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Bullying Facts -
This Could Shock You

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Bullying happens to be a long-standing practice that 87% of us have, at one way or another, either
suffered or witnessed. It continues to be viewed as both as a rite of passage and also as a norm when
we all go through grade school, high school, and occasionally even up to college. Thus, being familiar
with the dynamics of the extremely growing matter and the details of which come along with the
regularity of its happening might shed some light on why, when, where, how frequently this is
occurring, and in what types.

Violence is now so common and so appallingly widespread that many people would just turn a blind
eye to it and consider it a fact associated with life. The reality is, reported by research carried out by
the National Education Association, it was projected that around 160,000 students skip school daily
as a consequence of fear of violence or bullying. This doesn't just prevents scholastic growth, it really
stunts learning completely.

An additional fact is that 85% of girls as well as 76% of guys have been sexually harassed in some
type and just 18% which has been caused by an adult. However this is based on a study performed by
the American Association of University Women. Sexual harassment is actually considered a kind of
bullying usually because of the motive behind it. Initially, it intentionally undermines the capability of
the person being offended to stand up and live up to whatever they initially have the right to. Next, it
banks on the fact that maybe due to violence, it wouldn't place the perpetrator in any situation
whatsoever, of being jeopardized by getting authorities for instance schoolteachers, parents, or
other people included. And finally, it results in a great deal of stress that if it happens to a man or
woman regularly, they might either eventually accept it as it is; imagining it is really typical and that
they are just like any person around, as well as that there seemed to be some mistake on his or her
end that made them have earned this.

Within parallel to our contemporary society generally, yet another disturbing fact is that young
bullies are considered to have a one-in-four probability of having a criminal history by age thirty.
Imagine the number of bullies you once suffered from back in classes. Say, you went to a school
having a population of 800. It is also one other bullying proven fact that one out of 7 will be an bully
or even a target. Say, we choose the first one. There are 114 sets of 7 out of 800. Signifying, it could
easily be presumed that out of 800 people in school, 16 of those could very easily turn out to develop
a criminal background by age thirty. This specific fact is in accordance with a study by Leonard Eron
and Rowell Huesman.
Dan Olweus with the National School Safety Center has managed to mention some exciting facts
from research obtained through the years. That being American colleges harboring around 2.1 bullies
and 2.7 affected individuals. That's quite a massive amount and also makes it a lot more simple to
comprehend why adults which often ignore it and shrug it off as a natural happening.

An additional perceptible bullying fact is of which 15% of the total absenteeism is actually directly
related to the anxiety about becoming harassed, intimated, as well as bullied in school. So not only
will this impede getting a good academic environment conducive to advance, additionally , it helps to
make the person in fact dread going to school in the first place. And also this could be a large
problem because that fact consists of them missing out on significant learning experiences, much-
needed interaction with people at school, and also reduces time these people commit in class which
would have been helpful in getting them to get more confident with their particular surroundings.

Mean actions amongst children has and always been a universal problem. Within a study of 232 boys
and girls in kindergarten through 8th grade within a Connecticut Elementary School, every last single
child claimed to have happen to be the victim of a schoolmate of a siblings' meanness or bullying
through the earlier 30 days.

Bullying should be considered and taken seriously. Since, perhaps it might be safe to say, easily
impacts each and every kid at school; irregardless if this individual were the bully or the target, facts
are, it comes with indisputable repercussions both with their immediate condition of well-being as
well as down the road.

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Bullying among Malaysian Elementary School Children

Noran Fauziah Yaakub, Ph.D.

Rajendran Nagappan, Ph.D.

Ahmad Jazimin Jusoh

http://mahdzan.com/papers/bully/bully.asp

Executive Summary

1. Introduction

1.1 It is acknowledged by educators and psychologists all over the world that a serious threat to the
adjustment and well-being of school children is bullying by peers. It should not be considered as part
of growing up or “rites of passage” in a child’s life span.

1.2 Bullying has been defined as a subset of aggressive behavior It is unprovoked in nature, it occurs
repeatedly, and that the bully is stronger than the victim or perceived to be stronger. It is the
intention of the bully to cause hurt to the recipient. This hurt can either be physical or psychological.

