. There is also the case of the more recent phenomenon called cyberbullying.

Physical, verbal, and relational bullying are most prevalent in primary school and could also begin much earlier while continuing into later stages in individuals lives.

Individual

Physical bullying is any bullying that hurts someone's body or damages their possessions. Stealing, shoving, hitting, fighting, and intentionally destroying someone's property are types of physical bullying. Physical bullying is rarely the first form of bullying that a victim will experience. Often bullying will begin in a different form and later progress to physical violence. In physical bullying the main weapon the bully uses is his/her body, or some part thereof; or an object as a weapon when attacking his/her victim. Sometimes groups of young adults will target and alienate a peer because of some adolescent prejudice. This can quickly lead to a situation where they are being taunted, tortured, and "beaten up" by their classmates. Physical bullying will often escalate over time, and can lead to a detrimental or fatal ending, and therefore many try to stop it quickly to prevent any further escalation.

Verbal bullying is one of the most common types of bullying. This is any bullying that is conducted by speaking, other use of the voice, or some form of body language and does not involve any physical contact. Bullying usually begins at this stage and includes any of the following:

Derogatory name-calling and nicknaming

Spreading rumors or lying about someone

Threatening someone

Yelling at or talking to someone in a rude or unkind tone of voice, especially without justifiable cause

Mocking someone's voice or style of speaking

Laughing at someone

Use of body language (i.e., the middle finger) to torment someone

Making insults or otherwise making fun of someone

In verbal bullying, the main weapon the bully uses is voice. In many cases, verbal bullying is common in both genders, but girls are more likely to perform it. Girls, in general, are more subtle with insults than boys. Girls use verbal bullying, as well as social exclusion techniques, to dominate and control other individuals and show their superiority and power, often to try to impress someone they idolize. Many boys are subtle enough to use verbal techniques for domination when they want to avoid the trouble that can come with physically bullying someone else.

Relational

Cyberbullying is the use of technology to harass, threaten, embarrass, or target another person. When an adult is involved, it may meet the definition of cyber-harassment or cyberstalking, a crime that can have legal consequences and involve jail time. This includes bullying by use of email, instant messaging, social media websites (such as Facebook), text messages, and cell phones. It is stated that Cyberbullying is more common in secondary school than in primary school.

The internet provides people with limited accountability and no filter. The use of technology for bullying can be detrimental to someones online reputation. The information put out online will stay there forever, unless taken down by the person who put it out there and sometimes not even then. Future jobs and people will be able to see others' digital footprint and how you treated others. Another problem with cyberbullying is that other people can get involved. Technology, especially the use of social media, allows others to repost or share content whether it is positive or negative.

Collective

Collective bullying tactics are employed by more than one individual against a victim or victims. Collective bullying is known as mobbing, and can include any of the individual types of bullying. Trolling behavior on social media, although generally assumed to be individual in nature by the casual reader, is sometime organized efforts by sponsored astroturfers.

Mobbing refers to the bullying of an individual by a group, in any context, such as a family, peer group, school, workplace, neighborhood, community, or online. When it occurs as emotional abuse in the workplace, such as "ganging up" by co-workers, subordinates or superiors, to force someone out of the workplace through rumor, innuendo, intimidation, humiliation, discrediting, and isolation, it is also referred to as malicious, nonsexual, nonracial/racial, general harassment.

Characteristics

Bullies and accomplices

Studies have shown that envy and resentment may be motives for bullying. Research on the self-esteem of bullies has produced equivocal results. While some bullies are arrogant and narcissistic, they can also use bullying as a tool to conceal shame or anxiety or to boost self-esteem: by demeaning others, the abuser feels empowered. Bullies may bully out of jealousy or because they themselves are bullied. Psychologist Roy Baumeister asserts that people who are prone to abusive behavior tend to have inflated but fragile egos. Because they think too highly of themselves, they are frequently offended by the criticisms and lack of deference of other people, and react to this disrespect with violence and insults.[full citation needed ]

Researchers have identified other risk factors such as depression and personality disorders, as well as quickness to anger and use of force, addiction to aggressive behaviors, mistaking others' actions as hostile, concern with preserving self-image, and engaging in obsessive or rigid actions. A combination of these factors may also be causes of this behavior. In one study of youth, a combination of antisocial traits and depression was found to be the best predictor of youth violence, whereas video game violence and television violence exposure were not predictive of these behaviors.

In a recent study, bullies showed lower school performance-related self-esteem than non-involved students. They also showed higher social self-esteem than victims of traditional bullying.

Brain studies have shown that the section of the brain associated with reward becomes active when bullies are shown a video of someone inflicting pain on another.

Bystanders

Often, bullying takes place in the presence of a large group of relatively uninvolved bystanders. In many cases, it is the bully's ability to create the illusion they have the support of the majority present that instills the fear of "speaking out" in protestation of the bullying activities being observed by the group. Unless the "bully mentality" is effectively challenged in any given group in its early stages, it often becomes an accepted, or supported, norm within the group.

Unless action is taken, a " culture of bullying" is often perpetuated within a group for months, years, or longer.

In addition to communication of clear expectations that bystanders should intervene and increasing individual self-efficacy, there is growing research to suggest interventions should build on the foundation that bullying is morally wrong.

Among adults, being a bystander to workplace bullying was linked to depression.

Low levels of self-esteem has been identified as a frequent antecedent of bullying victimization. Victims of traditional bullying tend to have lower global, social, body-related, and emotional self-esteem compared to uninvolved students. Victims of cyberbullying, on the other hand, may not have lower self-esteem scores than uninvolved students but might have higher body-related self-esteem than both victims of traditional bullying and bullies.

It has also been shown that victims are more likely to employ self-defeating or self-deprecating humor intended to entertain others at the expense of themselves and their own feelings.

