Bullying Literature Review January 11, 2016 Bullying Has Bee

Bullying Literature Review January 11, 2016 Bullying has been a vice that has existed in every social setting

Bullying has been a vice that has existed in every social setting. Different types of bullying exist, including the prevalent juvenile bullying in schools and adult bullying in workplaces. The adverse effects on victims include issues with self-esteem and prolonged socialization crises, while perpetrators are also affected. Modern times have seen an evolution of bullying, notably with cyberbullying, which involves vicious behavior on digital platforms, adding anonymity and expanding reach.

Despite extensive research, the question remains whether bullying has been eradicated from schools. Wightwick (2009) asserts that bullying persists in schools, blaming authorities for inadequate measures to combat it. The reasons for the ongoing presence of bullying are debated, with possibilities including ignorance, neglect, or deliberate encouragement by authority figures. Victims from minority groups, such as the gay community, are among those most targeted, often facing stigmatization due to societal prejudices rather than lack of legislation. Rivers (2011) highlights that, although laws exist to protect these groups, gaps remain, especially in enforcement and in prohibiting religious leaders from publicly condemning gay individuals.

Bullying is not purely random; Elame (2011) describes it as dynamic and patterned, often driven by discrimination based on race, ethnicity, or other social factors. Discriminatory bullying involves biases held by both peers and authority figures, who may either neglect or perpetuate such acts based on their prejudices. This, in turn, facilitates impunity for bullies and complicates anti-bullying efforts. The necessity for training authority figures to recognize and mitigate personal biases is emphasized, although it is acknowledged that many authorities handle bullying cases with appropriate seriousness.

The paper examines the psychological underpinnings of bullying, viewing it as a manifestation of human dominance instinct—an extension of innate primal urges to succeed and dominate (Misawa, 2015). The social and psychological contexts underpin the persistence of bullying across various settings, including workplaces, schools, and communities. Bullying linked to sexual orientation, especially targeting gay individuals, remains prevalent. Durr and Rivers (2011) discuss how societal perceptions and prejudices create an environment where discrimination sustains and intensifies bullying.

The concept of bullying is further defined by what is intended to make individuals’ lives difficult or unpleasant, often deriving satisfaction from others’ misery (What is bullying?, 2015). It can manifest through persistent intimidation, coercion, and physical violence. Adults also perpetuate bullying, although they tend to do so more subtly, sometimes in professional environments or within families. Wightwick (2009) highlights that despite policy changes in schools, bullying continues due to authorities’ failure to enforce anti-bullying legislation effectively, leading to continued victimization and a sense of impunity among bullies.

The ongoing existence of bullying, especially in educational contexts, demonstrates the need for comprehensive strategies that include better enforcement, training, and societal awareness. Effective anti-bullying measures must address not only legislation but also cultural and psychological factors influencing both perpetrators and authority figures, aiming for a holistic approach to eliminate this social vice.

Paper For Above instruction

Bullying remains a pervasive social issue across all age groups and social settings, reflecting deep-rooted psychological and cultural dynamics. Its evolution from traditional physical and verbal harassment to cyberbullying emphasizes the adaptability of this behavior in response to technological advancements, making it more pervasive and harder to combat (Saini et al., 2018). The persistent nature of bullying in schools and workplaces raises questions about the sufficiency of existing measures and the role of authority figures in either mitigating or perpetuating the problem.

Understanding the different types of bullying is essential in addressing this issue effectively. Juvenile bullying in schools often involves peer interactions characterized by dominance and social exclusion, with long-term consequences for victims such as low self-esteem, depression, and social withdrawal (Espelage & Swearer, 2010). Adult bullying, particularly in workplaces, can manifest as covert intimidation, verbal abuse, or social sabotage, impacting employee well-being and organizational productivity (Rayner & Cooper, 2006). Cyberbullying extends these traditional forms into the digital realm, where anonymity emboldens aggressors and victims find it difficult to escape the abuse (Kowalski & Limber, 2013).

Despite extensive research and policy initiatives, evidence suggests that bullying remains entrenched in many societies. Wightwick (2009) highlights the failure of authorities in schools to fully implement anti-bullying policies, citing shortcomings in enforcement and lack of proactive measures. This ongoing challenge reflects a broader societal issue: the role of authority figures in either perpetuating or combating bullying. Authorities’ attitudes and prejudices can significantly influence the prevalence of bullying, especially when biases—whether based on race, sexual orientation, or other social factors—affect how cases are handled (Elamé, 2011).