2. Objective

2.1 The overall objective of the study is to assess the extent of bully-victim problems among primary
school children in the state of Perak Darul Ridzuan and to propose strategies for behaviour
modification

3. Method

3.1 For the first phase of the study, the dependent variables were bullying and victims of bullying.
Three demographic variables were used in the study, namely school type, gender and class. Four
dimensions of self-concept were also used, viz., physical, parental, academic and moral. A global
measure of academic efficacy was also used.

3.2 For the second phase of the study, selected children from the three types of schools were
interviewed to solicit more information on bullying and being bullied. Head-teachers, discipline
teachers and chairpersons of the parent-teacher associations were selected as respondents for the
third phase of the study. They were given six open-ended questions pertaining to the concept of
bullying, frequency of bullying incidents that occurred during the last 12 months in their respective
schools, what types of bullying that took place, what types of children were involved in bullying, what
were the characteristics of victims, and how did each school handle these bullying behaviours.
3.3 This study focused on primary school pupils from two districts, namely Kinta and Hilir Perak. The
number of national and national type (Tamil and Chinese) schools is shown in Table 1. However, only
29 schools responded.

Table 1: Sampling of Schools by District

District National N Tamil N Chinese N

Kinta 80 5 24 5 57 5

Hilir Perak 64 5 29 5 20 5

Total 144 10 53 10 127 10

3.4 A 20 item instrument was developed to measure the incidence of bullying as reported by
respondents. Test for reliability by using Cronbach alpha gave a value of 0.86 for the overall
instrument.

3.5 Respondents were asked to answer whether they had ever been bullies or victims of bullying
behaviour, or whether such behaviours occurred “once or twice”, “three or four times”, and “more
than five times”, during the last four weeks of administering the instrument on them. In addition,
there were also items pertaining to some background characteristics of children, such as their
television viewing behaviour. There were also questions on where bullying took place, who were the
bullies inside and outside school.

3.6 The items on the four dimensions of self-concept were taken from Maznah Ismail et al. (1998).
These items were based on Marsh’s instrument and had been validated by Maznah et al. The
reliability value for these four dimensions of self-concept were all above 0.70.
4. Findings

4.1 A total of 2528 primary school children from 29 schools participated in this study. The majority of
these children came from Tamil schools, followed by National schools and finally Chinese schools.
These children were from standard four, five and six classes. Slightly more than half were boys.

4.2 More than half of these children watched television between one to two hours on weekdays,
while the time spent on this activity was longer on weekends.

4.3 Based on the 20 items on bullying, the largest category of children was the psychological-physical
victim category (79.4%), followed by children who were involved in both types of bullying (53.2%),
bully-victims of both types (49.4%), non-bullies (14.5%) and finally non-victims (8.6%).

4.4 Further analysis into sub-categories of children showed more children to be involved in
psychological bullying (82.7%) compared to physical bullying (56.0%). The percentage of being
victims of psychological bullying and physical bullying is about equal (85.8% for victims of
psychological bullying and 85.0% for victims of physical bullying). As for children who were both
bullies and victims, there were more psychological bully-victims (77.7%), while those who were
physical bully-victims were 53.6%.

4.5 Two forms of psychological or indirect bullying that these children were more involved were
name-calling and teasing. Fighting with other students was the most frequent form of direct or
physical bullying. Threatening to hit and kick others were the least frequent of this type of direct
bullying.

4.6 Results of ANOVA for both forms of bullying and victims of bullying showed significant difference
according to school type. Results of post hoc analysis showed the mean score for National schools to
be the highest for psychological bullying and the difference in the mean score was significantly higher
than that of Chinese or Tamil schools.

4.7 As for physical bullying, the mean composite score for National schools was significantly lower
than that of Chinese or Tamil schools. The mean composite score for physical bullying was highest for
Chinese schools, followed by Tamil schools and National schools, in that order.

4.8 The results showed more boys to be involved in both forms of bullying as well as being victims of
direct and indirect bullying.
4.9 More of standard six children were involved in psychological and physical bullying as well as being
victims of both forms of bullying and the difference in the mean scores for both dimensions of
bullying and victims of bullying were significantly different. The mean scores for all dimensions of
bullying and victims of bullying were significantly different from one another.

