Bullying: Definition, Types, Causes, Consequences and Intervention

Abstract

Bullying is repetitive aggressive behaviour with an imbalance of power. Research, especially on school bullying, has increased massively in the last decade, fuelled in part by the rise of cyberbullying. Prevalence rates vary greatly. This is in part because of measurement issues, but some persons, and groups, are more at risk of involvement. Victims suffer from bullying, but some of those who perpetrate bullying can be socially skilled and get at least short-term benefits from their behaviour. Individual, family, school class, school and broader country factors can inf luence the chances of involvement. Beyond individual coping strategies, there have been many anti-bullying interventions developed over the last 30 years. Metaanalyses of these programmes show that they have had some success. Further progress is needed in establishing the most effective components and in tackling cyberbullying.

Harassment and Bullying among Students in Higher Education Institutions: Manifestation of Single Cases of Harassment and Bullying in Aspects of Demographic Variables

“…However, prevalence rates of harassment and bullying fluctuate in various researches. Such fluctuations might be determined by a number of factors, including what definition is used or what repeatability is considered as bullying already (Smith, 2016). Different data might be determined by both the used research methodology, and socio-cultural or economic environment of the researched set (Sánchez et al, 2016).…”

“…However, comparison of such results with the results of other authors is complicated because the researches point out discrepant results. Though many researchers state that boys of different age should be considered as being at risk for involvement in bullying both as bullies, and as victims (Smith, 2016;Jormanainen et al, 2014;Iossi Silva et al, 2013;etc. ), other researches tend to distinguish girls as the ones more often suffering from bullying (Malecki et al, 2015;Schneider et al, 2012).…”

“…In this regard, the results of the performed research correspond to those of Meriläinen, Puhakka and Sinkkonen (2015), who, by analysing students' suggestions for eliminating bullying pointed out that women are more supportive in striving to understand and help to those who experienced assaulting behaviour. Women, as the ones who more often take the role of defenders, are distinguished by others as well (Smith, 2016), and school researches (Hunter and Boyle, 2004) distinguish masculine gender namely as the one less applying to teachers concerning bullying and seeking for help both for themselves and others.…”

“…In dominance of ways and forms of bullying, gender differences are significant as well. Masculine gender is the gender that more often participates in direct and especially direct physical bullying, meanwhile, girls are more implementing indirect or direct verbal bullying (Smith, 2016;Jormanainen et al, 2014;Nishina, Juvonen and Witkow, 2005;etc.).…”

Parents’ Responses to Coping with Bullying: Variations by Adolescents’ Self-Reported Victimization and Parents’ Awareness of Bullying Involvement

“…Bullying is an intentional and aggressive behavior that is repeatedly performed by one or several individuals against someone unable to defend him/herself (Smith 2016). Bullying can be verbal (e.g., name calling, threats), physical (e.g., punching, kicking hitting, harming personal belonging), and can include social-relational aggression (e.g., rumor spreading, social exclusion).…”