Bullying or bullying, causes and consequences
Concept
The word bullying was created by Dan Olweus, a Norwegian researcher, who points out that "Bull" means bull, so Bullying is acting as a bull passing on others without mercy (Olweus, 1997). This term is called a hand, intimidation, harassment or bullying to refer to aggressive behaviors repetitively to a student or group of them over others, with the intention of harming.
Before the denomination of that term the ethologist Lorenz (1972), observed the behavior of birds towards another species that attacks it violently, what later applies in the workplace by the psychologist Heinz Leyman.
On the other hand, according to Moliner (2007), he defines harassment as an action to harass.
Meanwhile, nuns and Avilés (2004) bullying is the frequency of repeated aggressions towards a student;The cases of heavy games, academic disinterest, social behavior and fights are not considered as such. In the same way, Cerezo, (2001) mentions that repeated and increasing aggressions establish an abuse of power between victim and aggressor. The aggressors show physical, psychological and social superiority about the victim so that he cannot defend himself, thus being frightened and persecuted.
Ortega et al., (2001) points out that those aggressions that are considered bullying are those that have no justification, harmful, hurtful, uncomfortable and cause psychological damage in the victim.
Causes
In general, causes are usually personal, family and school as well as media.
Personally, the stalker is considered superior and sometimes has the support of others, and because the harassed is someone who cannot defend himself. In the familiar, violence can originate from the absence of parents or presence of violent parents who lead to aggressive behavior in children, on the other hand, marriage conflicts, socioeconomic situation or disorganization of the home can contribute to aggressive behaviors in children (Fernández &Ruiz, 2009).
The authors point out that the characteristics of the school are associated with an educational environment in which there is very little surveillance and control, also the relationship between teachers and students, since lack of respect, humiliation, threats or exclusion leads to a violent environment. As for the media, it is associated with exposure to television because the violent behaviors that children see in it are then established in educational institutions against others.
Types of bullying
Piñuel and Oñate (2005) consider eight types of harassment:
- Disregard-Ridiculization: damages the victim’s image before others, thus generating his rejection. Creating a negative and erroneous image that will generate greater harassment for others.
- Cotaction: The aggressor submits the victim, making him perform actions against his will, such as abuse, sexual behaviors or unwanted humiliations, the victim is silent for fear of the consequences.
- Communication restriction: consider those acts that the harassed student is socially isolated, how to prohibit him from participating in games, not talking or listening to him by keeping him marginalized.
- Aggressions: insults, screams, theft and damage of their objects and even mocking this as physical and psychological aggressions.
- Intimidation – Threats: behaviors that overshadow and frighten inducing fear through intimidating and extortion acts.
- Exclusion – Social block: behaviors that isolate a person, thus preventing their free expression against their classmates.
- Verbal harassment: contempt and disrespect to the dignity of the other person (psychological harassment).
- Theft: the stalker acts by removing the victim belongings through manipulation or personally.
Calderero, Salazar and Horse (2011) show two modalities of bully. Second, the psychological or social harassment that refers to acts of isolation of the group causing interpersonal damage, ignoring the person, not letting him participate in activities, humiliate or devalue with the aim of reducing self – esteem and promoting insecurity and fear inthe victim.
On the other hand, Rojas and Zarate (2012) mention two types of bullying, the verbal type related to threats, insults, offensive teasing about the physical, ethnic origin, visible anomalies, ways of speaking or behaviors. Psychological harassment related to aggressions that impact the mind of harassed with harassment, gestures of disgust, humiliations and contempt.
According to Arón (2008) cyberbullying or cyberbully.
Protagonists
According to Legue and Manguendzo (2013) in bullying, three types of actors can be identified: aggressor, victim and witness or spectator.
- Aggressor
The aggressor corresponds to the student usually of greater strength and height that usually shows dominance, imposition and abuse of power (Legue and Manguendzo 2013).
On the other hand, Teruel (2007) indicates that the aggressors are usually men who are characterized by having permanent provocation and intimidation behaviors, has little empathy, many of them are victims of abuse and abuse, lack affection and are found in aproblematic family environment.
On the other hand, Gairín et al. (2013) states that aggressors intimidate their companions for the need to have power and control and inflict damage to defenseless justifying that victims cause their behaviors. While, female sex tends to use more subtle intimidation and isolate their victim through manipulation and evil rumors.