4.10 A large majority (88.7%) did not feel easy looking at other children being bullied, while 11
percent admitted to having no feeling to looking at others being bullied. As for the bullies, a large
majority (60%) of them felt guilty after bullying others, while about a third symphatized with the
victims . Only a small minority felt great bullying others.

4.11 The results showed a high percentage of bullying occurred in the classroom (40.9%) which
happened mainly before teachers came for classes (25.8%). High incidents of bullying also took place
on the way back from school (23.9%). Computer labs and science labs did not witness much incidents
of bullying.

4.12 Almost half of the school bullies were boys and the majority of them were older than the
victims. Incidents of bullying by girls showed about 20 percent of them were involved. A small group
of bullies who were younger than their victims was also present. About a third of boys admitted
bullying girls.

4.13 The scenario for bullying outside the school ground was almost similar to what happened inside
school, except with a slightly reduced percentage.

4.14 The mean score for academic efficacy was 64.46 and a standard deviation of 24.61. Fifty-nine
percent of children put their academic efficacy at 79 and below, while 40 percent put their academic
ability at above 80 percent, with 5 percent at above 95 percent. There was no significant difference
in the mean scores for boys or girls.

4.15 The results showed these children to be high on two dimensions of self-concept, namely
parental and moral self-concept. However, their physical and academic self-concepts were just
average.
4.16 Physical self-concept was significantly different according to class at p < .05. The mean score for
standard six children was significantly higher (29.03) than that of standard four children (28.24) but
not significantly different from that of standard five children (28.40).

4.17 The mean score for physical self-concept was about equal for boys and girls. Results of t-test for
this variable was not significantly different according to gender.

4.18 Almost three-fourths (74.8%) of respondents belonged to high category of parental self-
concept, about one-fourth (24.1%) were average on this construct and only a small percentage
(1.1%) came under low parental self-concept. The mean score for physical self-concept came under
the high category.

4.19 Parental self-concept was significantly different according to school type. The mean score for
parental self-concept was slightly higher for girls. However, the difference in the mean scores was
not significant.

4.20 The results showed almost half (47.5%) of respondents belonged to high academic self-concept,
about half (52.5%) were average on this construct and only a small percentage (1.8%) came under
low parental self-concept. The mean score for academic self-concept came under the average
category.

4.21 Academic self-concept was significantly different according to school type. However, this
construct was not significantly different according to class or gender.

4.22 The results showed 60 percent of respondents belonged to high category for moral self-concept.
About one-third (34.8%) were average on this construct and only a small percentage (.9%) came
under low moral self-concept. The mean score for moral self-concept under the high category.

4.23 Moral self-concept was significantly different according to school type and gender. However,
there was no difference for this construct according to class.

4.24 Out of 14 variables in the regression equation, 10 of them were significantly correlated with
indirect bullying.
4.25 Of the 14 variables used in the equation, nine of them were significantly correlated with direct
bullying. Among the significant variables were hours spent on watching television, negative moral
self-concept, negative academic efficacy, gender, feeling unsafe while in school were significantly
related with bullying behaviour.

4.26 Eight of the independent variables used in the regression model for being victims of indirect
bullying were significant.

4.27 Eight variables in the regression model for being victims of direct bullying were significant.

4.28 During the last twelve months of the study, 40 adult respondents reported the number of
bullying cases as about ten in their respective school. Twelve respondents reported no bullying cases
had ever been reported in their school.

4.29 Counseling seemed to be the most popular way of handling bullying problem, followed by
advice. This was followed by giving warning to those involved and contacting parents. For serious
cases, the schools would contact those from higher authority or the police. Advice from their
respective parent-teacher associations. For more serious cases, schools would not hesitate using the
cane on the bullies.

5.0 Implications

5.1 There is a serious need for the authorities, especially the Ministry of Education, to investigate this
issue further and plan on a long term basis to address this important issue. If this problem is not
addressed adequately, it will bring far reaching negative consequences on the children, as reported
in the literature.

5.2 The authorities, particularly the Ministry of Education, need to focus on the classrooms to make
them to be safe places for children and also to provide the conducive environment in the classrooms
to conduct teaching and learning process.

5.3 Teacher education programmmes, both pre-service and in-service, need to further emphasize the
importance of preparing teachers to be able aware, monitor incidences of bullying, and take
appropriate measures to overcome this problem.
5.4 There needs to be systematic efforts to provide the necessary support to implementers on the
field to tackle this issue. The most important implementers on the field are the school administrators
and teachers.

