Edward Brown, M.S.
Introduction
Bullying has become a hot issue in recent times.
According to the StopBullying.gov web
site, bullying is defined as “Unwanted, aggressive behavior among school aged
children that involves a real or perceived power imbalance. The behavior is
repeated, or has the potential to be repeated, over time. Both kids who are
bullied and who bully others may have serious, lasting problems.”
Bullystatistics.org
quoted that, When it comes to verbal
bullying, this type of bullying is the most common type with about 77 percent
of all students being bullied verbally in some way or another including mental
bullying or even verbal abuse. These types of bullying can also include
spreading rumors, yelling obscenities or other derogatory terms based on an
individual's race, gender, sexual orientation, religion, etc. Out of the 77
percent of those bullied, 14 percent have a severe or bad reaction to the
abuse, according to recent school bullying statistics. These numbers make up
the students that experience poor self-esteem, depression, anxiety about going
to school and even suicidal thoughts (bullycide) as a result of being bullied
by their peers. Also as part of this study, about one in five students admitted
they are responsible for bullying their peers. Almost half of all students fear
harassment or bullying in the bathroom at school, according to these school
bullying statistics. As a result of this fear and anxiety of being bullied,
many students will make excuses or find ways around going to school. School
bullying statistics also reveal that teens ages 12-17 believe they have seen
violence increase at their schools. In fact, these numbers also show that most
violent altercations between students are more likely to occur on school
grounds than on the way to school for many teens (para. 2).
In a recent focus group conducted by Edward Brown of Core
Edge Police Professional Development to high school students ages 16-18 in the
metro Atlanta (GA) area, Brown uncovered some interesting opinions that served both
as the state of school age bullying and what can be done to eradicate it. Brown
defines Micro-Terrorism as “A systematic or pattern of violence and
intimidation against an individual or small group to achieve power.” This report seeks to create a framework as a
basis for adopting recommended solutions to the bullying problem.
Statement of Problem
Because of the insular world of young people, adults have
less influence or interaction with student daily existence in rectifying school
age bullying. Consequently, victims of
bullying have to develop practical means for developing effective assertive and
self-confidence building skills. The world of young people is reminiscent of
the TV show, “The Little Rascals,” where adults and authority figures are
tableau to this world. Consequently, the
thought of going to an adult to report bullying based on this insularity is
antithetical to youth psychodynamics. As such, to cope within this environment,
students have to be provided the skills to survive and thrive. One of the key components that came out of
this focus group was that bullying centered on the acquisition and maintenance
of power. Moreover, in some instances there might be a correlation between
subcultural value systems coupled with societal exclusion that perpetuate
bullying.
Sample
This group consisted of six boys between the ages of 16
and 18. They came from backgrounds within the lower socioeconomic strata.
Perhaps two of the six expressed middle class values as well as exposure to
higher disposable income. It is important to note that they were participants
within a GED program where they opted to attend based on poor academic
performance within a traditional high school setting. This distinction is important, because bullying
may take on different characteristics based on cultural dynamics. For example,
within certain communities, values like the ability to fight well, attract the
opposite sex, play sports, and exhibit a “cool” or trendy persona, are highly
regarded. Such values may be a response to limited education, money, and
significant professional contacts that lend themselves to traditional factors
for acquiring power. Consequently, in this context, power within these
communities may be a response to the lack of inclusion within the majority
culture. The term “Power” came up several times during the discussion, and was
viewed as a response to a lack of empowerment on the part of the bully, as well
as a sense of jealousy by the bully for ideal traits seen in the victim.
Methodology
The ideal research method encompasses qualitative and
quantitative research. A great deal of
this data is qualitative, anecdotal, and subjective. Additionally, the analysis
is derived from the statements of participants, personal experience, and the
current research on the interplay between power and relationships. Correlations
that cannot be quantified will attempt to draw out several options represented
through qualitative analysis as a means of exploring and explaining phenomenon.
Discussion
Students pointed out that both the bully and the victim
have a sense of disempowerment. The bully feels that he cannot have an ideal
life based on lacking certain financial resources, smartness, or
attractiveness. In response, the victim of bullying feels overwhelmed or
“terrorized” by the state of constant fear.
Students noted that due to the insular world of youths,
victims of bullying do not reach out to adults or authority figures. It was felt that such adult intervention only
heightened the problem. Adults are
viewed as intruders to the youth world. Any introduction of adults into this
world by another youth is a violation of unspoken rules. Also, “ratting out” or
reporting the activity of another student to an adult was seen as taboo.
Students acknowledged that bullying has led to suicides
and homicides, but suggested that bullies do not think or consider the “end
game.” In other words, the possibility of a victim harming himself or others as
a result of bullying never enters the bully’s mind. Essentially, the bully is lashing out based
on internal feelings of inadequacy, not intentionally trying to inflict
long-term harm on a victim.
Some of the students admitted being labeled bullies
themselves. One of the participants
shared that the death of his mother made him feel that students with living
mothers had an advantage over him. Although he had a reputation as a trendy,
popular dresser, he still felt an emotional void due to his mother’s death. Consequently, he took his aggression out on
other students. The subject of low self-esteem and jealousy that caused
powerlessness was a recurring theme. Most agreed that bullies simply did not
like themselves or their options in life.