- Victim
The victim is characterized by being anxious, shy, low self – esteem, social inability, withdrawal, difficulty expressing themselves, few friends and exclusion, and at the same time they are students who have a quiet and passive reaction to an aggression (Legue and Manguendzo, 2013).
Teruel (2007) argues that students who are victims have feelings of hopelessness, frustration, stress, depression, anxiety and school phobia.
According to Gairín et al. (2013) It is not easy to detect a victim since it does not manifest immediately and when it shows it with subtle and little alarming.
- Witness or spectator
Witnesses or spectators according to Legue and Manguendzo (2013) are those passive or inciting students, who by direct act or omission holds the acts of harassment, becoming accomplices.
Impact
Bausela (2008) Analyzed the psychological profile of the aggressor and the victim, indicating that the aggressor shows a tendency to psychoticism and the victim shows low self – esteem.
According to Cava, Buelga, Musitu and Murgui (2010) the continuity of bully.
References
- Olweus, d. (1997). Harassment behaviors between schoolchildren. Madrid: Morata Editions.
- Lorenz, k. (1972). About aggression: the alleged evil. XXI CENTURY EDITORIAL, MADRID.
- Moliner, m. (2007). Dictionary of the use of Spanish (volumes I and II), Madrid, Gredos (3rd. ed.).
- Nuns, I, and Avilés, J, (2004). Sensitization program against equal abuse, Valladolid: Rea.
- Cerezo, Fuensanta (2001). "Associated personality variables in bullying dynamics (aggressors versus victims) in boys and girls from 10 to 15 years", Annals of Psychology, 17 (1), pp. 37-43.
- Ortega, Rosario;Del Rey, Rosario and Mora-Merchán, Joaquín (2001). "Violence between schoolchildren. Verbal concepts and labels that define the phenomenon of equal abuse ”, Interuniversity Teacher Training Magazine (41), pp. 95-113.
- Arón, a. (2008). An education program for nonviolence. In c. Berger & c. Lisbon (eds.), School violence: studies and possibilities for intervention in Latin America (265-296) University Editorial. Santiago, Chile.
- Fernández and Ruiz (2009). The bullying. Obtained from: http: // www.Eduinnova.is/dec 09/bullying.PDF
- Piñuel, i. And oñate, to. (2005) school mobbing, violence and psychological harassment against children. Barcelona CEAC.
- Calderero, Salazar and Horse. (2011). Bullying and social anxiety in children (I): Analysis of their relationship and development of new evaluation instruments. International Journal of Clinical Psychology and Health obtained from: http: // dialnet. united.is/servlet/listaarticulos?typodebusqueda = annuity & revististabusqueda = 2034 & caedebusqueda = 2011
- Rojas, C and Zarate, A (2012) school bullying. Obtained from: http: // www.CODIGOCIENCY.org/wp-concentnt/uploads/2012/examples/142_syh.PDF
- Legue P, Maguendzo A. (2013).Those who participate in bullying. Educarchile Magazine obtained from: http: // www. Educarchile.CL/ECH/PRO/APP/DETAIL?Id = 194861
- Teruel, j. (2007). Strategies to prevent bullying in classrooms. Madrid: Solar eyes. Available at: http: // www. Redalyc.org/pdf/1798/179814023011.PDF
- Gairín, J. Armengol, c. Silva, b. (2013) school bullying. Organizational considerations and strategies for intervention. Autonomous University of Barcelona.p.13-25
- Bausela, e. (2008) Strategies to prevent bullying in classrooms. Psychosocial intervention, vol.17, num.3, pp369-370, Official College of Psychologists of Madrid. Spain.p.17
- Cava, m. Buelga, s., Musitu, g. Murgui, s. (2010). School violence between adolescents and their implications in psychosocial adjustment: a longitudinal study. Magazine of Psychodidactics Madrid.p.twenty-one
- Villota, m. F. AND. (2015). Bullying. Knowledge, Science and Freedom, 10 (1), 219-234.
- Steel, r., & Hayde, t. (2017). Bullying and self – esteem in high school students from a public educational institution in the district of Los Olivos, 2017.
Leave feedback