The results of a meta-analysis conducted by Cook and published by the American Psychological Association in 2010 concluded the main risk factors for children and adolescents being bullied, and also for becoming bullies, are the lack of social problem-solving skills.

Children who are bullied often show physical or emotional signs, such as: being afraid to attend school, complaining of headaches or a loss of appetite, a lack of interest in school activities, spending time with friends or family, reluctance to go out in public for fear they may encounter their bullies in public places other than school, and having an overall sense of sadness.

Mona O'Moore of the Anti-Bullying Centre at Trinity College in Dublin, has written, "There is a growing body of research which indicates that individuals, whether child or adult, who are persistently subjected to abusive behavior are at risk of stress related illness which can sometimes lead to suicide" Those who have been the targets of bullying can develop long-term emotional and behavioral problems. Bullying can cause loneliness, depression, anxiety, lead to low self-esteem and increased susceptibility to illness. Bullying has also been shown to cause maladjustment in young children, and targets of bullying who were also bullies themselves exhibit even greater social difficulties. A mental health report also found that bullying was linked to eating disorders, anxiety, body dysmorphia and other negative psychological effects. Both victims and perpetrators have been shown to exhibit higher levels of loneliness.

Even though there is evidence that bullying increases the risk of suicide, bullying alone does not cause suicide. Depression is one of the main reasons why kids who are bullied die by suicide. It is estimated that between 15 and 25 children die by suicide every year in the UK alone because they are being bullied. Certain groups seem to incur a higher risk for suicide, such as Native Americans, Alaskan Natives, Asian Americans, and LGBT people. When someone feels unsupported by family or friends, it can make the situation much worse for the victim.

In a self-report study completed in New York by 9th through 12th graders, victims of bullying reported more depressive symptoms and psychological distress than those who did not experience bullying. All types of involvement in bullying among both boys and girls is associated with depression even a couple years later. Another study that followed up with Finnish teens two years after the initial survey showed that depression and suicidal ideation is higher with teens who are bullied than those who did not report experiencing bullying. A Dutch longitudinal study on elementary students reported that boys who are bully-victims, who play both roles of a victim and a bully, were more likely to experience depression or serious suicidal ideation than the other roles, victims or bullies only, while girls who have any involvement in bullying have a higher level of risk for depression. In a study of high school students completed in Boston, students who self reported being victims of bullying were more likely to consider suicide when compared to youth who did not report being bullied. The same study also showed a higher risk of suicidal consideration in youth who report being a perpetrator, victim, or victim-perpetrator. Victims and victim-bullies are associated with a higher risk of suicide attempts. The place where youth live also appears to differentiate their bullying experiences such that those living in more urban areas who reported both being bullied and bullying others appear to show higher risk of suicidal ideation and suicide attempts. A national survey given to American 6th through 10th grade students found that cyberbullying victims experience a higher level of depression than victims experiencing other forms of bullying. This can be related to the anonymity behind social media. If a teen is being bullied and is displaying symptoms of depression it should be questioned and interventions should be implemented. The Danish study showed that kids who are bullied talked to their parents and teachers about it and some reported a decrease in bullying or a stop in the bullying after a teacher or parent intervened. The study emphasizes the importance of implementing program-collaborations in schools to have programs and anti-bullying interventions in place to prevent and properly intervene when it occurs. The study also shows the importance of having parents and teachers talk to the bullies about their bullying behavior in order to provide the necessary support for those experiencing bullying.

While some people find it very easy to ignore a bully, others may find it very difficult and reach a breaking point. There have been cases of apparent bullying suicides that have been reported closely by the media. These include the deaths of Ryan Halligan, Phoebe Prince, Dawn-Marie Wesley, Nicola Ann Raphael, Megan Meier, Audrie Pott, Tyler Clementi, Jamey Rodemeyer, Kenneth Weishuhn, Jadin Bell, Kelly Yeomans, Rehtaeh Parsons, Amanda Todd, Brodie Panlock, Jessica Haffer, Hamed Nastoh, Sladjana Vidovic, April Himes, Cherice Moralez and Rebecca Ann Sedwick. According to the suicide awareness voices for education, suicide is one of the leading causes of death for youth from 15 to 24 years old. Over 16 percent of students seriously consider suicide, 13 percent create a plan, and 8 percent have made a serious attempt.

Strength and wisdom

The teaching of anti-bullying coping skills to children, carers and teachers has been found to be an effective long-term means of reducing bullying incidence rates and a valuable skill-set for individuals.

Testosterone production

Statistically controlling for age and pubertal status, results indicated that on average verbally bullied girls produced less testosterone, and verbally bullied boys produced more testosterone than their nonbullied counterparts.

Research on the dark triad ( narcissism, Machiavellianism, and psychopathy) indicate a correlation with bullying as part of evidence of the aversive nature of those traits.

Projection

Emotional intelligence

Bullying is abusive social interaction between peers which can include aggression, harassment, and violence. Bullying is typically repetitive and enacted by those who are in a position of power over the victim. A growing body of research illustrates a significant relationship between bullying and emotional intelligence (EI). Mayer et al., (2008) defines the dimensions of overall EI as "accurately perceiving emotion, using emotions to facilitate thought, understanding emotion, and managing emotion". The concept combines emotional and intellectual processes. Lower emotional intelligence appears to be related to involvement in bullying, as the bully and/or the victim of bullying. EI seems to play an important role in both bullying behavior and victimization in bullying; given that EI is illustrated to be malleable, EI education could greatly improve bullying prevention and intervention initiatives.

Cyberbullying is any bullying done through the use of technology. This form of bullying can easily go undetected because of lack of authoritative (including parental) supervision. Because bullies can pose as someone else, it is the most anonymous form of bullying. Cyberbullying includes abuse using email, instant messaging, text messaging, websites, and social networking sites. Particular watchdog organizations have been designed to contain the spread of cyberbullying.

