CONTENTS

About This Course

Table of Contents

1. School Bullying: What It Is and Why It Hurts
2. The Role of Bullies, Victims, and Witnesses
3. Factors Contributing to Bullying and Violence
4. Screening and Assessment
5. Treatment For Children and Adolescents
6. Prevention and Intervention
7. Legal and Ethical Issues

Supplements
Case Studies
Fact Sheets
References
Resources

The ABCs of Bullying
Addressing, Blocking, and Curbing School Aggression

Why Do Some Children Become Bullies?

There are several theoretical perspectives that aim to describe why certain kids bully and others are bullied. Not all have received strong empirical support, but are nonetheless found in the research. Some possible explanations include: ref^, ref

1. Maternal-Child Relationship. This theory, which examines a child's early relationship with his/her mother, states that children in preschool and early school years who are sheltered from social interactions are ill equipped for normal interactions later. These children do not know how to handle conflicts that arise. When there is a conflict with a peer, these children exhibit inappropriate behavior that makes them different from their peers. They therefore become targets for bullying and victimization. These children are often timid, lack independent conflict resolution skills, and lack age-appropriate social skills.
2. Victim Hypothesis. This theory posits that bullies are attracted to the demeanor of overly anxious children and youth -- that there is something about that particular child that seems to be more vulnerable than his or her peers.
3. Difference Hypothesis. This attributes bullying victimization to external attributes of the child or youth. This could include obesity, vision impairments, braces, poor motor skills, cerebral palsy, disabilities, learning disabilities, sexual orientation, etc.
4. Social Identity Theory. A person's social identity is shaped by the school environment (including peers) and his or her interactions with it. If identification with the school is strong, then the school becomes a positive reference group for the student. For some bullies, evidence shows that the school community may not be so positive. As a student drifts towards a delinquent identity, the school environment becomes a negative reference.
5. Reintegrative Shaming Theory. At some level, many bullies feel shame for their behavior (though they may not consciously recognize it). Feeling shame can act as a barrier to positive identification with a school. Youth learn either adaptive or maladaptive shame management as they age. Youth who can recognize their wrongful behavior, take responsibility, and make amends can let go of the shame. For those students who do not know how to do this, their shame can be turned into anger, therefore pulling them away from their peers and a positive identification with the school. ref

Yet not all children who fit into one of the above categories falls prey to bullying. How a child reacts to the bullying can often determine how long bullying continues. Children with good coping skills, as well as those able to use a sense of humor, are less likely to become continued targets of bullies.

Clinicians can consider the above theoretical perspectives as they examine bullying in the context of the increasing importance of the peer group during late elementary and middle school. Early adolescents, seeking autonomy from their parents, turn to their peers to discuss problems, feelings, fears, and doubts. However, this reliance on peers exists concurrently with the need for status. ref It is during this time that peer groups become distinct, and issues of acceptance and popularity become highly important.