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Effects and solutions of bullying
The effect of bullying on the academic performance of students
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Bullying is a serious problem in our schools and takes place in many different forms. These can include physical aggression or direct bullying such as the hitting form and in the indirect type of bullying such as the verbal taunting, exclusion from peer activities and rumor spreading. Kids are subjected to these different types of bullying daily and for some victims it has negative effects on their grades, their personal life and their mental health as research has found that victims of bullying have higher rates of depression and suicide. Past research has found correlations in the level of parental involvement and support in direct relation to bullying and also victimization. But what about attachment style in relation to bullying? Is there a correlation between the types of attachment a child receives from their parents as a predictor of future behaviors?
Hypothesizing that there are correlations between parent-child attachment relationships and those of the different aspects of bullying they conducted a study using four modified surveys all consisting of questions or statement...
Bretherton, I. (1985). Attachment Theory: Retrospect and Prospect. Monographs of the Society for Research in Child Development, 50, 3-35.
Children that form attachment bond relationships can possibly start to trust others, control their emotions, and relate to the world. They can sense the world as safe and gain an understanding of their importance as individuals. If these relationships are unbalanced the child can realise that they can’t depend on others to help them. In a scenario where a guardian abuses a child, the child then may see the world as a bad place.
Attachment can be described as a deep enduring emotional bond that connects one person to another across time and space (McLeod, 2009, accessed 20/04/14). Schaffer (1993) describes attachment as “A close emotional relationship between two people, characterised by mutual affection and a desire to maintain close proximity (Schaffer, 1993, p34). Attachment can be characterised by specific behaviour in children, such as seeking proximity with their attachment figure when upset or threatened. Attachment theory offers an understanding of personality development and behaviour in close relationships and provides and account of the differences in peoples emotional and relationship styles. In its earliest form attachment theory concentrated on the quality of relationships between children and their caregiver, however it has since been developed to cover the lifespan (Howe, 2000, p 97).Attachment theory draws insight from evolutionary theory, ethology, systems theory as well as psychodynamic perspectives of developmental psychology. Attachment theory originates from child psychologist John Bowlby who first introduced the interdisciplinary perspective to the study of children and their emotional development. Bowlby worked as a child psychiatrist where he encountered many emotionally disturbed children. This led Bowlby to consider the importance of the relationship between the child and their primary care giver, usually their mother. Howe (1995) describes how Bowlby’s theory has provided a helpful framework that gives us a better understanding of how and why children develop close relationships with their caregivers, and in addition the cons...
Impact of attachment style on types of workplace bullying, By Hood; J.N., Hood; E.A., Jacobson; K.J.L., (2014) http://www.aabri.com/HC2014Manuscripts/HC14008.pdf
...ferent types, places it occurs, and the effects were reported. From the parents, the frequency of bullying, different types, and the effects were surveyed and reported. The frequency of bullying, different types of schools, and anti-bullying prevention methods were also reported from the teachers. The adults surveyed were asked if they were bullied as a child and the long-lasting effects were reported.
The Child Attachment Interview: A Psychometric Study of Reliability and Discriminate Validity.(Shmueli-Goetz, Target, Fonagy, & Datta, 2008, p. 939). Yael Shmueli-Goetz, Mary Target, Peter Fonagy, and Adrian Datta. University College of London. The purpose of the study is to measure the psychometric properties of the Child Attachment Interview (CAI). This attachment tool is designed for children. The CAI is a recent semi-structured interview measurement designed to access attachment levels in adolescence and middle childhood. The aim of the authors to summarize the empirical psychometric properties in both clinical and non-clinical findings in the child attachment interview (CAI). The instrument was reliable in measuring the impact of parent-child
...ou, S. N. (2008). Parental style and child bullying and victimization experiences at school. Social Psychology of Education : An International Journal,, 11(3), 213-227. Retrieved from http://dx.doi.org/10.1007/s11218-007-9048-5
Bullying has become a prominent focus in recent years for parents, educators, and legislatures, yet there are conflicting opinions and conflicting evidence about the solution to the problem, and whether bullying is even as severe as it is being portrayed. Joseph Simplicio, author of the...
Attachment theory is described as a strong and emotional relationship that is built with one individual becoming a critical development in someone’s life span. If an adult-child attachment becomes separated according to “The Journal of Abnormal Child Psychology”, the child is more likely to grow up with many negative consequences because lack of ability to show emotion or concern for others (Anonymous, 2012). On the contrary, growing up without positive leadership or personal attachment can cause an individual to lose a sense of connection with others causing them to act out and seeking negative attention leading to violence. It has been suggested that boys disproportionately experienced disrupted attachment and that these disruptions are causally
According to psychological and sociological perspectives, the need to belong and be accepted by others is the most basic human motive that controls behaviors (Honneth, 1995; Maslow, 1970). The bully has the need to be dominant and finds a victim who happens to be seen as weak or an easy target. Not only do people have need to belong and be accepted, but they also need to create and maintain relationships. No child wants to be left out of their group of peers. There are times when children will become aggressive to try and fit in with the others. The social status can be linked with the aggressive behavior during childhood and adolescence years. A study shows that bullying can appease the feeling
Many studies have recognized that a connection between exposure to childhood violence and domestic violence exists. The leading cause of domestic violence in adulthood was exposure to parental violence in childhood. Past research also implies that an adverse marital situation could be expected if childhood violence occurred. The rationale behind this study was that no previous research had explored the direct relationship between exposures to violence in childhood, domestic violence and marital adjustment whilst relating it all to attachment theory. The aim was to test to see how exposure to violence during an individual’s childhood affected domestic violence and marital adjustments in todays day and age. The researchers hypothesis was that
“As children develop they begin to employ less socially reprehensible ways of dominating others.” (Rigby, 2003) Kids participate in and are deceived through various forceful/brutal and hostile practices and demeanors that are frequently included inside of the term harassing. Being bullied can be impacted by individual traits, social associations, and social authorizes and conditions. .” Those who experience aggression and bullying-related behaviors by siblings or other children in the home or neighborhood may imitate and experiment with these behaviors in their early childhood settings.” (How Does Early Bullying Develop?, n.d.) To a lesser extent, children of overprotective parents – those who buffer their children from all negative experiences also will be at bigger risk of bullying. Thus, parents who experience issues saying "no" to their child or encourage a feeling of qualification may involuntarily add to bullying
Hertzog, Harpel & Rowley (2015) studied the perceptions of teens and members of their communities, on the difference between bullying and domestic violence. In their research of the existing literature, they found that despite the prevalence of domestic violence among teens, it has not been a pressing issue addressed by schools, whereas bullying has taken an impressive place in the media recently. Several studies have found bullying to be a precursor to domestic, and particularly sexual, violence in teens. Although there is not a universal distinction between bullying and domestic violence for young adults, most studies identify several of the same elements within each concept. Through comparison of several definitions, it became clear to Hertzog et al.,
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...
Attachment theory can be considered the most common and observational theories concerning to children and parenting. The purpose of this paper is to apply and review some related aspects and findings from attachment theories where the child uses the primary caregiver as a secure base from which to explore and, when necessary, as a haven of safety and a source of comfort. Attachment is one specific aspect of the relationship between a child and a parent with its purpose being to make a child safe, secure and protected. As teachers, caregivers, babysitters etc., there is recognized method to assess infant-parent attachment along with the four major types of infant-parent attachment, which are secure, insecure-avoidant, insecure-resistant and insecure-disorganized (Benoit,