Bullying: Traits, Consequences, and Interventions Jacki Porter

NATIONAL POLICY BOARD FOR EDUCATIONAL ADMINISTRATION  The Standards for Advanced Programs in Educational Leadership support the reduction and elimination of bullying, specifically represented in criterion 2, 3, 4, and 5.  These standards encourage diversity, promote admiration and accomplishment for all learners, represent a positive and secure educational climate, and recognize the importance of pooling resources.

Did You Know? Each day, approximately 70 percent of the student body in a typical educational setting is impacted by bullying behavior, be they the victim, the bystander, or the actual bully. (Alexeyev & Beaty, 2008)

Definition of a Bully A bully is an antagonistic individual who coerces or abuses others, causing them to feel vulnerable and powerless.

Victimization Peer bullying is a universal dilemma with sobering consequences.

Bullying Traits  Although most are boys, female bullying should not go unnoticed.  Bullies choose to persecute their classmates most often, because they are familiar with them.  The fundamental problem in bullying behavior stems from the desire to be accepted and recognized by others.  Bullying can be physical, verbal, non-verbal, or relational in nature. (Alexeyev & Beaty, 2008; Goossens & Olthof, 2008)

Cyberbullying  The National Crime Prevention Council states that “surveys show 43 percent of youths have been cyberbullied” (Willard, 2008, p. 53).  Imposing consequences for cyberbullying has become a difficult task for administrators. “The problem is that most incidents of cyberbullying occur off-campus, as students have more unsupervised time. But the impact is at school, where students are physically together” (Willard, 2008, p. 54).

Bullying and the Need to Belong  OUTSIDERS steer clear of association with the bully.  DEFENDERS seek to assist the injured party.  SPECTATORS are invited by those who reinforce the bully. (Goossens & Olthof, 2008)

Bullying Consequences  School climate is affected by bullying, where students may feel uncomfortable, aggressive, or scared.  The effects of bullying may include dropping or failing grades, the need for psychological care, inability to concentrate, or suicide attempts.  Students who choose to ignore the bully, or who assert themselves, seem to fare better than those who seek the help of others. (Boulton, 2008; Willard, 2008; Bradshaw & Waasdorp, 2009)

Bullying Interventions  The need for an effective comprehensive bullying intervention plan is paramount.  Classroom discussion, peer support, teacher in- service, a survey battery, and role-playing afford students the opportunity to learn proper conduct and viable problem-solving options.  Collaboration of school officials, students, parents, and community members is needed. (Alexeyev & Beaty, 2008; Card & Hodges, 2008)

Maslow and Bullying  Bullying behavior can best be described by Maslow’s hierarchy of needs.  Students struggle with a sense of belonging and the ability to love, because their basic needs have not been met.  Only after satisfying their physiological necessities can human beings proceed to concerns of safety; likewise, security and protection must be achieved before graduating to social issues. Individuals who regard themselves as worthy are better equipped to treat others with respect.

All for One~~One for All Everyone is adversely affected by the actions of a bully; therefore, it is in society’s best interest to have everybody participate in the solution.

References Alexeyev, E. B., & Beaty, L. A. (2008, Spring). The problem of school bullies: What the research tells us. Adolescence, 43(169), Boulton, M. (2008, June). Pupils’ perceptions of bullying and disruptions to concentration and attention to school work. Pastoral Care in Education, 26(2), doi: / Bradshaw, C. P., & Waasdorp, T. E. (2009). Measuring and changing a “culture of bullying”. School Psychology Review, 38(3), Card, N. A., & Hodges, E. V. (2008). Peer victimization among schoolchildren: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23(4), doi: /a Goossens, F. A. & Olthof, T. (2008). Bullying and the need to belong: Early adolescents’ bullying-related behavior and the acceptance they desire and receive from particular classmates. Social Development, 17(1), doi: /j x Willard, N. (2008, September). We hate Ashley. District Administration, Retrieved from