Disability

Disabled people are disproportionately affected by bullying and abuse, and such activity has been cited as a hate crime. The bullying is not limited to those who are visibly disabled, such as wheelchair users or physically deformed such as those with a cleft lip, but also those with developmental disabilities such as autism and developmental coordination disorder.

There is an additional problem that those with learning disabilities are often not as able to explain things to other people, so are more likely to be disbelieved or ignored if they do complain.[citation needed ]

Homosexuality

Gay bullying and gay bashing designate direct or indirect verbal or physical actions by a person or group against someone who is gay or lesbian, or perceived to be so due to rumors or because they are considered to fit gay stereotypes. Gay and lesbian youth are more likely than straight youth to report bullying, as well as be bullied.

Legal bullying is the bringing of a vexatious legal action to control and punish a person. Legal bullying can often take the form of frivolous, repetitive, or burdensome lawsuits brought to intimidate the defendant into submitting to the litigant's request, not because of the legal merit of the litigant's position, but principally due to the defendant's inability to maintain the legal battle. This can also take the form of Strategic Lawsuit Against Public Participation (SLAPP). It was partially concern about the potential for this kind of abuse that helped to fuel the protests against SOPA and PIPA in the United States in 2011 and 2012.[citation needed ]

In 2000, the UK Ministry of Defence (MOD) defined bullying as "the use of physical strength or the abuse of authority to intimidate or victimize others, or to give unlawful punishments".

Some argue that this behaviour should be allowed, due to ways in which "soldiering" is different from other occupations. Soldiers expected to risk their lives should, according to them, develop strength of body and spirit to accept bullying.

Parents who may displace their anger, insecurity, or a persistent need to dominate and control upon their children in excessive ways have been proven to increase the likelihood that their own children will in turn become overly aggressive or controlling towards their peers. The American Psychological Association advises on its website that parents who may suspect their own children may be engaging in bullying activities among their peers should carefully consider the examples which they themselves may be setting for their own children regarding how they typically interact with their own peers, colleagues, and children.

The prison environment is known for bullying. An additional complication is the staff and their relationships with the inmates. Thus, the following possible bullying scenarios are possible:

Inmate bullies inmate (echoing school bullying)

Staff bullies inmate

Staff bullies staff (a manifestation of workplace bullying)

Inmate bullies staff

It is important to distinguish school bullying that per definition has the goal of harming the victim from normal peer conflict that is an inherent part of everyday school life and often promotes social development. Unlike normal conflict, bullying is a systematic and repeated abuse committed intentionally by another student who has more power (physical, social, or otherwise).

Bullying can occur in nearly any part in or around the school building, although it may occur more frequently during physical education classes and activities such as recess. Bullying also takes place in school hallways, bathrooms, on school buses and while waiting for buses, and in classes that require group work and/or after school activities. Bullying in school sometimes consists of a group of students taking advantage of or isolating one student in particular and gaining the loyalty of bystanders who want to avoid becoming the next target. In the 2011 documentary Bully, we see first hand the torture that kids go through both in school and while on the school bus. As the movie follows around a few kids we see how bullying affects them both at school as well as in their homes. While bullying has no age limit, these bullies may taunt and tease their target before finally physically bullying them. Bystanders typically choose to either participate or watch, sometimes out of fear of becoming the next target.

Teachers play an important role in bullying prevention and intervention because they are the adults who spend most of their time with the students. Bullying can, however, also be perpetrated by teachers and the school system itself; there is an inherent power differential in the system that can easily predispose to subtle or covert abuse ( relational aggression or passive aggression), humiliation, or exclusion-even while maintaining overt commitments to anti-bullying policies.

In 2016, in Canada, a North American legal precedent was set by a mother and her son, after the son was bullied in his public school. The mother and son won a court case against the Ottawa-Carleton District School Board, making this the first case in North America where a school board has been found negligent in a bullying case for failing to meet the standard of care (the "duty of care" that the school board owes to its students). Thus, it sets a precedent of a school board being found liable in negligence for harm caused to a child, because they failed to protect a child from the bullying actions of other students. There has been only one other similar bullying case and it was won in Australia in 2013 ( Oyston v. St. Patricks College, 2013).

Heterosexuality

Sexual bullying is "any bullying behaviour, whether physical or non-physical, that is based on a person's sexuality or gender. It is when sexuality or gender is used as a weapon by boys or girls towards other boys or girls - although it is more commonly directed at girls. It can be carried out to a person's face, behind their back or through the use of technology."

Transsexuality

Trans bashing is the act of victimizing a person physically, sexually, or verbally because they are transgender or transsexual. Unlike gay bashing, it is committed because of the target's actual or perceived gender identity, not sexual orientation.

Workplace bullying occurs when an employee experiences a persistent pattern of mistreatment from others in the workplace that causes harm. Workplace bullying can include such tactics as verbal, nonverbal, psychological, physical abuse and humiliation. This type of workplace aggression is particularly difficult because, unlike the typical forms of school bullying, workplace bullies often operate within the established rules and policies of their organization and their society. Bullying in the workplace is in the majority of cases reported as having been perpetrated by someone in authority over the target. Bullies can also be peers, and occasionally can be subordinates.

The first known documented use of "workplace bullying" is in 1992 in a book by Andrea Adams called Bullying at Work: How to Confront and Overcome It.

Research has also investigated the impact of the larger organizational context on bullying as well as the group-level processes that impact on the incidence, and maintenance of bullying behavior. Bullying can be covert or overt. It may be missed by superiors or known by many throughout the organization. Negative effects are not limited to the targeted individuals, and may lead to a decline in employee morale and a change in organizational culture. A Cochrane Collaboration systematic review has found very low quality evidence to suggest that organizational and individual interventions may prevent bullying behaviors in the workplace.

