Bullying is a subject that has generated a lot of attention over the past years across the society because of its common nature. This concept today has incorporated other aspects in the workplace as well as cyberspace. Bullying in the society is highly associated with the presence of people from different backgrounds, religion, gender, appearance or race.
This research study therefore focuses at attracting attention to the current bullying situation in the society, outlining where and how it happens as well as explaining the reasons behind its sustenance in the society. It also discusses ignorance in the society especially amongst the parents in relevance to the subject that forms prime issues contributing to existence of bullying.
The significant issues of concern leading to this research as well as objectives are also outlined clearly and explained. This study features 3 major dimensions on bullying including
- Workplace bullying and
- School bullying
Key words: bullying, cyberbullying, victims, perpetrators, workplace bullying
In the past years, bullying has attracted a lot of attention because of its frequency. Bullying involves the use of power or threat to abuse or coerce others. It can also be defined as the use of force to achieve control over others. According to Olweus (1999), bullying can also be explained as an aggressive subset of behaviors with recurring aggression and in which, power imbalance occurs to an extent where the victim is not in a position to defend himself or herself.
The problem today has been quite recurrent and occurs even in the workplaces as well as cyberspace. The event is often interlinked with presence of differences in the society especially on race, religion, sexuality, size, ability, gender and strength (Erickson, 2006).
The rate of bullying across the society has increased significantly with different reports having realized that up to 15percent of students are being regularly bullied and others have become initiators of the vice itself (Olweus, 1993). However, the limits of the subject were extended to cyberspace as well as workplaces where bullying is increasing tremendously (Cowie, Naylor, Rivers, Smith & Pereira, 2002).
Rationale for Research
The dimensions of bullying in the society today have created dire need for addressing the issue based on the fact that it has been accorded little attention. It has also been noted that perpetrators of bullying in school years keep on with the behavior during adulthood. In a research study carried on those evaluated as bullies among grades 6-9, 60 percent of had already one legal conviction at the age of 24 years (Olweus, 1993).
Bullying subjects on the other hand have also been exposed to school isolation by their peers and therefore, they are not willing to mingle with them lest they lose their status as well as placing themselves at risk of being intimidated (Olweus, 1993). Additionally, bullying at workplace has also generated a lot of concerns because it has been identified as one of the common issues in the working environment.
Many professional organization departments and trade unions are being enlightened on bullying in form of social exclusion, intimidation, public humiliation and calling of offensive names which have the ability to reduce an individual’s integrity as well as confidence leading to reduction in efficiency of workers.
Those bullied also report how the act affected them physically and mentally with other more complaints of stress, depression and low self-esteem (Olweus, 1993). Cyberbullying is one of the dimensions of bullying and has grown to a noticeable extend with its impact on victims seen in different suicide cases amongst the youths (Schneider, O’Donnell, Stueve, & Coulter, 2012).
This type of bullying has also been favored by reduced responsibility of perpetrators compared to face to face interactions as well as the fact that the crime is committed online and it has enabled them to maintain anonymity.
This research study was driven by different objectives. First of all, there was dire need to analyze bullying prevalence amongst the youth and to determine the kind of relationship that exists between perpetrators of the act and those being bullied in respect to psychological adjustment that is inclusive of problem behavior, social and emotional adjustment, parenting and school adjustment.
Additionally, there was need to evaluate the extent of bullying in other places including the workplace with different organizations realizing that there is need for change in workplace culture. This is because it has fashioned the search for creating clear company policies to prevent bullying of employees.
Bullying prevalence in the society can be defined by the fact that little attention has been given to the matter. Parents in many situations are not even aware of the problem and they do not discuss the problem with their children in most cases (Olweus, 1993). In the end, victims of bullying are persuaded that the intervention of parents or adults would not be significant but it would instead worsen the problem.
According to shared opinions by a group of surveyed students on the issue, those bullied are responsible in one way or the other for being victims. They also agree that bullying hardens victims who are otherwise seen as weak people. Some also felt that the vice taught victims ideal behavior. This can also be explained by the fact that little attention has been given to the matter and more specifically on educating the public on the subject as well as its effects on perpetrators and victims (Charach, Pepler, & Ziegler 1995).
Definition of Terms
Bullying: this is act of quarrelling, blustering or intimidating weaker or smaller people in the society
Cyberbullying: this is an act of subjecting someone to distress online by communicating or sending mean anonymous messages
Perpetrators: these are specific persons who commit bullying
Prevalence: this means the extend or occurrence of the vice
Victims: these are specific individuals who suffer as a result of being bullied
Victimization: this is act of being made bullying victim
Bullying rate has increased significantly across the society with many reports establishing that up to 15 percent of students are regularly bullied or even become perpetrators of the vice. The limit of the problem has also extended to cyberspace and to workstations. The realization of the issues is also occasioned by the fact that little attention has been accorded to the subject.
Additionally, there have been different cases of other upcoming issues on the subject including workplace bullying and cyberbullying which require drastic measures to ensure their reduction and prevention in the future.
Charach, A., Pepler, D., & Ziegler, S. (1995). Bullying at school – A Canadian perspective: A survey of problems and suggestions for intervention. Education Canada, 35 (1), 12-18.
Cowie, H., Naylor, P., Rivers, I., Smith, P. K., & Pereira, B. (2002). Measuring workplace bullying. Aggression and Violent Behavior, 7(1), 33-51.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell. ED 384-437.
Olweus, D. (1999). Sweden. In: P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The nature of school bullying: a cross-national perspective (p.7–27). London: Routledge.
Schneider, S. K., O’Donnell, L., Stueve, A., & Coulter, R. (2012). Cyberbullying, school bullying, and psychological distress: A regional census of high school students. American Journal of Public Health, 102(1), 171-7. Retrieved from http://search.proquest.com/ docview/1004790733?accountid=1611