When people think of bullying they think of the big guy picking on the little guy, but in most cases the victim is a bully themselves. Bullying will not go away all together, but determining if the situation is actually bullying or not, and standing up to the bully is a great start to decrease bullying in schools. Drama sometimes is difficult to differ from bullying, and it is important to understand the difference. Bystanders need to become involved to start the end of bullying. Also, respect is needed to start to lessen bullying in schools today.
Once considered a part of growing up, bullying is just recently being seen as a serious problem that effects many people. The effects on the mind can be extremely damaging and sometimes unreversible. Most of the time adults are seen as safe havens for victims but adults often help facilitate bully behavior. If schools wish to curve these unacceptablel behaviors, they need to find a anti-bullying program that will effectivly work with their school environment. Overall, when adults and other students do nothing about the situation at hand they are actually encouraging bully behavior.
Susan L. Johnson explains the beginnings of bullying as being due to “an unresolved conflict or power struggle” (57). If all conflicts are resolved, bullying incidents are less likely to occur. People do not always have the ability or willingness to solve conflicts on their own. If the state or federal government mandated that all conflicts be solved within a reasonable amount of time, instances of bullying would decrease. Another definition of bullying is “aggressive acts made with harmful intent, repeatedly inflicted by one or more students against another” (Drogin 679).
Another fault with these policies is that they do not take age into account. In the past, studen... ... middle of paper ... ... with disabilities, children who may or may not have the understanding of why they are being punished. I am in favor of alternatives such as practices that promote topics such as cultural/racial sensitivity, impacts of drugs and alcohol, violence and more. The awareness of these issues ensures that students differentiate right from wrong. Parental involvement in school activities along with support from health experts is also a way to reduce misbehavior.
Annotated Bibliography Sarah Hamlin Topic: Bullying is misrepresented in the media and its definition is unclear. The study investigates how children view bullying and how they differentiate bullying from teasing. It was understood that students often mistake teasing for bullying and mislabel it. They reported that bullying is physical, mental, or emotional demoralization that happens repeatedly and teasing is verbal or physical aggression that is not necessarily repetitive. It was not determined at what point teasing becomes bullying but is clear that the boundary between the two actions is blurred.
Adults, as well as students themselves, can make a difference by banning together to make a change. In order to confront bullying, the problem has to be made known. Because of the wide-spread issue, teachers and school officials have been trained how to handle bullies and difuse intense situations. In the event the problem escalates beyond control, there are laws that have been put in place for the protection of students. Although there has been much effort put forth to implament new anti-bullying laws, they lack effectiveness, due to minimal sanctions or incentives, thus leaving implamentation and enforcement in question.
Some bully because they enjoy control, some have trouble with following rules, some lack compassion and they see violence as being acceptable. Lack of the right parental guidance can cause children to act out. They seek victims with special needs and attributes that are clearly causing them to stand out from others, which in some cases; it is them that feel left out (CSAP). Victims usually remember being left out and exposed to these issues earlier on, “The pathway that begins with exclusion leads to loneliness, dissatisfaction with social relationships and a strong resistance to being at school” (NoBully.com). Bullying is sometimes life threatening to the victims.
Cyber bullying may seem like nothing since there is no physical contact, but in reality it can hurt even more than the actual thing. Behind those monitors are real people with real feelings; some have been driven to depression, some have been driven to physical bullying, and some have been driven to suicide. “Many rumors are spread about people that have never done the things being said, people usually set up rumors because they are not happy with that person or maybe even themselves” (Parks 17). There are many effects on victims because of cyber bullying such as depression, harm to self, friendship lose, and sometimes harm to other people. “While some observers urge schools to become more involved in the growing problem, noting that extensive cyber bullying can lead to feelings such as despair in victims that they can be promoted to take their own life, as has already occurred, other experts balk at the idea of schools attempting to control what students say online and off of the campus” (“School administrators hesitate to punish cyber bullyin... ... middle of paper ... ...ople are not using social networks responsible and do not see what is wrong with bashing someone over the computer screen.
They also require that schools not only acknowledge a gang presence, but that they ... ... middle of paper ... ...ruptive students. Since at-risk students respond positively to personal attention, teachers can help youth resist violent impulses and the lure of drugs and gangs by offering them extra help with their schoolwork, referrals, informal counseling, or even just a sympathetic ear. In all communities it is likely that sometimes anti-violence work will be compromised by lack of resources and time, and that even the most dedicated individuals will feel frustrated. Early evaluations of well-organized programs suggest that success is possible, though; and statistics demonstrating an increase in youth violence, however slight, indicate that more effort is necessary. Works Cited: Ascher, Carol.
Most of these kids that are disobedient do not know the distinction between right and wrong. We should not withdraw trouble makers from school, rather, we should help these troublemakers and teach them right from wrong. In the article “Let’s Really Reform Our Schools” by Anita Garland, she states that American high schools are disasters because there are troublemakers (694). She asserts that the withdrawal of troublemakers in schools would make the learning environment peaceful for students who want to learn