Bullyingis a serious problem experienced in most homes, learning institutionsand the society. The adolescents often view the act as the rite ofpassage in contrary to what the researchers highlights that bullyingis a learned behaviour. Such behaviour can be triggered by physical,social, academic or emotional development of the parties involved.Bullying is a problem that not only affects the youths but also cutsacross all other age brackets. Therefore, it is a complex socialissue, which demands courage, determination and strong leadership tosolve. Although it is a tough challenge, it must be out ruled. Thefreedom of technology enabling for anonymous, impulsive and fastercommunication, has also opened doors for bullying to an extent thattriggers more innovation and security measures.
Thepurpose of delivering this speech is to offer direction andsufficient guidance to school administration and school personnel inreducing and dealing with school-based bullying character among itsstudents. The statement also gives the guidelines on the best way todeal with effects of negativity within learning institutions affectedby bullying behaviour. These guidelines apply to all learninginstitutions mainly primary and post-primary schools since most oftheir students are below 18 years. For these procedures to work outefficiently, the school authorities and the personnel are required toadhere to them to deal with allegations and incidence of bullying.
Thespecific purpose of giving this talk is to equip you with theknowledge that bullying still exists in the present age, and there ishigh need to protect the learners and the staff from it. Similarly,discrimination and harassment are also other factors that come as aresult of bullying. Therefore, I believe that all the students, aswell as the employees, have the right to enjoy a safe, equitable andnon-biased learning environment. Besides, anybody who fails to adhereto these actions should be eligible for disciplinary action.
Toshed more light into the theme of discussion, the core ideas that sumup the topic include the main reasons why the students engage inbullying and if it is necessary in any way for them to participate insuch action. Another reason is to investigate the impacts of bullyingto the learners as well as the parents or teachers of the victims.And most importantly, it elaborates the applicable measures thatshould be incorporated to do away with the bullying in schools.
Thebest way that the school administration can deal with bullying is tounderstand what motivates other students to bully their colleagues.This should be the first step before taking any action. To back upthe same sentiment, according to Smith, Pepler & Rigby (2004)they came up with three interrelated reasons why some studentsusually bully their colleagues. Firstly, that the students who engagein such actions have a strong desire for power coupled with negativedominance. The negative dominance, in this case, is general and itcan either be triggered by academic performance, talent or jealouslythat they bully might have towards the opponent.
Secondly,they indicated that students who bully find pleasure in causingsuffering and injuries to other students. As a result, they feelcontented with their actions. Lastly, they suggested that studentswho bully are usually rewarded in one way or the other with materialsthings or psychologically for their mischievous behaviour. However,to some extent, it can also be argued that the kids who usually bullytheir colleagues often do so with the intention of seeking attentionfrom their peers since they may be lacking if from their parents orguardians. Older children may also be tempted to bully their juniorswith the intention to revenge the sad experience they went throughand to release their stress.
Theconsequences of bullying are world spread. However, it can bedifferentiated into three different categories. The categoriesinclude the bully, the student being bulled and the observer.According to Juvonen & Graham (2001) they observed that studentswho are bullied may end up feeling depressed, low self-esteem, recordpoor grades, experience health problems, and might attempt to commitsuicide. These effects can last longer than expected if they are notcontrolled in time. The second reason is that students who bullyothers had higher chances of engages in dangerous behaviours likedrinking alcohol, and adopt negative behaviours which might forcethem to drop out of school and even lose hope in life.
Lastly,the observer may also be affected indirectly by such action ofwitnessing how others are bulled, and this might cause fear, anattempt to participate, powerless act and guilt for not takingaction. Therefore, it is imperative for the school administration tofavour the three parties when drafting new rules and policies.Putting that into consideration will preventing the situation in timethus saving the child from becoming an emotional handicap in future.Furthermore, it will help the child from becoming anxious ordepressed for a long time due to young adult psychiatric.
Scholarshave always argued that the best way to prevent bullying is to stopit before it starts. However, at some point, it can even be tough topredict signs and symptoms due to the huge population of students inschools. Besides, Olweus, (2004) noted that preventing bullying is acollective responsibility that requires the attention of bothteachers, parents, and students. For teachers, it is mandatory toknow the laws and policies concerning bullying in your district andplay an active responsibility in implementing the requirements.
Theschool administrators are also required to treat students and otherstaff members with warmth and respect. This helps to instil trustamong teachers and the students thus reducing the fear in betweenwhile strengthening their relationship. Therefore, to ensure asuccessful end or reduction in school bullying, there is a high needto train school staff to understand bullying, know what the schoolrules and policies dictate about it, and the best ways to incorporatethe standards. Whichever option the school goes for concerningtraining, it can only be successful when the staffs are involved indesigning messages and content, and if they are satisfied thatstudents grasp their ideas.
Inconclusion, it is, therefore, evident that bullying is a greatchallenge in many schools, and it can be of any form. Thus, it isupon the school administration, parents and the students avoid it.But the good thing with the related procedures is that they are notexpensive or rather time-consuming since they involve simpleactivities that can impact bigger differences. Therefore, there is nodoubt that ones the teachers understand the psychology behindbullying it becomes much easier to deal with the situation and savethe children from potential dangers that await them in future.
Juvonen,J., & Graham, S. (Eds.). (2001). Peerharassment in school: The plight of the vulnerable and victimized.Guilford Press.
Olweus,D. (2004). Bullying at school: Prevalence estimation, a usefulevaluation design, and a new national initiative inNorway. Associationfor Child Psychology and Psychiatry Occasional Papers, 23,5-17.
Smith,P. K., Pepler, D., & Rigby, K. (2004). Bullyingin schools: How successful can interventions be?.Cambridge University Press.