UNESCO figures reveal that 32% of boys and 28% of girls suffer from bullying in the world. How to change those figures? An expert tells us.
With the return to face-to-face classes in different schools in the country, the emotion of normalizing study dynamics is very latent, but also the concern of returning to being victims of harassment, school bullying or, as it is popularly known, bullying.
Sadly, this is the reality, because according to the United Nations Educational, Scientific and Cultural Organization (UNESCO), a third of children in the world suffer from bullying. Cases increase between fifth and ninth grade and the prevalence in boys is 32%, while in girls it is 28%.
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It does not matter if the medium is physical or virtual, ‘bullying’ is a problem that has affected many generations, both in the classroom and outside of them and in other settings, impacting mental and, in some cases, physical health. of the victims, their families and the entire school environment.
For this reason, the United Nations Children’s Fund (UNICEF) reported that children express fear of returning to classrooms.
To understand a little more about bullying, how to identify and handle it in the family or at school? We spoke with Natalia Cárdenas, CES University Psychologist and spokesperson for Nosotras’ #BullyingPorLoving campaign.
PQEB: What is it and how is it generated?
NC: ‘Bullying’ is a word in English that can mean intimidating or bothering, it has therefore been established to call it: school bullying. It is considered ‘bullying’ or bullying when there is:
- IntentionalityThat is, the bully really wants to make another person feel bad.
- Systematicitythat it happens every day, that there are identified repetition patterns and that it is not a matter of once or twice.
- power imbalancethere will always be one who is considered more powerful or vulnerable than the other.
- Let it be between peers, who are in the same school stage. When we talk about students who harass teachers or vice versa, we do not have a case of school bullying because this must always be between peers.
PQEB: What does bullying produce in children?
NC: The consequences are many: depression, anxiety, post-traumatic stress, difficulty relating, aggression, even thoughts of suicide.
If we talk about physical aspects, we also find headaches, allergies, stomach pains, sleep disorders and enuresis, which if not treated properly can last for years.
It has been shown that in adults, who went through a similar situation when they were children, they maintain a perfect memory of who hurt them and how they were bullied, so it is a phenomenon that can leave a mark.
PQEB: How can a child identify it?
NC: There is no manual or letter that ensures or specifies why it occurs. There are many factors that influence such as the context of the child who is bullied or the child who bullies, the school climate, the different situations that a child could be going through that make him feel or see vulnerable.
We could talk about signs that indicate when bullying or bullying occurs, but there can be many variables, therefore, it cannot be generalized because each case is different. For example, the child who is being bullied at school may be going through a difficult time at home or sees certain behaviors at home that cause him to act in such a way around others. This is very important to talk about signs and not causes.
PQEB: Are there types of ‘bullying’?
NC: The types of ‘bullying’ that we could identify are several, but in these scenarios it would be ‘bullying’ and ‘Cyberbullying’ or cyberstalking, a phenomenon that has gained strength due to misuse, immersion at an early age in the Internet, the absence of limits on the part of adults and the desire to attract the attention of young people.
Intimidation is evident in the disclosure of personal or false information, through communication technologies, with the purpose of hurting others. The use of digital media has been distorted to carry out this type of school violence.
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PQEB: What signs can alert a child or family member to a possible case of bullying?
NC: The signs vary and this is why both teachers and parents should notice the following changes: marks on the body, loss of school objects, arriving home very hungry because something could have happened with their break time, poor performance. academic, sudden change in personality, difficulties socializing with other people or expressing disinterest in going to classes.
PQEB: If a child expresses that he/she is suffering from bullying‘, What should be done to help him and stop the situation?
NC: After detecting whether there is a possible case of bullying, it is necessary to present the situation to the directives with the aim of addressing it in a timely and immediate manner so that there is no recurrence and they can notify the parents. Following this, it is necessary to interview all the parties involved in the situation, which will allow the corresponding measures to be taken and subsequently monitor whether they are being properly executed.
PQEB: If there is a case of strong emotional problems as a repercussion, what should be done?
NC: When there is persistence of a child who shows these behaviors, after several interventions, then it must be approached in the best way where his caregivers are, a committed teacher who knows his student, a family that supports and understands him.
Analyzing together what factors may be influencing this is key, sometimes children reflect what they experience in their homes, they can express everything they see and experience in their homes.
In this case, an intervention must be made to be able to reach the causes of the behavior and try to find a solution where everyone participates.
From home it is important to strengthen children’s security, validate their emotions and create spaces for dialogue, so that they feel confident in themselves and believe in their inner power. However, if it is a recurring and strong emotional problem, it is necessary to have the support of psychologists or professionals to help you manage the situation in time.
PQEB: Is it a work that is done collectively between parents and the educational institution?
NC: That’s how it should be. It is a work that must be carried out together to be able to address the issue from different fronts. #BullyingPorLoving highlights the importance of positively empowering the new generations and providing them with the tools to grow in safe spaces, joining efforts of all the actors who are in the educational and school environment, so that in this way joint work is achieved from everyone. the fronts of this problem.
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PQEB: What tools should be instilled in sons/daughters so that they know how to help a friend/colleague who is suffering?
NC: The role of children or young people who are spectators is fundamental in these situations. When a child ignores that another classmate is being bullied, what happens is that the bullying situation loses power by not being the center of attention, the same thing happens when bystanders defend the person who is being bullied.
On the other hand, when the spectators support or encourage the situation, the bully continues to carry out these acts when he feels that they support him, in this way he ensures that those who give power to these situations are the spectators.
PQEB: How to be an anti-bullying agent in the family?
NC: Each parent plays an important role in the development and growth of young people, therefore, with actions at home they can improve and strengthen their social skills. It is essential to show yourself as a support for young people, be willing and open to dialogue, encourage good behavior and promote self-esteem from an early age. It is also important to instill values such as solidarity, respect for others and differences.
When a child is bullied, it is vital that they feel supported, listened to and supported by their family, since this way they can discuss the situation more easily and prevent it from recurring. In turn, parents must be alert to the changes that their children may present, since many times they do not verbalize the situation, but if they have changes in their attitude such as: they spend more time alone, they avoid social spaces, they do not want to share with others. their friends and even want to stop attending school.
The family and protective environments can work based on three socio-emotional competencies to avoid bullying at school:
- Empathywhich is the ability to put yourself in the place of another.
- Getting young people to be assertive, That is, they say what they think without violence. This can be achieved by simulating situations at home, where children learn to respond to bullying situations.
- It is important to help them build value arguments that allows them to develop critical thinking.