In contrast to a focus on individual characteristics, the dysfunction group dynamic also attends more to the influence of social processes when defining school bullying. Contextualised within the school community research that frames bullying as dysfunctional group dynamics moves the discussion of school bullying away from broader cultural influences and into the classroom (Hymel, McClure, Miller, Shumka, & Trach, 2014; Olthof, Goossens, Vermande, Aleva, & van der Meulen, 2011; Thornberg, 2011). Dysfunctional group dynamics attends to the social processes within the classroom and the school that lead to ‘destructive group-think… [which in a school context]… can be manifested as bullying’ (Schott, 2014). This third ontology of bullying marks …show more content…
Furthermore, the role an individual played was situation-dependent: the same person might be victimised by one group of students, while engaging in bullying of another. Understanding bullying as a function of dysfunctional group dynamics speaks to the changes in behaviour that are dependent on the persons present in the given moment of the conflict. This meant that depending on the variety of roles that an individual adopted in various group situations, they could then be understood as either; bullies, bully-victims, and victims, bystanders, up-standers, or uninvolved students (D. L. Espelage et al., 2013). Furthermore, these roles are fluid. Bullying behaviours are an attempt to ‘re-configure the relations between different individuals in the class and the groups to which they belong’ (Sondergaard, 2014), and as such, the same individual will exhibit behaviour dependent on the situation and the players at hand. This perspective frames bullying behaviour as a manifestation of interpersonal dynamics, as opposed to a behaviour (Hemphill, S.A., Heerde, J.A. & Gomo, 2014). It is through the fluid adoption of different roles that bullying becomes social processes of inclusion/exclusion to maintain or reconstruct social hierarchies. Focusing on the construction and maintenance of social hierarchies highlights the didactic …show more content…
The NSSF is a the public health model for evidence-based intervention, it strives ‘to create environments that support optimal mental health and the building of skills that enhance resilience’ (Anthony, Wessler, & Sebian, 2010). The evidence-based approach originates from evidence-based medicine, a movement within which a clinician is encouraged to adopt rational scepticism towards the evidence used for the diagnosis and treatment of patients. In comparison to medicine, the primary focus of a public health model is the community, rather than the individual, with an emphasis on prevention and health promotion of the whole community, as opposed to the diagnosis and treatment of an individual patient (Masiello & Schroeder, 2014, p6). Furthermore, where evidence-based medicine exists within the paradigm of medical care, evidence-based public health operates within additional paradigms of environment and human behaviour. Evidence-based approaches within the public health model require ‘an understanding of the complexities of organisational structures, interactions, and myriad other dynamics that shape and influence decision-making at the local, state, regional, and national levels within which public health operates and within which policies and programs are established’ (Gebbie,
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression & Violent Behavior, 15(2), 112-120. doi:10.1016/j.avb.2009.08.007
Although the legislation is evidence-based, it does not depend on local resources driven from within the mental health organizations involved in this case. In addition, it involves outsiders to reinforce the change in a comprehensive manner, covering all the mental health centers.... ... middle of paper ... ...
Numerous cases in history show that identification with a particular group can lead to dreadful outcomes. Together, with historical evidence, classic psychological studies tell a very powerful story. Decent people can take on oppressive roles and succumb to oppressive leaders. However, people often resist tyranny, and their resistance tends to be most effective when it is collective.
Bullying has both short term and long effects on the victim. A victim of someone who has been bullied for so long can lead to them bullying other individuals, making this a never-ending cycle. "Bu...
...le, “Recovery of evidence-based practice” highlights the importance of utilizing evidence-based practice to care for mentally ill patients. “They also found a similar consensus in requirements that mental health care be based on evidence, be focused on effective treatments and best practices, and result in measurable outcomes” (Gordon & Ellis, 2013, p. 4).
Bullying has been a part of schooling for as long as children have been congregating. To some it seems like a natural, though uncomfortable, part of life and school experience, while to others it can mean terrifying experiences which spoiled and characterized otherwise happy years in school. Dan Olweus, a pioneer in bully behavior research documented that 2.7 million children are affected as victims, and that 2.1 children act as bullies (Fried, 1997, as cited in Aluedse, 2006). With bullying cited as the reason for violent, gun-related crime in the past few years, school districts as well as national governments have put anti-bullying policies in place. Bullying is a complicated phenomenon, involving more than one child demanding lunch money from a smaller child. It is a worldwide epidemic hitting schools everywhere. Virtually everyone has seen or experienced bullying. With technological advances, bullying is even hitting the internet. Parents, teachers, students and governments agencies alike are attempting to put a stop to bullying practices.