5.5 There is a need to provide ongoing professional development opportunities to further improve
the abilities of school principals and teachers to handle the issue of bullying in schools.

5.6 Since this study found that the number of hours spent on watching television either on weekdays
or weekends was related with both forms of bullying, there is a need to conduct further research on
this aspect, especially to ascertain the relationship between the types of television programmes
watched and the incidences of bullying.

5.7 Further research should be undertaken to ascertain the link, if at all there is any, between the
experiences of being bullies and bully-victims and more violent behaviour in later years.

5.8. Research should also focus on how reformers and teachers could work together in formulating
and implementing new policies, given the socio-political situations in the country.
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Home Page > Home and Family > Parenting > Anti-Bullying Tactics That Work Anti-Bullying Tactics
That Work

anti-bullying-tactics-that-work-

Bullying is basically a form of aggression directed by one or more people towards another person.
Usually the victim is smaller, more passive, and less prone to fight back, basically an easy target.

Bullying may take physical form as punching, shoving, kicking, or holding, as well as stealing or
breaking a student's belongings. It may also be verbal, where words are used instead of fists, but the
aftereffects may be just as damaging. Verbal abuse may entail threats, insults, sarcasm, name-
calling, slurs, put downs, or ridicule.

Relational bullying happens when a student's peer relations are disrupted by leaving them out,
gossiping about them, or spreading rumors.

Some parents (this author included) enroll their children in some form of martial arts class. The idea
being to develop more assertiveness and higher self-esteem, as well as the ability to successfully
defend themselves.(outcome)

There is also nothing wrong with walking away from a bullying situation, and your child needs this
affirmed. The child can tell the bully to leave him alone, or come up with a snappy retort at whatever
the bully says. Sometimes humor can go a long way towards diffusing volatile situations.

Your children should also be told that it is perfectly acceptable to inform an adult if they witness
another child being bullied. One should never stand idly by and allow the abuse of another person to
go unchallenged.

Likewise, bullies need to be told that their behavior is not acceptable and will not be tolerated.
Ongoing bullying behavior may result in psychological treatment or in many cases detention or other
discipline.
Bullying is commonly thought of as a problem between boys, however keep in mind that girls are just
as capable of bullying as their male counterparts, and in many cases can be even more destructive.
Girls tend to be less physical in bullying, choosing instead to intimidate through isolation or gossip.

Bullying may never completely go away. There will always be those who feel the best way to get
ahead is through mistreatment, abuse, and threats of violence. However it can be handled in a
manner by which all parties involved may benefit.

As the song says, teach your children well…

Teach our children that crime does not pay

2011/01/20

http://www.nst.com.my/nst/articles/2wti/Article/

WHO is to be blamed? Where did we go wrong in bringing up our children whenever we read reports
and articles about rising crime among students?

These students, expected to be future leaders, seem to have fallen of the path to greatness when we
read about them getting involved in criminal activities from as young as 12.

Crime rate, according to reports, seems to show a rise year after year, albeit with a slight decrease in
some years.

We have also read in the papers of students graduating from bullying to rape and from petty thefts
to even murder.

The tiny state of Perlis, once regarded as one of the safest states in Malaysia, has also recorded an
increase in crime rate, and crime among students.

Recently, I attended a press conference about the state police crippling a motorcycle theft syndicate.

I wasn't surprised to learn that of the 13 arrests made, nine were students aged between 15 and 16.

This is something that would have shocked the entire nation decades ago when it was unheard of
students to be involved in such brazen acts of crime.
Here's where my question arises again. Who should be held responsible when students engage in
crime such as motorcycle theft, snatch theft, vandalism, rape, robbery and so on?

Some of these youth may think that committing a crime is "cool". Some think that it'd make a man
out of them, and that would command respect from their peers.

Imagine the future of these students, who at an impressionable age of 15 and 16, having already
mastered ways and techniques of stealing motorcycles, some within record-breaking three minutes.

What would the future hold for these students? It would be a blessing if those who are caught repent
but what if they don't?

Should parents be blamed? Should teachers be blamed for not educating them enough in schools?
Should peer pressure be blamed? Is poverty to be blamed?