When asked what steps could victims of bullying take to
ward of bullying, a few solutions were provided. First, the victim can confront
the bully. In some instances, the bully
befriends a victim to discover a victim’s soft or weak points. Much like a
criminal who looks for easy prey, a bully is attempting to determine the amount
of rejection he may receive from a potential victim. If he does not receive any push back the very
first time he lodges a verbal or physical attack, he exploits this perceived
weakness within the victim. Students advised that in the very first encounter, the
victim must demonstrate resilience and assertiveness by warding off bully
attacks. The victim does not have to win decisively over the bully, but has to
demonstrate assertiveness, self-confidence, and a will to be independent.
Secondly, students discussed the aspect of “indirect
power,” where other individuals demonstrate a high degree of power to intercede
on behalf of the victim. These allies may be older siblings, adversaries to an
identified bully, or individuals that a bully fears or respects among his
peers. Ultimately, a victim feels that
reinforcements are the only way a bully can be effectively dealt with. A third form of power titled, “Consolidated
Power,” involves a victim using his personal skills and talents to leverage
these skills and talents in exchange for power.
An example would be a victim, who is proficient in math, leveraging his
skills to the school football team in exchange for protection against bullies.
This would be no different, in a geopolitical sense, than a small country
seeking the aid and protection of a superpower in exchange for access to a
small country’s resources or strategic positioning.
Since victims of bullying exist in an insular world, they
have to acquire the tools and skills to ward off stronger adversaries. This
flies in the face of pundits who place greater emphasis on adult intervention.
Adult intervention is necessary, but must be inclusive within a long-term
strategy. This is critical because
students postulated that bully suspensions only heightened bullying, because
bullies adopt an “Institutionalized” mentality, reminiscent of prison inmates,
but reversed. Whereas, inmates become accustomed to being incarcerated and
embrace the experience, bullies don’t enjoy school and enjoy the experience of
not being in school. If a bully is not
academically inclined, suspending him from school supports his intentions, not
thwart them.
Overwhelmingly, students felt that bullying would always
be present. Because of the human need for power and the greed and jealousy that
are derived from a competitive world, bullies will find ways to obtain power.
Solutions
Students suggested that fear can serve as a motivator for
curtailing bully behavior. Fear has to
be a motivator for a bully. Programs like “Scared Straight,” where youth
violators are ushered into a prison to mingle with inmates may serve as a
deterrent. Inmates are encouraged to threaten, bully, harass, and intimidate
student violators as a means of positive behavior modification. This fear
serves to instill introspection and reconsideration on the bully’s part. In addition, since bullies are purported not
to be conscious of the results of their actions, they are encouraged to visit morgues
to demonstrate the results of their behavior.
Psychologists assert that people are moved more by fear of loss than the
hope for gain. Students also suggested
that bullies should seek counseling for low self-esteem, jealousy, and anger
management. Much like the U.S. Military, bullies have to be broken down to be
built up.
Conclusion
Currently, it seems that school age bullying is on the
rise. If the genesis of bullying is representative of powerlessness, then it
will continue to grow exponentially. The reach of the Internet, in a
borderless, global economy, will continually evolve where individuals feel even
more insignificant and irrelevant.
Consequently, individuals will act out in aberrant ways to seek
attention or assuage feelings of powerlessness.
The easy accessibility of firearms coupled with the desensitization of
human life via multimedia and computer games, suggests that harming and killing
others out of fear will also rise. Powerlessness within an insular world,
reinforced through Pop culture, creates an incendiary environment that is
consistently exploding.
Recommendations
· Develop assertive and self-confidence
building classes for students who have been bullied
· Identify bullies and use behavior
modification tactics that restrain bullying behavior
· Create ancillary programs apart from school
suspensions for bullying
· Institute sensitivity and diversity training
as part of core school curriculum
· Activate psychologists into school systems to
address cases of disempowerment, anger and low self-esteem
· Partner with law enforcement agencies and
Department of Family and Children Services (DFACS) to monitor households that
have been identified as volatile to the psycho-emotional health of children
· Develop advanced interpersonal relationship
skills that encourage students to communicate openly
· Create personal development seminars for parents
to address outstanding problems
About the Author
Edward Brown, M.S., is a researcher and lead instructor
for Core Edge Police Professional Development.
Ed is a former Atlanta police officer and has trained command staff and
supervisors throughout the U.S. on communication and leadership development
skills. He also is an Adult Education instructor for the Atlanta Public School
System.
He has advanced legal training from the University of
Dayton School of Law and a master’s degree from Mercer University in Public
Safety Leadership.
Ed is the author of nine books including: How to Keep the World From Bullying You: Becoming More Assertive and Self-Confident for Smart and Gifted Students and Police Leadership: The Morale Driven
Police Department.
For more information on dealing with bullying, visit: http://www.amazon.com/Keep-World-From-Bullying-Self-Confident-ebook/dp/B00IFVNDAU
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