Bullying BehaviourBullying has sinc

Bullying Behaviour

Bullying has since been regarded as a global behavioural problem that occurs in schools.





1 Department of Guidance and Counselling, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria.


Indeed, the phenomenon of bullying behaviour has increasingly become a worldwide problem that demands the attention of all stake holders in the educational system. This situation appears to have reached a stage where it can be said that almost every student has been bullied or involved in bullying at one time or another during their educational programme or career. Researchers in their different studies have observed that bullying is a regular occurring behaviour problem that is present in almost every school (Rigby, 2007; Neto, 2005; Olweus, 1993; Limber & Nation,
1997).


Bullying is a distinct form of aggression characterised by a repeated and systematic abuse of power (Olweus, 1999; Rigby, 2003). Bullying occurs when one or more students seek to have power over another student through the use of verbal, physical or emotional harassment, intimidation or even isolation (Zirpoly, 2009). According to Mitsopoulou and Giovazolias (2013), bullying is an intentional, continual aggressive behaviour towards a person, the victim, who cannot defend himself, and this usually involves an imbalance of power between the aggressor and the victim. Any behaviour a person exhibits, with the intention to hurt another person physically or psychologically, for no just cause, is considered an act of bullying (Nwokolo, Ayamene & Efobi, 2011). Giving reference to British legal definition, Kim (2004) saw bullying as a long-standing violence, physical or psychological, carried out by an individual or a group and directed against an individual, who is not able to defend himself in the actual situation, with a conscious desire to hurt, threaten or frighten the individual or put him under stress.


From the definitions, it is clear that not all aggressive behaviour is referred as an act of bullying. Hence there are basically three elements that make a behaviour an act of bullying. i. There is an intention to hurt another person, the victim. ii. There is an imbalance of power: bullying occurs between a stronger and a weaker person. iii. This occurs repeatedly, not just once. Bullying is believed to be continually present in the schools apparently because the students involved do not consider it as aberrant behaviour or because most teachers and parents do not recognize it as a serious problem (Neto, 2005; Limber & Nation, 1997; Nwokolo, et al, 2011).


Bullying is not a distinct behavioural problem that is peculiar to a particular culture, rather it is prevalent worldwide (Cook, Williams, Guerra, Kim & Sadek, 2010; Kanetsuna & Smith, 2002).


Research indicated that between 10% to 30% of children and youths are involved in bullying at different prevalent rates (Cook, et al, 2010; Solderg & Olweus,
2003). Similarly research in different countries reported bullying and victimization rates at 9% to 32% and 3% to 27% respectively (Berger, 2007). Also a World Health Organization, WHO, survey of 35 countries indicated that rates of bullying and victimization are both 11% among school children (Craig & Harel-Fish, 2004). According to Mitsopoulou and Giovazolias (2013), 15 to 20% of students in America experience repeated bullying and victimization at some time during their school career.


Bullying can take different forms or patterns among students. Some of this patterns or kinds of bullying, according to Mitsopoulou and Giovazolias (2013) include: direct/physical/verbal attack, indirect aggression (via a 3rd party), relational aggression (damage to peer relationship), social aggression (damage to self-esteem or social status). The following are some specific examples of bullying. Physical bullying: hitting, kicking, pushing, taking or damaging others personal belongings; verbal bullying: name-calling, threatening; indirect bullying: excluding, isolating, gossiping, malicious rumour spreading, withdrawal of friendship (Kim, 2004; Nwokolo, et al,
2011). Other forms of bullying include use of technology like sms, internet chatting, emails, phone calls (Patchin & Hinduja, 2006).


Basically, two parties/categories of people are involved in bullying behaviour namely, the bully and the victim. There could be a third party known as the bystander or witness (Nwokolo, et al, 2011; Neto, 2005). These will be discussed briefly.


The bully also known as the aggressor is the architect or the initiator of the bullying behaviour. The bully derives joy or satisfaction in inflicting pain on others. According to Neto (2005) and Nwokolo et al (2011), bullies are generally characterized by the following antisocial behaviours or attitude: impulsiveness, high opinion of self, popularity among peers, proneness to violence, supportiveness of violence, less satisfaction with the school and family, readiness to fight, tendency to take drug or alcohol.


The victim, otherwise known as the bullying target, is the student who is exposed to repeated negative actions on the part of one or more students (Neto,
2005).


The victims are usually oppressed and subjected to pain and stress by the bullies because the former in one way or the other seem less important and less advantaged than most of the students. The bullying victims are associated with the following characteristics: physical weakness, lower self-esteem, passiveness in social activities, shyness, depression, anxiety, lack of social skills and friends, tendency to avoid school and social activities (Neto, 2005; Zirpoly, 2009;). Victims of bullying do not usually reveal their ordeal apparently because they feel embarrassed, afraid or even doubtful if the school authority will come to their aid.


The witness or the bystander refers to the category of students who are usually present in the bullying environment but do not directly get involved. According Neto (2005), the bullying witness can be classified as helpers if they partake in bullying behaviour; supporters if they support the bullies; and defenders if they defend or protect the victims and call the attention of adults to help out.


Obviously bullying behaviour brings with it a lot of negative effects, not only for the victims, but also the perpetrators. According to Kim (2004) the victims of bullying experience lasting behavioural and psychological problems which include depression, high anxiety, and low self-esteem. Also Rigby (2000) observed that victims experience low social support, higher anxiety, and social dysfunction. Some victims try to avoid the bullying environment by staying away from school.


A number of factors can be responsible for the development of the attitude of bullying in students. According to Neto (2005), the world outside the school is reproduced within the school. Also Cook, et al (2010) believe that factors like family home environment, school climate, community factors, peer status and peer influence can be related to bullying behaviour.


Fielder (2008) believed that the development of bullying can be viewed as part of a large process of interaction, with the home at its root. Thus he opined that bullying behaviour is to a great extent believed to be a by-product of family dynamics. Likewise researchers observed that the quality of the environment and the family can be linked to the adolescents’ relationship and behaviour at the school (Joronen & Astett.kurki, 2005; Fielder, 2008, Cook, et al, 2010). All these point to the possible link between bullying and familial factors. Thus the present study seeks to specifically look into the relationship between parenting style and bullying tendency among students/adolescents.