Many fingers would definitely point to the parents who are expected to be held responsible over the
doings, or in this case, the wrong-doings of their children.

In today's world, lack of time spent by parents to look over their children's shoulders, to keep a tab of
their whereabouts, and to get to know their friends, are to be blamed for their children's wayward
ways.

It is often said that the seeds of good behaviour should be sown at home. Parents, undeniably, need
to play their nurturing role to bring up a well-raised child.

As these young people spend almost half of their lives in learning institutions, their teachers, too,
have roles to play in nurturing a well-developed individual.

Would a teacher admit that he or she has failed in her duties as a knowledge provider and guide
when his or her student is caught for a crime?
Blaming poverty won't make much sense since it's one of the most quoted reasons for the success of
many of the world's most successful people. Poverty can drive success.

The recent motorcycle theft syndicate crippled by the Arau district police, anyway, revealed that the
culprits were mostly from well-off families. More surprisingly, there were cases of youngsters who
came from families with strong religious background.

Now who is to be blamed again? It's easy to point fingers but it would be better if everyone could
work together to build a future generation with good values.

Parents, teachers, and these students themselves have a role to play to deter such social-ills.

The message should be drummed early and throughout that crime doesn't pay. Students should be
constantly reminded to distinguish the good from the bad.
http://www.mychildsafety.net/why-are-some-kids-bullies.html

Why Are Some Kids Bullies?

There are many theories on what causes violent and/or anti-social behavior in children.

Increased exposure to violence through mass media, video games, and the internet.

Suffering as victims of abuse or neglect themselves, or a generally more permissive society with a
corresponding lack of discipline.

While certainly each of these theories has merit, there is no single cause of bullying behavior in
children.

--------------------------------------------------------------------------------

Characteristics of bullies

There are however certain generalized characteristics displayed by children who engage in such
behavior.

Children who are impulsive, socially dominant, confrontational, or easily frustrated may tend
towards bullying behaviors.

Other characteristics of children who bully may include a lack of empathy, a propensity to question
authority and push limits or break rules, idealization of violence, and the ability to talk their way out
of difficult situations.

It is commonly believed that children who bully are “loners” or are socially isolated. Research,
however, shows this is not the case.
Children who bully generally do not have a difficult time making friends and generally maintain at
least a small group of friends who support their bullying behavior.

Some bullies may even be popular; although the popularity of a bully tends to decrease at higher-
grade levels.

Also, contrary to popular belief, research shows that children who bully do not lack self-esteem.

--------------------------------------------------------------------------------

How kids become bullies

While boys are more likely to be bullies than girls, both boys and girls may bully and both may
become victims.

Boy bullies are much more likely to engage in physical bullying. Bullying between girls is more likely
to involve social exclusion, which is harder to discover, but no less painful for the victim.

Bullying generally takes place between children in the same grade level, although many times older
students may bully younger students.

Environmental risk factors for bullying may come from the child’s home/family life, peers, or school.

--------------------------------------------------------------------------------

Family risk factors:

Lack of involvement in child’s interests, activities, and daily life

Lack of supervision

Overly permissive, lack of limits

Harsh, physical discipline

Peer risk factors:

Engage in bullying behaviors

Support bullying behaviors

Idealize violence

School risk factors:

Unsupervised break times

Unsupervised student areas such as lunchrooms, bathrooms, hallways, locker rooms, playgrounds

Apathy towards bullying on the part of teachers and administrators

Inconsistent rule enforcement

Girls Being Bullies

Social exclusion is the most common form of bullying between girls. This form of girl-on-girl bullying
can be very difficult to detect.. Being difficult to detect means it is difficult for parents or school
officials to intervene.
Think of it as the “Mean Girls” syndrome. This behavior may begin as early as grade school, but
probably peaks in junior high. It entails social isolation, vicious lies and rumors, and constant
harassment.

This type of bullying is focused on humiliating the victim and is generally carried out over long
periods of time. It can be psychologically devastating for the victim.

The bully in this situation is generally very popular, smart, charming, and attractive – generally
viewed positively by adults. This girl usually has a clique of girls at her beck and call eager to join in
on the harassment of the chosen victim.

