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It seems indeed that many think there should be even harsher punishments (Helsingin sanomat, 11.8.2014)

researchers and programs (for example Davis & Nixon’s Youth Voice Project, 2013) also emphasize raising the students’ strong sense of belonging by positive means, for example by increasing the students’ experiences of involvement in reducing and preventing bullying

anti-bullying rules for each classroom should be an independent part of the school’s discipline policy (Olweus & Limber, 2010).

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● Social and emotional learning can help students become
more respectful and considerate of others (Espelage &
Low, 2012).
-Espelage, D., & Low, S. M. (2012). Bullying among children and adolescents: Social-emotional learning approaches to prevention. In K. Nader (Ed.), School rampage shootings and other youth disturbances: Early preventative interventions (pp. 205–219). New York: Routledge.

● There is a range of universal and more focused interventions
that can improve student behavior (Ttofi &
Farrington, 2011).
- Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of schoolbased programs to reduce bullying: A systematic review and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. doi:10.1007/s11292-010-9109-1

● Studies have identified more effective discipline practices
and determined that the widespread emphasis
on school suspension is ineffective (American Psychological
Association Zero Tolerance Task Force, 2008;
Durlak, Weissberg, Dymnicki, Taylor, & Schellinger,
2011).
- American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63, 852–862.
-

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1. Cause of bullying
- Age
* These are the victims who tend to have little to no friends, are abandoned at school, and thus have no one to defend them when they are bullied (Hanish & Guerra, 2000; Olweus, 1996).

- Race

- Gender
*  The researchers discovered, “overall, direct-physical behaviors such as hitting, kicking, and stealing were more common among boys than girls” (Rivers & Smith, 1994, p. 362).
* Rivers and Smith (1994) went on to state, “overall, more girls than boys reported incidents of indirect bullying” (p. 362).
* females tend to have more concern for interpersonal problems which can make them more inclined to reacting negatively to relational problems (Cricket al., 2001).
* For females, close and strong relationships between friends tend to emerge whereas in males larger and more diffuse social networks exist (Owens et al.,2000; Rivers & Smith, 1994).
* threatening or manipulating those friendships can do more harm for females than it can for males (Bjorkqvist et al., 1992; Lagerspetz et al., 1988).

- Behaviour
*  In a study conducted by Bradshaw, Sawyer, and O’Brennan (2007), most young children perceived
20 bullies as disliked and rejected, but adolescents tended to link aggressive behavior to popularity.
*

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2. Impact of bullying (general : more focus on students)
- mental
* Children who are bullied may experience inattention and a lack of classroom concentration (Boulton et al., 2008).
* Popp, Peguero, Day, and Kahle (2014) reported that victimization may cause an individual to fear for their safety rather than their educational outcomes.

- physical
* Being a victim of bullying may also put an individual at risk for health problems.Children who are bullied tend to report more stomachaches, headaches, gastric
disturbances, dizziness and sleep disturbances than individuals who are not bullied (Beaty& Alexeyev, 2008; Karatas & Ozturk, 2011; Warren, 2011).
* Others have an enhanced risk for poor physical health due to overwhelming amounts of worry, stress, andrumination (Boulton et al., 2008).

- behaviour
* Crick and Grotpeter (1995) revealed children who bully were significantly more disliked and rejected by their peers. Bullies exhibited diminished peer relationships and social maladjustment (Crick & Grotepeter, 1995).
* The effects of participating in bullying may also extend into adulthood and include difficulties maintaining a career and a romantic relationship (Vanderbilt & Augustyn, 2010).

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Peguero (2012) asserts “the rules and the consequences for breaking the rule should be clearly stated and students need to know what will happen if they engage in a certain behavior.”

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Age

A meta-analysis of 80 studies analyzing bullying involvement rates for 12- 128 year old students reported a mean prevalence rate of 60% for bullying (Modecki, Minchin, Harbaugh, Guerra & Qunions, 2014)

Younger students were targeted for bullying more than older students. (Frey et al, 2005)

Gender

Female more affected psychologically than male.

Female easily involve indirect bullying such as cyberbullying.

Similar results were found in other contexts that indicate that physical appearance is one of the main reasons a student becomes a victim of bullying(16).16. Rech RR, Halpern R, Tedesco A, Santos DF. PrevalAncia e caracterAsticas de vAtimas e agressores de bullying. J Pediatria. 2013;89:164-70.

Race

A student's skin color or race was also reported as being significantly associated with victimization. Afrodescendant students were four times more likely to experience bullying, while indigenous people were two times more likely to experience bullying.(Wanderlei Abadio de Oliveira, Marta AngÃlica Iossi Silva, FlÃ¡via Carvalho Malta de Mello1 Denise Lopes Porto, AndrÃ Cristina Mariano Yoshinaga&Deborah Carvalho Malta,2015)

One study recently conducted in the United States reports that students whose mothers presented low levels of education were more likely to become victims(12. Fu Q, Land KC, Lamb VL. Bullying victimization, socioeconomic status and behavioral characteristics of 12th graders in the United States, 1989 to 2009: repetitive trends and persistent risk differentials. Child Indic Res. 2013;6(1):1-21.). In general, results concerning association between motherâ€™s education and involvement with bullying are explored because the motherâ€™s education is considered to be relevant within the familiesâ€™ set of social and cultural characteristics.(Wanderlei Abadio de Oliveira, Marta AngÃ©lica Iossi Silva, FlÃ¡via Carvalho Malta de Mello1 Denise Lopes Porto, AndrÃ©a Cristina Mariano Yoshinaga&Deborah Carvalho Malta,2015)

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Ng Ying Gi
Goo Kah Yi
Haziq Hazree

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1. The peer relations and the social interactions leading to victimization experiences may vary across gender as well as victim mentality (e.g. Espelage et al., 2000).

2.  As Mishna (2004) asserts "bullies and victims tend to experience depression more than their peers who have not been involved in bullying, which can lead to academic problems, frequent absences from school, loneliness, and social isolation.

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who is in this group? write your names and put your pictures

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who is in this group? write your names and put your pictures

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The peer group and staff witnessing bullying eventsneed to be trained in how to respond in hot-spot locations(Astor, Meyer, & Behre, 1999). 

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The peer group and staff witnessing bullying eventsneed to be trained in how to respond in hot-spot locations(Astor, Meyer, & Behre, 1999). 

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A wide array of school support staff, including bus monitors, security personnel, cafeteria workers, janitorial workers, secretaries, and substitute teachers can also contribute to bullying reduction.

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six essential elements: “the importance of a reporting procedure; curriculum integration; student-centered productions through mediums such as Broadcast Journalism; a focus on prevention rather than solely on punishment; the importance of punishment as a part of an effective policy; and keeping up with changes in technology” (Wiseman, 2011)Wiseman, B. (2011).

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It is possible to greatly reduce bullying by directly addressing bystander peer norms, behaviors, and dynamics so that peers deter bullies, support victims, recognize the harm they may cause with rumors or gossiping, and are committed to reporting severe acts to teachers or administrators (Astor, Benbenishty & Estrada, 2009).

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There is a compelling need for schools to strengthen their delivery of social-behavioral prevention programs to achieve a well-coordinated, efficient, and comprehensive school-wide approach (Mayer & Furlong, 2010).