Bullying in academia is workplace bullying of scholars and staff in academia, especially places of higher education such as colleges and universities. It is believed to be common, although has not received as much attention from researchers as bullying in some other contexts.

Blue-collar jobs

Bullying has been identified as prominent in blue-collar jobs, including on oil rigs and in mechanic shops and machine shops. It is thought that intimidation and fear of retribution cause decreased incident reports. In industry sectors dominated by males, typically of little education, where disclosure of incidents are seen as effeminate, reporting in the socioeconomic and cultural milieu of such industries would likely lead to a vicious circle. This is often used in combination with manipulation and coercion of facts to gain favour among higher-ranking administrators.

Information technology

Bullying in the legal profession is believed to be more common than in some other professions. It is believed that its adversarial, hierarchical tradition contributes towards this. Women, trainees and solicitors who have been qualified for five years or less are more affected, as are ethnic minority lawyers and lesbian, gay and bisexual lawyers.

Bullying in the medical profession is common, particularly of student or trainee doctors and of nurses. It is thought that this is at least in part an outcome of conservative traditional hierarchical structures and teaching methods in the medical profession, which may result in a bullying cycle.

Even though The American Nurses Association believes that all nursing personnel have the right to work in safe, non-abusive environments, bullying has been identified as being particularly prevalent in the nursing profession although the reasons are not clear. It is thought that relational aggression (psychological aspects of bullying such as gossiping and intimidation) are relevant. Relational aggression has been studied among girls but not so much among adult women.

School teachers are commonly the subject of bullying but they are also sometimes the originators of bullying within a school environment.

Children have been observed bullying anthropomorphic robots designed to assist the elderly. Their attacks start with blocking the robots' paths of movement and then escalate to verbal abuse, hitting and destroying the object. Seventy-five percent of the kids interviewed perceived the robot as "human-like" yet decided to abuse it anyway, while 35% of the kids who beat up the robot did so "for enjoyment".

Prevention

Bullying prevention is the collective effort to prevent, reduce and stop bullying. Many campaigns and events are designated to bullying prevention throughout the world. Bullying prevention campaigns and events include Anti-Bullying Day, Anti-Bullying Week, International Day of Pink, International STAND UP to Bullying Day and National Bullying Prevention Month. Anti-bullying laws in the U.S. have also been enacted in 23 of its 50 states, making bullying in schools illegal.

Bullying is typically ongoing and not isolated behaviour. Common responses are to try to ignore it, to confront the bullies, or to turn to an authority figure.

Authority figures can play an important role, such as parents or teachers in child or adolescent situations, or supervisors, human-resources staff or parent-bodies in workplace and volunteer settings. In the school context, teachers who set clear boundaries, communicate seriously that bullying behavior is unacceptable and will not be tolerated, and involve school administrators have been shown to reduce bullying. Discussing bullying and its consequences with the whole class is also an important intervention that not only reduces bullying, but also encourages other students to step in and stop bullying even before it reaches its full form. In general, authority figures can be influential in recognising and stopping bullying behaviour, and creating an environment that does not encourage or promote bullying.

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21. ^ Austin S.; Joseph S. (1996). "Assessment of bully/victim problems in 8 to 11 year-olds". British Journal of Educational Psychology. 66 (4): 447-456. doi:10.1111/j.2044-8279.1996.tb01211.x. PMID 9008423.

22. ^ Burger, C. (2022). "Humor styles, bullying victimization and psychological school adjustment: Mediation, moderation and person-oriented analyses". International Journal of Environmental Research and Public Health. 19 (18): 11415. doi:10.3390/ijerph191811415. ISSN 1661-7827. PMC 9517355. PMID 36141686.

23. ^ Arsenault, Louise PhD; Walsh, Elizabeth; Trzesniewski, Kali; et al. (July 2006). "Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study". Pediatrics. 118 (1): 130-138. doi:10.1542/peds.2005-2388. ISSN 0031-4005. PMID 16818558. S2CID 28961503.

24. ^ "UK Mental Health Study". Brandwatch. Brandwatch, Ditch the Label.

25. ^ BRUNSTEIN KLOMEK, ANAT; MARROCCO, FRANK; KLEINMAN, MARJORIE; SCHONFELD, IRVIN S.; GOULD, MADELYN S. (January 2007). "Bullying, Depression, and Suicidality in Adolescents". Journal of the American Academy of Child & Adolescent Psychiatry. 46 (1): 40-49. doi:10.1097/01.chi.0000242237.84925.18. ISSN 0890-8567. PMID 17195728.

26. ^ Wang, Jing; Nansel, Tonja R.; Iannotti, Ronald J. (April 2011). "Cyber and Traditional Bullying: Differential Association With Depression". Journal of Adolescent Health. 48 (4): 415-417. doi:10.1016/j.jadohealth.2010.07.012. ISSN 1054-139X. PMC 3058261. PMID 21402273.

27. ^ Grzegorek, Vince (2010-08-23). "Family of Sladjana Vidovic, 16-Year-Old Who Committed Suicide, Suing Mentor Schools".

28. ^ Pearce, Matt (2013-09-12). "Florida girl, 12, found dead after bullies said 'kill yourself'". U.S.: Nation Now. Los Angeles Times. Archived from the original on 2013-10-30.

29. Paul Gilbert, ^ Overcoming Depression (1999) p.185-6

30. Carl G. Jung ed., ^ Man and his Symbols (London 1978) p.181-2

31. ^ Tolegenova, A.A.; Jakupov, S.M.; Chung, Man Cheung; Saduova, S.; Jakupov, M.S. (2012). "A Theoretical Formation of Emotional Intelligence and Childhood Trauma among Adolescents". Procedia - Social and Behavioral Sciences. 69: 1891-1894. doi:10.1016/j.sbspro.2012.12.142.

