Factors Leading to Bullying

Factors Leading to Bullying

• Personal Characteristics: Aggressive behavior patterns coupled with physical strength, a high need for power and control, and a perceived hostile family environment contribute to bullying.
• Benefits of Bullying: Bullying behavior can lead to increased prestige and popularity, which is linked to physical strength.

External Influences - School

• Teacher Factors: Low teacher morale, frequent teacher changes, unclear behavioral standards/rules, inconsistent disciplinary methods, and inadequate supervision contribute to a negative school environment.
• Lack of Individual Recognition: Students not being recognized as individuals also plays a role.

External Influences - Media

• TV and Aggressive Behavior: Exposure to aggressive behavior in media, particularly television, significantly increases bullying behavior in children who are prone to violence.
• Susceptibility to Media Effects: Some children are more susceptible to the negative effects of television than others. Excessive TV viewing can correlate with heightened anxiety, discord, insecurity, and fear of rejection.

External Influences - Family

• Father Absence: The absence of a father figure can be a factor in bullying.
• Divorce: Divorce and/or conflict within the family can contribute to bullying behavior.
• Depressed Mother: A depressed mother can contribute to a harmful family environment which can lead to bullying.
• Domestic Conflicts: Family or domestic conflict can contribute to bullying.
• Extended Family: Issues within the extended family system can be a contributing factor.
• Socio-economic Disadvantage: Socio-economic disadvantage often correlates with a higher likelihood of bullying.

External Influences - Family (cont.)

• Emotional Attitudes of Caregivers: Emotional attitudes, degree of closeness and warmth or indifference of the person caring for the child are significant contributors (this may include attitudes towards aggression and lack of setting boundaries).
• Use of Physical Discipline: Use of force, physical punishment and/or violence in raising children increase the likelihood of bullying behavior.

Bullying Prevention Program

• Overall Goal: The program aims to prevent bullying, help involved children (bully and victim) and improve their behavior.
• Participation: Adults in the school need to be aware of and participate in the program.
• Levels of Action: The program integrates school, classroom, and individual levels of intervention.

Bullying Prevention Program - School Level

• Research & Analysis: Situation analysis and research to understand the issue
• Collaboration: Effective cooperation between teachers, administration, and parents is vital.
• Enhanced Monitoring: Establishment of a more effective monitoring system.
• Improved Environments: Making playgrounds and social activities more effective.

Bullying Prevention Program - School Level (cont.)

• Communication & Consensus: Organizing teacher/parent meetings, establishing common language and consensus among teachers, and carrying out awareness-raising activities for parents along with effective guidance studies are useful strategies.
• Rules & Expectations: Clear, consistently applied rules are essential to address bullying behavior.

Bullying Prevention Program - Classroom Level

• Class Rules: Establish clear rules about acceptable and unacceptable behavior in interpersonal relationships.
• Class Meetings: Regular class meetings create a positive social atmosphere while encouraging communication.
• Emotional Awareness: Utilizing drama, role-playing, story-telling, and art can boost emotional awareness and empathy.

Bullying Prevention Program - Classroom Level (cont.)

• Cooperation & Goals: Organize group work to help students cooperate by establishing a common goal, and encourage appreciating and rewarding positive behaviors as well as understanding the consequences of negative behaviors.
• Parent Involvement: Regular parent meetings are also important.

Bullying Prevention Program - Individual Level

• Immediate Intervention: Bullying should not be ignored; teachers should address the issue directly and immediately.
• Addressing Jokes: Point out jokes that aren't harmless; it is important to differentiate from jokes that don't get a positive response.
• Recognizing Accidents: Address accidental incidents; help, support, and encourage apologies for accidents.
• Ownership and Responsibility: Help students understand that it is important to take ownership of their actions, and to avoid using excuses about borrowed/found objects.

Bullying Prevention Program - Individual Level (cont.)

• Understanding Feelings: Actively listen and focus on the feelings of all involved parties (bully and victim), organize meetings where interviewing each person individually (in groups, if needed).
• Emphasize Responsibility: Don't blame, highlight responsibility. Provide care, help understand the victim's feelings.
• Protecting the Victim: Protect the victim from further abuse; involve key students/higher grades in keeping the victim safe.
• Addressing Behavior: When talking to a bully, focus on problematic behaviors, not their personality.
• Seeking Professional Help: The counseling services in the school should be used effectively.

Bullying Prevention Program - Individual Level (cont.)

• Parent Communication: Inform parents of the situation, seek their cooperation, and develop a common solution plan.

Explore the various factors contributing to bullying, ranging from personal characteristics to external influences such as school environments and media. Understand how aggressive behavior patterns, teacher morale, and media exposure play a role in this complex issue.