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The development of social media has made it more difficult, but even more urgent that we address the problems that create bullies.

On the social media aspect of bullying, we recommend a similar method that the schools in Norway and Sweden have started in schools, getting teachers and students aware of what bullying through social media looks like, and how they can stop themselves and others from bullying online

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Dodge (1980): Studied non-aggressive and aggressive adolescent boys selected through teacher evaluation and peer nominations

They gave them a hypothetical story of someone spilling their lunch on them.

They asked them how they interpreted this scenario. The aggressive boys responded 50% more frequently as seeing this through an interpretation of hostility

Findings: negative attitudes cause negative attributional styles (associating an action as hostile, when the action is not)

Attributional styles and schemas are formed at home through the behavior demonstrated by the people they are surrounded by and then transferred for all situations in the world

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Eley et al. (1999) studied hundreds of pairs of British and Swedish twins. A third of the twins were identical, they shared the exact same genes, while the rest were fraternal, so they shared half of the identical genes

Although, the sociocultural environment is more significant in creating behavior that bullies demonstrate

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Proves that bullying can be learned as a victim or exposure towards behavior from parents at home, and applying this outside home

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Reasons for bullies being caused by parents:

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Reasons for bullies being caused by parents:

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1. Punitive parenting

2. Lack of care from parents

3. Aggressive behavior

4. Marital conflict

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This law states that, it is a fundamental democratic right of a child to feel safe in school. Schools and communities made use of Olweus’ bully-victim questionnaire, arranged a school conference day on bullying and undertook to intervene with the aggression problems in school, within classrooms and even at an individual level.

Ombudsman: somebody responsible for investigating and resolving complaints from consumers or other members of the public against a company

A 32-page booklet for school personnel explaining about bullying and making suggestions on how to prevent and intervene.

A four-page folder with information and advice to parents of victims and bullies.

A video cassette displaying bullying episodes.

A questionnaire to ask about different aspects of bullying.

When Olweus evaluated the effects of such campaigns, he found substantial reduction in bullying frequency and anti-social behaviour in general. Although the problem did not disappear, order and discipline improved and positive social relationship increased.

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Olweus, 1997 made a proposal that stated that a law against bullying should be implemented at schools.

In 1994, when the Swedish Parliament introduced a new school law based on the formulations proposed by Olweus.

Intervention programme:

Teachers were trained to recognize and deal with bullying.

Cooperative learning was implemented.

Head teachers ensured that lunchrooms and playgrounds were adequately supervised.

Counsellors were involved by conducting intensive therapy sessions with both the bullies and their parents.

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The basic idea is that a given learning product can only be completed through the cooperation of multiple students, each of whom has an essential role—the finished product requires contributions from every student involved.

Aronson believed this technique was effective because if each student's part is essential, then each student automatically becomes essential.

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The researchers conducted a longitudinal study with a sample size of 2,286. Results indicated that the children who reported high empathic concerns did not have positive attitudes towards bullying

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It involves making someone understand from another person's perspective. It impacts our decisions on whether we will take action or not on instances of bullying.

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29.9% of the students were involved in some form of bullying either as a bully, a victim or both. Males were more likely to be both.

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Nansel et al. (2001): 15,686 students in the US in grades 6-10 that filled out a World Health Organization survey were analyzed

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1. problem behaviour

2. school adjustment

3. social/emotional adjustment

4. parenting

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Non-victimized aggressive group: Bullies that only observed harsh behavior that were not treated badly themselves

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Passive Victim Group: Bullies that were treated passive aggressively at home

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Aggressive Victim Group: Bullies that were also treated harshly at home

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If you grow up in an environment where parents are punishing you harshly, then you might think that is normal for reaching a goal in society. This becomes a social schema and is followed.

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1. Instigation (conditions that are frustrating the child)

2. Reinforcement (a contingent response from parent towards the child’s aggresion)

3. Identification (Modelling behavior of significant adults)

4. Socio-cultural norms

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Social Learning Theory is important for bullying, since bullies might learn their behavior from the people around them

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1.) Attention: Paying attention, something that draws attention, is more likely being learned

2.) Retention: The ability of storing and reusing the information that is stored

3.) Reproduction: The person must perform the action they see

4.) Motivation: The incentive for doing the learned behavior

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The roots of bullying are a group of parental influence, home environment and anger management all combined

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A: The bully

B: The henchmen, the person who carries out the act

C: Supporter, the person that encourages the A and B and is involved in the bullying in some way

D: The passive supporter, a person who enjoys the bullying from a distance

E: Disengaged onlooker, the person that sees the bullying, but does not care

F: The passive defender, a person that does not enjoy the bullying but does nothing that can prevent the act from happening

G: The Defender, the one that steps in and stops the bullying from taking place

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3 key factors:

-The bully

-The victim

-The bystander

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Did a longitudinal study of 900 6th-9th grade boys in Stockholm. Interviews with their parents about their childhood and their criminal records were taken.

They found that 60% of the kids who were thought of as bullies when they were younger were convicted of a crime

In Norway, 15% of students from grades 1-9 in primary and junior high schools were found to be bullied. 9% were found to be victims and 7% were regularly bullying others. 5% were seriously hurt.

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His research is considered to be the most significant in the history of research on bullying

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Studied bullying on a personal and environmental level.  Bullying happens in collectivist and individualistic cultures.

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Bullying: Caused by social and cultural factors

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Bullying: Caused by social and cultural factors