32. ^ Barlett, C. P., DeWitt, C. C., Maronna, B., Johnson, K. (2018). "Social media use as a tool to facilitate or reduce cyberbullying perpetration: A review focusing on anonymous and nonanonymous social media platforms". Violence and Gender. 5 (vio.2017.0057): 147-152. doi:10.1089/vio.2017.0057. ISSN 2326-7836. S2CID 240271795.

33. ^ Jose Bolton; Stan Graeve (2005). No Room for Bullies: From the Classroom to Cyberspace. Boys Town Press. ISBN 978-1-889322-67-4.

34. ^ Luxton, DD; June, JD; Fairall, JM (2012). "Social media and suicide: a public health perspective". Am J Public Health. 102 Suppl 2 (Suppl 2): S195-200. doi:10.2105/AJPH.2011.300608. PMC 3477910. PMID 22401525.

35. ^ Tony Attwood (2006). The Complete Guide to Asperger's Syndrome. Jessica Kingsley Publishers. pp. 95-111. ISBN 978-1-84310-495-7.

36. ^ Dannatt, Sir Richard (2008). "Lawful: Paragraph 20" (PDF). Values and Standards of the British Army. the British Army. Archived from the original (PDF) on 2013-08-17.

37. ^

38. ^ James Garbarino; Ellen deLara (2 September 2003). And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence. Free Press. ISBN 978-0-7432-2899-2.

39. ^ "The NSPCC working definition of Sexual Bullying" (PDF). NSPCC. Archived (PDF) from the original on 20 December 2016.

40. ^ Guilty plea over transsexual bashing Archived 2008-05-02 at the Wayback Machine By Mariza O'Keefe in Herald Sun

41. ^ Rayner, C. & Keashley, L. (2005). Bullying at work: A perspective from Britain and North America. In S. Fox & P. E. Spector (eds.) Counterproductive work behavior: Investigations of actors and targets (pp. 271-296). Washington DC: American Psychological Association.

42. ^ Rayner, C., & Cooper, C. L. (2006). Workplace Bullying. In Kelloway, E., Barling, J. & Hurrell Jr., J. (eds.), Handbook of workplace violence (pp. 47-90). Thousand Oaks, CA: Sage.

43. ^ Adams, Andrea with contributions from Crawford, Neil Bullying at Work: How to Confront and Overcome It (1992)

44. Ramsay, S., Troth, A & Branch, S. (2010). Work-place bullying: A group processes framework ^ Journal of Occupational and Organizational Psychology, 84(4), 799-816.

45. ^ Keashly, Loraleigh; Neuman, Joel H. (2010). "Faculty Experiences with Bullying in Higher Education - Causes, Consequences, and Management" (PDF). Administrative Theory & Praxis. 32 (1): 48-70. doi:10.2753/ATP1084-1806320103. S2CID 142766958. Archived (PDF) from the original on 2013-10-31.

46. ^ Notelaers, Guy; Vermunt, Jeroen K.; Baillien, Elfi; Einarsen, Ståle; De Witte, Hans (2011). "Exploring Risk Groups Workplace Bullying with Categorical Data". Industrial Health. 49 (1): 73-88. doi:10.2486/indhealth.ms1155. PMID 20823631. Archived from the original on 2012-04-25.

47. ^ Le Mire, Suzanne; Owens, Rosemary A propitious moment?: Workplace bullying and regulation of the legal profession University of New South Wales Law Journal, The Volume 37 Issue 3 (Dec 2014) Archived 2015-02-01 at the Wayback Machine

48. ^ "Violence, Incivility, & Bullying". American Nurses Association. 14 October 2017.;

49. ^ National Academies of Sciences, Engineering, and Medicine (2016). Rivara, Frederick; Suzanne, Le Menestrel (eds.). Preventing Bullying Through Science, Policy, and Practice. National Academies Press. doi:10.17226/23482. ISBN 978-0-309-44067-7. PMID 27748087. S2CID 156853266. Archived from the original on 2016-05-18.

Further reading

Kohut MR The Complete Guide to Understanding, Controlling, and Stopping Bullies & Bullying: A Complete Guide for Teachers & Parents (2007)

Bullies and Victims in Schools: a guide to understanding and management by Valerie E. Besag (1989)

The Fight That Never Ends by Tim Brown

Odd Girl Out: The Hidden Culture of Aggression in Girls by Rachel Simmons ISBN 0-15-602734-8

Bullycide, Death at Playtime by Neil Marr and Tim Field ISBN 0-9529121-2-0

Bullycide in America: Moms Speak Out about the Bullying/Suicide Connection - by Brenda High, Bullycide.org

A Journey Out of Bullying: From Despair to Hope by Patricia L. Scott

"Peer Abuse Know More! Bullying From A Psychological Perspective" By Elizabeth Bennett

New Perspectives on Bullying by Ken Rigby

Garbarino, J. & de Lara, E. (2003). And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence. Archived 2011-09-27 at the Wayback Machine The Free Press: New York NY.

Joanne Scaglione, Arrica Rose Scaglione Bully-proofing children: a practical, hands-on guide to stop bullying 2006

Why Is Everybody Always Picking on Me: A Guide to Handling Bullies for Young People. by Terrence Webster-Doyle. Book and Teaching curriculum.

"Why Nerds are Unpopular", by Paul Graham. This essay is an example of how even medium differences, in a hierarchical, zero-sum, or negative environments, can lead to ostracism or persecution.

Lord of the Flies by William Golding (1954). A famous work describing how a group of schoolboys trapped on an island descends into savagery.

External links

# data[].attributes.attachment_link.description
Bullying is the use of force, coercion, hurtful teasing or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict.

# data[].attributes.headline
A journal article titled "Did the prevalence of traditional school bullying increase after COVID-19? Evidence from a two-stage cross-sectional study before and during COVID-19 pandemic." Published by ScienceDirect, 2023.