Bullying is a growing concern in a society where status and exercising power over another human being are increasingly important in developing one’s social circles. Dan Olweus (Norwegian researcher and founder of the Olweus Bullying Prevention Program) defines it as an “aggressive behaviour that is intentional and that involves an imbalance of power. Most often, it is repeated over time” (Violencepreventionworks.org). School victimization is an especially delicate matter that has only really been in the public eye for the past half century, as more and more researchers and psychologists pointed out its short- and long-term negative effects on targeted individuals. It has since been widely investigated and numerous programs have been developed in an effort to address and prevent the many forms of bullying that exist today. The negative effects of such an abusive behaviour are various and can greatly differ from individual to individual. However, there are three main consequences that can be associated with school bullying, which are: school avoidance, depression/anxiety and even suicidal attempts.
Principals of Group Dynamics With Thomason Health System establishing an on-boarding team to facilitate the implementation of an electronic medical record system, it is important to take into consideration group dynamics. Groups can be made up of different individuals that are coming together to accomplish a specific goal. " Group dynamics" refers to the attitudinal and behavioral characteristics of a group. Group dynamics concern how groups form, their structure and process, and how they function" (Advameg, n.d.) In developing teams it is a good idea to have a basic sense of the various stages that occur when establishing a team and having awareness throughout the stages helps leadership understand the reasons for team members behaviors that occurred throughout each stage and helps guide these members to moving onto the next stage.
In a CNN study by Chuck Hadad he states “That bullying is pervasive even though the schools have anti-bullying programs from kindergarten through 12th grade, assemblies throughout the year, and a peer-to-peer program where older students talk to younger students about the dangers of bullying” (Hadad). Robert Faris, a sociologist found that bullies and victims are generally the same person. Whe...
Everyone has been bullied or encountered someone being bullied at some point of their life. Whether it would be physically or verbally both can be exceedingly traumatizing and can have a long-term psychological influence on children’s development. Majority people may define bullying in a more physical term; nevertheless that’s not always the case. The act of bullying can occur in several ways and in reality affect the individual in the same way. Bullying is generally defined as repeated, negative, and harmful actions focused at target throughout a course of time, exhibiting a sense of power difference between the bully and the victim (Olweus, 1993; Limber & Mihalic, 1999 as cited from Douglas J. Boyle, 2005). A survey was conducted in the United States estimating that over six million children, about 30% in grade six through ten have experienced frequent bullying in a school environment (Nansel, 2001 as cited from Douglas J. Boyle, 2005). Many people might debate that bullying is something that every child goes through and is simply a part of growing up, although there are several damaging consequences that happens to the child’s brain. Bullying causes the child to feel upset, isolated, frightened, anxious, and depressed. They feel like they reason they are being picked on is because there is something wrong with them and may even lose their confidence feel unsafe going to school (Frenette, 2013 as cited from Douglas J. Boyle, 2005) Anthropologically, sociologically, or psychologically, bullying can be analyzed through different perspectives and several questions can be asked based on the topic:
Bullying is something that is not something new and is actually something that society continues to face. Over the years, bullying has been looked at as being so ordinary in schools that it is continuously overlooked as an emanate threat to students and has been lowered to a belief that bullying is a part of the developmental stage that most young children will experience then overcome (Allebeck, 2005, p. 129). Not everyone gets over the extreme hurt that can come as an effect from bullying, for both the bully and the victim. Because of this, we now see bullying affecting places such as the workplace, social events and even the home. The issue of bullying is not only experienced in schools, but the school environment is one of the best places
Groups influence our everyday lives in ways that we don’t even realize. Most of what is learned from groups are societal norms that are being reinforced on a micro level in everyday life. Group influence on individuals is a clear tangible proof of societal norms by institutions. The groups we become a part of therefore can have a greater influence on our individual actions then we are aware of. As an individual we like to believe we have agency over our actions and what we decide but a lot of our own actions is more a part of a group mentality. Also, individual’s go along with a group’s influence so they feel better about themselves because then they won’t be ostracized. This paper will analyze different aspects of individual behavior and
The article, “Bullies and Their Victims”, by Berk (2010) gives an analysis of how bullies and their victims develop, what makes them persistent and how they and their victims can be assisted. Bullying is an activity that thrives mostly in a school setting because of peers and the various cultures and diversities among them. Interactions are inevitable among children, but bullying is destructive because it aims at peer victimisation. Both boys and girls have the ability to become bullies but the majority of them are boys who use physical and verbal attacks on their victims. In the more recent generations, the means of bullying is amplified in the adolescent stage by using electronic means like cyber bullying. Students will rarely like bullies but if they do, it is because of their leadership abilities or influential personalities. Their peers may join or stand by to watch as the victims are bullied.
Bullying can also be considered as a major problem in the teenager bracket. This can occur in any social environment not just schools as mostly portrayed. Bullyi...
A category of strategies to prevent bullying in schools is identifying the causes of bullying. One factor that may cause bullying is the students’s family life. The lack of love or approval and involvement from the parents or overly permissive parenting where there is a lack of supervision or no rules may initiate bullying as the child may feel insecure. Another factor that may cause bullying is peer pressure. Friends who are aggressive and hav...