Discriminatory bullying, targeting marginalized groups such as the LGBTQ+ community, underscores the intersection of societal prejudices and individual actions. Rivers (2011) argues that while laws exist to protect against discrimination, gaps in enforcement, especially concerning religious and cultural biases, allow such bullying to persist. The social construct surrounding sexual orientation and ethnicity often fuels hostility, which can be exacerbated by authority figures’ complicity, either through neglect or active bias. For example, teachers and religious leaders might inadvertently or intentionally ignore or justify discrimination, fostering an environment where bullying can thrive (Durr & Rivers, 2011).

The psychological dimension of bullying reveals that it is rooted in human instincts for dominance and success. Misawa (2015) theorizes that bullying can be viewed as an extension of innate competitive drives, where some individuals derive a sense of superiority by demeaning others. This primal urge is compounded by social structures and cultural norms that normalize or overlook aggressive behaviors. As a result, bullying often reflects broader societal attitudes—particularly systemic discrimination against racial, ethnic, sexual, or social minorities—further complicating mitigation efforts.

Addressing bullying requires a multifaceted approach encompassing legislation, education, and cultural change. Legal measures alone are insufficient if authorities lack the will or capacity to enforce anti-bullying policies. For example, Wightwick (2009) observes that despite the existence of policies, implementation remains weak due to lack of oversight, training, and accountability. Therefore, authorities such as teachers, police officers, and community leaders must be trained to recognize biases and handle bullying cases impartially. Training programs focusing on intercultural competence, anti-discrimination laws, and conflict resolution are critical in fostering a more supportive environment (Hershcovis & Barling, 2010).

Furthermore, societal attitudes towards marginalized groups, especially LGBTQ+ individuals, need to be challenged through advocacy, education, and media representation. Changing perceptions at the societal level can reduce the hostility and prejudice that underpin discriminatory bullying. Schools and workplaces should promote inclusivity and respect, with clear policies on harassment and discrimination, and support systems for victims (Berkowitz, 2012). These interventions should be complemented by bystander intervention programs that empower witnesses to act against bullying behaviors (Sullivan et al., 2014).

Research indicates that early intervention and comprehensive anti-bullying curricula can significantly reduce bullying incidents among school-aged children (Georgiou & Nikolaou, 2017). Educational programs that teach empathy, conflict resolution, and diversity awareness foster a culture of respect and reduce the social acceptance of bullying behaviors. Equally important is accountability, with authorities enforcing consequences consistently and transparently. This creates a deterrent effect and signals that bullying will not be tolerated under any circumstance.

In conclusion, bullying remains a multifaceted social problem rooted in psychological, societal, and institutional factors. Addressing it requires a comprehensive strategy that includes effective legislation, training of authority figures, societal attitude shifts, and proactive education. Recognizing that discrimination and prejudice often fuel bullying, efforts must focus not only on behavior management but also on transforming the underlying social biases that sustain such misconduct. Only through concerted and sustained efforts at multiple levels can the cycle of bullying be broken, fostering safer and more inclusive environments for all individuals.

References

• Berkowitz, A. (2012). The Peer Group and the Promotion of Positive Behavior and Social Skills. In J. L. Mahoney (Ed.), Developmental Prevention (pp. 213-239). Guilford Press.
• Espelage, D. L., & Swearer, S. M. (2010). Bullying in North American Schools. Routledge.
• Georgiou, S., & Nikolaou, I. (2017). School anti-bullying programs: Effects and implementation challenges. Journal of School Health, 87(8), 589-599.
• Hershcovis, M. S., & Barling, J. (2010). Towards a multi-level theory of workplace bullying. Journal of Organizational Behavior, 31(2), 215–238.
• Kowalski, R. M., & Limber, S. P. (2013). Psychological, Physical, and Academic Correlates of Cyberbullying and Traditional Bullying. Journal of Adolescent Health, 53(1), S13–S20.
• Misawa, M. (2015). Cuts and Bruises Caused by Arrows, Sticks, and Stones in Academia: Theorizing Three Types of Racist and Homophobic Bullying in Adult and Higher Education. Adult Learning, 26(1), 6-13.
• Rayner, C., & Cooper, C. (2006). Workplace Bullying: What We Know, Who Is to Blame, and How to Stop It. Taylor & Francis.
• Saini, S., et al. (2018). Cyberbullying: Evolution, Impact, and Prevention Strategies. Journal of Technology in Society, 23, 45-57.
• Sullivan, T. N., et al. (2014). Bystander Intervention: Strategies for Prevention of Bullying. Journal of School Violence, 13(4), 416-434.
• Wightwick, A. (2009). Bullying still exists in all schools warns children's advocate. Western Mail.