# data[].attributes.subject
A journal article titled "Did the prevalence of traditional school bullying increase after COVID-19? Evidence from a two-stage cross-sectional study before and during COVID-19 pandemic." Published by ScienceDirect, 2023.

# data[].attributes.body
1) "Bullying history and risk behaviors of students were measured in the past six months. The χ ² test was used to analyze differences in baseline information and bullying types. The binary logistic regression with Forward LR method was used to analyze factors that affect the risk of bullying victimization and perpetration before and during COVID-19."

Points out the method used in the study for analyzing bullying behaviors among students. Explaining what factors the scholars looked at that makes bullying more likely to happen, before and during COVID.

2) "There are various factors associated with bullying, including being lesbian, gay, bisexual, or transgender, having a disability, being obese, and other characteristics that make adolescents appear different from their peers, and one significant cause is related to peer relationships (Juvonen & Graham, 2014)."

Points out a few examples of the factors linked to bullying, used in their research. Shows how peer relationships play a role in bullying.

3) "Traditional school bullying is characterized by intentionality, repetition and imbalance of power (Olweus, 2013)."

I picked this quote out because it cites a scholar, Olweus. In their own review article, "School Bullying: Development and Some Important Challenges," it says, "Two large-scale projects with time series data show that several recent claims about cyber bullying made in the media and by some researchers are greatly exaggerated and lack scientific support." Shows how most claims about cyberbullying could be exaggerated due to social media.

4) "In this study, we found the prevalence of traditional bullying victimization and perpetration both increased during COVID-19 and all types increased by twice or more."

I picked this quote because the study done supported my belief that bullying has definitely increased during COVID. The fact that our only way to communicate during that time was through technology, there is no doubt that bullying has also spiked.

# data[].attributes.headline
A journal article titled, "Long-term effects of bullying." Published by BMJ Journals, 2015.

# data[].attributes.subject
A journal article titled, "Long-term effects of bullying." Published by BMJ Journals, 2015.

# data[].attributes.body
1) "Being bullied by peers is the most frequent form of abuse encountered by children, much higher than abuse by parents or other adult perpetrators (box 1)."

It's shocking to see most kids encounter abuse by their peers, some would think most abuse comes from adults. It supports my belief that bullying should be treated just as seriously as abuse cases.

2) "Children who were victims of bullying have been consistently found to be at higher risk for internalising problems, in particular diagnoses of anxiety disorder55 and depression9 in young adulthood and middle adulthood (18–50 years of age) (table 2).56 Furthermore, victims were at increased risk for displaying psychotic experiences at age 188 and having suicidal ideation, attempts and completed suicides."

It addresses the critical problem of how bullying affects mental health, many human lives are at stake if no actions are taken on this issue. It also shows that bullying leads to long-term effects on the victims, the effects don't only occur during childhood but can also last into adulthood.

3) "Children and adolescents who are bullied have a higher risk for psychosomatic problems such as headache, stomach ache, backache, sleeping difficulties, tiredness and dizziness."

Most would think that bullying only harms the victims mental health, never considering it could harm their physical health as well. Even if it may start as mental stress, it could lead to more dangerous symptoms.

4) "Generally, victims had lower educational qualifications and earnings into adulthood."

I wanted to point out that victims have more at stake in the future, such as financials and job security. Highlighting that bullying doesn't only have emotional tolls but also social and economical.

# data[].attributes.headline
An official government site titled, "What Is Cyberbullying?" Published by the U.S. federal government, last reviewed in 2024.

# data[].attributes.subject
An official government site titled, "What Is Cyberbullying?" Published by the U.S. federal government, last reviewed in 2024.

# data[].attributes.body
1) "Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content."

It shows that there is no safe space for adolescents in this era. As technology is a constant tool being used, there is no stopping harmful content being shared.

2) "The content an individual shares online – both their personal content as well as any negative, mean, or hurtful content – creates a kind of permanent public record of their views, activities, and behavior. This public record can be thought of as an online reputation, which may be accessible to schools, employers, colleges, clubs, and others who may be researching an individual now or in the future."

Doxing and other personal information can be stolen from an individual. It is an invasion of privacy that would create more obstacles for the victims in the near future.

3) "Hard to Notice – Because teachers and parents may not overhear or see cyberbullying taking place, it is harder to recognize."

It highlights the harsh reality of cyberbullying, most victims don't receive the justice they deserve due to the perpetrators being able to get away from their crimes. This is why most bullies repeat their behaviors without any fear of consequences.

4) "Some states also have provisions to address bullying if it affects school performance. You can learn about the laws and policies in each state, including if they cover cyberbullying."

It points out that there are laws set in place to protect victims from further hateful crimes. Yet I feel like this isn't showing any results of preventing bullying.

# data[].attributes.attachment_link.readable_text
Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.

The most common places where cyberbullying occurs are:

Social Media, such as Facebook, Instagram, Snapchat, and Tik Tok

Text messaging and messaging apps on mobile or tablet devices

Instant messaging, direct messaging, and online chatting over the internet

Online forums, chat rooms, and message boards, such as Reddit

Email

Online gaming communities

Special Concerns

With the prevalence of social media and digital forums, comments, photos, posts, and content shared by individuals can often be viewed by strangers as well as acquaintances. The content an individual shares online - both their personal content as well as any negative, mean, or hurtful content - creates a kind of permanent public record of their views, activities, and behavior. This public record can be thought of as an online reputation, which may be accessible to schools, employers, colleges, clubs, and others who may be researching an individual now or in the future. Cyberbullying can harm the online reputations of everyone involved - not just the person being bullied, but those doing the bullying or participating in it. Cyberbullying has unique concerns in that it can be:

Persistent - Digital devices offer an ability to immediately and continuously communicate 24 hours a day, so it can be difficult for children experiencing cyberbullying to find relief.