This form of bullying is slow, drawn-out, calculated, manipulative torture of the victim. The effects on
the victim can be so severe as to result in depression, eating disorders, transferring or dropping out
of school, and/or suicidal thoughts or attempts.

It is not as easy to recognize as the black eyes and playground brawls of more traditional, physical
bullying, but it is certainly no less significant.

What are signs your child may be a bully?

What are signs your child is being bullied?

What are the effects of bullying?

How we as parents can intervene.

What Causes Bullies?
by Jane St. Clair
Psychologists used to believe that bullies have low self-esteem, and put down other people to feel
better about themselves. While many bullies are themselves bullied at home or at school, new
research shows that most bullies actually have excellent self-esteem. Bullies usually have a sense of
entitlement and superiority over others, and lack compassion, impulse control and social skills. They
enjoy being cruel to others and sometimes use bullying as an anger management tool, the way a
normally angry person would punch a pillow.

All bullies have certain attitudes and behaviors in common. Bullies dominate, blame and use
others. They have contempt for the weak and view them as their prey. They lack empathy and
foresight, and do not accept responsibility for their actions. They are concerned only about
themselves and crave attention.

Bullies are not born that way, although certain genetic traits are often present. Some children's
personalities are naturally more aggressive, dominating and/or impulsive. Children with Attention
Deficit Hyperactive Disorder (ADHD) are more likely to become bullies. However, having such inborn
traits does not mean that a child will automatically become a bully. Bullying is a learned behavior,
not a character trait. Bullies can learn new ways to curb their aggression and handle conflicts.

Bullies come from all backgrounds. Researchers have not been able to find a link between bullies
and any particular religion, race, income level, divorce, or any other socio-economic factor. Girls
are just as likely as boys to bully and abuse others verbally, although boys are three times more
likely to be physically abusive.

There are different types of bullies produced in different types of homes. Author Susan Coloraso
identifies seven kinds of bullies. Among them are the hyperactive bully who does not understand
social cues and therefore reacts inappropriately and often physically. The detached bully plans his
attacks and is charming to everyone but his victims. The social bully has a poor sense of self and
manipulates others through gossip and meanness. The bullied bully gets relief from his own sense of
helplessness by overpowering others.

Bullies are often victims of bullies themselves. According to Dr. Peter Sheras, 40% of bullies are
themselves bullied at home or at school. Dr. Nathaniel Floyd's research shows that a victim at home
is more likely to be a bully at school. The reason may be that when a bully watches another child
appear weak and cowering, it disturbs him because it reminds him of his own vulnerability and
behavior at home.

Bullies have immature social skills and believe other children are more aggressive than they
actually are. If you brush up against a bully, he may take it as a physical attack and assault you
because "you deserve it, you started it," etc. Drs. Kenneth Dodge and John Coie's research indicates
that bullies see threats where there are none, and view other children as more hostile than they
are. The hyperactive bully will explode over little things because he lacks social skills and the
ability to think in depth about a conflict.

A bully's parents may be permissive and unable to set limits on their child's behavior. From early
on, the bully can do whatever he wants without clear consequences and discipline. His parents may
have been abused themselves as children and view disciplinary measures as a form of child abuse.
While their lax style may have been fine for an easy-going, older sibling, it will not work on this
more aggressive child. This bully may be allowed to dominate younger siblings and even take over
his entire family - everything will revolve around his agenda.

A bully's parents often discipline inconsistently. If his parents are in a good mood, the child gets
away with bad behavior. If the same parent is under stress, he or she will take it out in angry
outbursts against the child. This child never internalizes rules of conduct or respect for authority.
Self-centered, neglectful parents can create a cold, calculating bully. Since his parents do not
monitor his activities or take an interest in his life, he learns to abuse others when no authority
figure is looking. His bullying can be planned and relentless, as he constantly humiliates his victim,
often getting other children to join him.

A bully has not learned empathy and compassion. The parents of bullies often have prejudices
based on race, sex, wealth and achievement. Other people are just competitors who stand in the
way. Their child must always be the best in sports or academics, and others must be kept in an
inferior position. A University of Chicago study led suggested that bullies watch more aggression on
television and in family interactions. Aggression is rewarded and respected, and humiliating others
is tolerated. Compassion and empathy seem like weaknesses.