Permanent - Most information communicated electronically is permanent and public, if not reported and removed. A negative online reputation, including for those who bully, can impact college admissions, employment, and other areas of life.

Hard to Notice - Because teachers and parents may not overhear or see cyberbullying taking place, it is harder to recognize.

Laws and Sanctions

All states have laws requiring schools to respond to bullying. As cyberbullying has become more prevalent with the use of technology, many states now include cyberbullying, or mention cyberbullying offenses, under these laws. Schools may take action either as required by law, or with local or school policies that allow them to discipline or take other action. Some states also have provisions to address bullying if it affects school performance. You can learn about the laws and policies in each state, including if they cover cyberbullying.

Frequency of Cyberbullying

There are two sources of federally collected data on youth bullying:

The 2019 School Crime Supplement to the National Crime Victimization Survey (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, about 16 percent of students in grades 9-12 experienced cyberbullying.

The 2021 Youth Risk Behavior Surveillance System(Centers for Disease Control and Prevention) indicates that an estimated 15.9% of high school students were electronically bullied in the 12 months prior to the survey.

See also " Frequency of Bullying."

# data[].attributes.attachment_link.description
Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets.

# data[].attributes.headline
A scholarly article titled, "Understanding and Preventing Bullying." Published by University of Chicago Press, 1993.

# data[].attributes.subject
A scholarly article titled, "Understanding and Preventing Bullying." Published by University of Chicago Press, 1993.

# data[].attributes.body
1) "The prevalence of bullying by and of school children is quite high; in some studies, about half of children were bullies, and over half were victims."

Points out how large of an issue this is. It isn't a rare crime, in fact, almost all adolescents have experienced/involved in bullying. Whether they're the perpetrators or the victims.

2) "Bullying occurs especially at places and times when adult supervision and surveillance is minimal."

Lists out some ideas that could possibly prevent further bullying from happening, at least minimize the issue. Such as increasing adult supervision and improving school environments.

3) "There is some continuity over time between bullying and violent crime."

It shows a correlation overtime, that repeated violent behaviors could lead to perpetrators engaging in criminal behaviors later on.

4) "There is evidence that social isolation and victimization tend to persist from childhood to adulthood, and that victimized people tend to have children who are victimized."

I find it shocking that the issue can be passed down to the victims children. Could be a generational cycle if not minimized early on.

# data[].attributes.headline
I have not give, received, or used any unauthorized assistance. This work is mine.

# data[].attributes.subject
I have not give, received, or used any unauthorized assistance. This work is mine.

# data[].attributes.headline
The article titled, "Childhood bullying can cause lifelong psychological damage – here’s how to spot the signs and move on."  Published by The Conversation, from 2018.

# data[].attributes.subject
The article titled, "Childhood bullying can cause lifelong psychological damage – here’s how to spot the signs and move on."  Published by The Conversation, from 2018.

# data[].attributes.body
1) "Childhood bullying is so common that it may not seem like a big deal. Up to 35% of people are estimated to have experienced it at some point."

Highlights the fact that most people disregard the impact of bullying because of how common it is (35%), labeling it as "children joking around." Then they expect victims to forget and move on, invalidating their trauma.

2) "Approximately 20% of people who have been bullied experience some kind of mental health problems later in life, even at the age of 50. While some of these, such as post traumatic stress disorder (PTSD), are easy to spot, others may be more difficult to recognise. These can range from inexplicable bouts of anger to a lifetime of feeling inferior to other people."

It's crazy to think that people are stuck with symptoms that definitely have an effect on their lives for most of their lives. Not only does it affect their mental health, but also their social life is at risk, which can disrupt relationships. Increasing isolation and keeping their feelings to themselves make the problem worse.

3) "For the bullies, it is well recognised that, behind their abusive behaviour, lies the intention to hurt another individual – usually motivated by negative emotions such as aggression, anger and hostility. But repeated bullying can also make victims more angry, which in turn maintains the cycle of bullying."

There is a study that suggests bullies hurt others because of their home environments. This is why the cycle repeats itself when they project their hostility and anger onto others. Creating a social environment where violence keeps spreading around.

4) "Bullying can also lead to health problems, alcohol and drug abuse, social withdrawal and severe trust issues. For many victims who are trying to overcome the experience, the loss of trust is perhaps the most challenging consequence. But if nobody stands up for you at the time of being bullied, you begin to lose trust in your peers – and that may be for life."

This shows what I meant by social life being affected. Many relationships could be damaged due to bullying, but it's also more difficult for victims to form new bonds/relationships due to severe trust issues.

# data[].attributes.attachment_link.readable_text
Childhood bullying is so common that it may not seem like a big deal. Up to 35% of people are estimated to have experienced it at some point. By adulthood, we are generally expected to have "got over" it. But the mental health effects of being bullied can be serious and last a lifetime. One study has even suggested that, when it comes to mental health, bullying is as harmful as child abuse, if not worse.

Approximately 20% of people who have been bullied experience some kind of mental health problems later in life, even at the age of 50. While some of these, such as post traumatic stress disorder (PTSD), are easy to spot, others may be more difficult to recognise. These can range from inexplicable bouts of anger to a lifetime of feeling inferior to other people.

Although there has been an immense amount of research on bullying, most of it has focused on immediate effects, intervention and prevention. So we need more research on long-term effects and new forms of bullying, such as online abuse.

That said, severe long-term effects of bullying are relatively well documented. Research has shown that victims of bullying report more severe anxiety symptoms than others. Being bullied is also linked to social anxiety, which often lasts into adulthood and increases the risk of developing personality disorders.

Depression is another negative consequence of bullying , which might lead to suicidal ideation and even suicide attempts. So if you are struggling with depression or anxiety and have a history of being bullied, there may be a link.

Dom Ernest L Gomez/Shutterstock

One of the most severe consequences is post traumatic stress disorder (PTSD). Research has shown that 40.5% of girls and 27.6% of boys show PTSD symptoms at the time of being bullied. These individuals' torment can sometimes follow them into later life. This can be triggered by just remembering the bullying incident or by related stimuli, such as visiting their school as adults or by encountering their bully in a different environment.

Trust and self-esteem

While people with severe depression, anxiety or post traumatic stress disorder may actually seek help and uncover that bullying could have played a part in their mental health problems, for many other people the signs are more subtle.

Self-esteem is an aspect that is both a risk factor and a consequence of bullying. It is not hard to see that children who are suffering from repetitive bullying at school, at a time when they are still in the process of developing their personalities, could suffer a serious and lasting decline in self-esteem.

On the other hand, high self-esteem has been linked to bullying others. However, this effect seems to be moderated by other factors - high self-esteem is only linked to high bullying rates in schools which the students perceive to have a poor climate.

Another distinctive example is anger, which is a prerequisite of aggression and has been associated with both victimisation and perpetration of bullying. For the bullies, it is well recognised that, behind their abusive behaviour, lies the intention to hurt another individual - usually motivated by negative emotions such as aggression, anger and hostility. But repeated bullying can also make victims more angry, which in turn maintains the cycle of bullying. The main difference between bullies and victims is that bullies exhibit higher levels of proactive aggression (behaviour that anticipates a reward), whereas victims exhibit higher levels of reactive aggression (anger in response to a threat).

Bullying can also lead to health problems, alcohol and drug abuse, social withdrawal and severe trust issues. For many victims who are trying to overcome the experience, the loss of trust is perhaps the most challenging consequence. But if nobody stands up for you at the time of being bullied, you begin to lose trust in your peers - and that may be for life.

It is also important to note that bullying effects are often related. In other words, low self-esteem is related to depression, depression is related to suicidal ideation, and so on. Such relationships lead victims to experience not one, but multiple bullying effects during their victimisation period and in their adulthood.

Dealing with the past

So what should you do if you suddenly realise that bouts of anger or low self-esteem may have resulted from bullying that happened decades ago? One option is talking therapy or cognitive behavioural therapy. The latter involves training yourself to change your thinking and behaviour, tackling for example negative thinking, social phobia or low self-esteem.

hikrcn/Shutterstock

When it comes to anger, various studies have indicated that restorative justice techniques - a mediation between the victim and the offender while promoting discussion and forgiveness - could help. However, such practices can only benefit victims and bullies respectively if applied in a controlled environment, such as the school, by a trained member of staff.

Some individuals take their own initiative to face their bully or victim in adulthood and either apologise for their past behaviour or seek answers for their victimisation. However, they must keep in mind that such an encounter might have the exact opposite results. Research shows that bullies often maintain an aggressive behaviour in adulthood. Therapy or counselling are usually therefore much better ways to deal with the consequences.

Perhaps the most important thing in order to get over traumatic bullying experiences is to stop blaming yourself. There have been numerous studies indicating that this is very common and a result of wrongfully developed perceptions. For example, it is well established that overweight children suffer higher levels of bullying than others. Such individuals may view their body mass or inability to "stand up for themselves" as the reason they were picked on. If these victims do not accept their individuality and stop self blaming, it can be very hard to heal the wounds.

Being bullied as a child in school, which is such a huge part of an individual's world, is clearly a traumatic experience - it should come as no surprise that it may leave lasting scars. Luckily, there is plenty of help out there. And even if you don't want to embark on getting therapy, just identifying the negative thinking patterns and behaviour that the bullying may have triggered can ultimately help you change them and move on.

# data[].attributes.attachment_link.title
Childhood bullying can cause lifelong psychological damage - here's how to spot the signs and move on

# data[].attributes.attachment_link.description
Childhood bullying is so common that it may not seem like a big deal. Up to 35% of people are estimated to have experienced it at some point. By adulthood, we are generally expected to have "got over" it. But the mental health effects of being bullied can be serious and last a lifetime.

# data[].attributes.headline
A scholarly journal article titled "Impact of Bullying in Childhood on Adult Health, Wealth, Crime, and Social Outcomes." Published by SAGE, 2013.

# data[].attributes.subject
A scholarly journal article titled "Impact of Bullying in Childhood on Adult Health, Wealth, Crime, and Social Outcomes." Published by SAGE, 2013.

# data[].attributes.body
1) "Victims of childhood bullying, including those that bullied others (bully-victims), were at increased risk of poor health, wealth, and social-relationship outcomes in adulthood even after we controlled for family hardship and childhood psychiatric disorders."

It just comes to show that problems don't end after childhood; instead, they follow both victims and bullies into their future careers, finances, and relationships.

2) "There is little information, however, about the long-term effects of problematic peer relationships, although schoolchildren spend more time, at school or out of school, with their peers than with their parents."

Shows how much research is being neglected in finding information about the long-term effects of bullying. Knowing that building connections is an important part of a student's life.

3) "It is bully-victims, those who are victims of bullying but also bully others, that seem to be the most troubled: impulsive, easily provoked, low in self-esteem, poor at understanding social cues, and unpopular with peers (Arseneault et al., 2010). Bully-victims are also more likely to come from dysfunctional families (Lereya, Samara, & Wolke, 2013) or have preexisting behavioral or emotional problems, and it has been suggested that these factors, rather than bullying per se, may explain their outcomes in adulthood (Sourander et al., 2009)."

I took this quote because it stood out, explaining that not only the victims are affected but also the bullies themselves. The repetitive, hurtful behavior they demonstrate might cause harm to their future mental health and well-being altogether.

# data[].attributes.body
This chart caught me off guard. It showed how bullies seem to have a harder time adjusting to life later on than victims. Bullies have worse financial and social outcomes as adults than victims only. For example, bullies are more likely to get fired from a job (38.6% vs. 33.5%).