In Spain, bullying is a latent problem; there are thousands of cases and few are documented due to poor performance, lack of information or inadequate training. It is a problem that harms human rights: education, health, adequate standard of living… and affects minors and adolescents, whom we must worry about protecting from any violence and discrimination. In this Psychology-Online article we will address the main questions surrounding this phenomenon: What is it? What are the main types of bullying and its consequences for the minor? How can we prevent it?
What is bullying?
Before addressing the definition of school bullying It is necessary to make clear the distinction between violence and bullying, that is, between violence and harassment. When the acts towards the minor occur “ever”, it is usually classified as abuse or violence while if occur repeatedlywith some frequency, we would talk about bullying or bullying.
The most used definition is that of the author Dan Olweus, who was the first to address the subject: “Bullying is a behavior of physical and/or psychological persecution carried out by one student against anotherwhom he chooses as a victim of repeated attacks.” The continuity of these attacks is key to the definition and to understanding the suffering and consequences of bullying in the victim who we will see later and who feels completely helpless and incapable of solving what is happening.
To better understand the concept, it is also worth mentioning the actors involved in bullying:
- Victims: There are different types, according to Olweus: “The typical ones, among which are the most anxious and insecure students who tend to be cautious, sensitive and calm; They have a negative opinion of themselves and their situation; and they are often considered failures, feeling stupid and ashamed. This type of victim has been called passive or submissive and will not respond to attack or insult. Another type of victims are provocateurs who are characterized by a combination of anxiety patterns and aggressive reaction. These students often have problems concentrating and behave in ways that cause irritation and tension around them. Some of them can be hyperactive.”
- Aggressors or harassers: There are also different types, the typical ones are usually those that are characterized by their bellicosity and impulsivity as well as a need to dominate others, they are often insecure.
- Spectators: all those colleagues who do not participate in intimidation and aggression directly and who generally do not take the initiative but passively support the aggressor.
What are the types of bullying?
There are different types of bullying According to the perspectives and studies of different authors, in this article we will mention four to provide broader information on the matter:
- Physical harassment
- Psychological, relational or social harassment
- Harassment by teachers of students
- He cyberbullying or cyberbullying
1. Physical harassment
Direct aggressive behavior towards the person or their belongings: assault, push, material damagestealing money, tearing clothing, biting, spitting…
2. Psychological, relational or social harassment
Acts that turn the individual into a victim or/and produce isolation of the social group, damaging the person’s interpersonal relationships, ignoring, humiliating, devaluing, not letting him participate in group activities… It can be done both directly by the aggressor and indirectly when he makes the spectators carry it out. The objective of all this is to reduce the victim’s self-esteem, promoting a feeling of insecurity and fear, which is why verbal behaviors such as insults, threats…
3. Harassment carried out by teachers to students
According to the author Cabezas, there is a type of harassment referred to teachers, those authority figures who often engage in behavior related to harassment and are simply an exercise of their power given their position. The author states that some teachers abuse their position of authority for various reasons by “targeting” students in a visible way, either through disapprovals, punishments, lies…
4. The cyberbullying or cyberbullying
One of the new identified forms of bullying is cyberbullying, defined as the use of some communication and information technologies through which the victim of bullying is deliberately humiliated or/and harmed in a hostile manner. Insults and threats are transferred to the internet The identity of the victim is often made public on social networks or cell phones are used to record some insults or attacks and spread them. Here you can see.
Consequences of bullying
The victim of bullying can suffer a wide variety of symptoms and consequences derived from the aggression. Generally, the problems fall within the following: school or social phobia, panic attacks, appetite and sleep disorders that can end up leading to post-traumatic stress disorder. Sensation of helplessness, low self-esteem, mistrust in others, social withdrawal and depressive symptoms that in the worst case could lead to suicide.
Somatic diseases are also common as well as poor school performance, changes in attitude, habits and character, feelings of guilt, revenge and stigmatization, threatening or attacking other children and more violent attitudes towards everyone. Also included are those physical injuries that in some cases may appear to have been committed by the aggressor.
How to prevent bullying at school?
Bullying should be treated as a serious global problem where, in addition, it must be understood that all participants have problems to solve. First of all, it is essential train fathers and mothers so that they educate their children with affection and limits as well as spend time with their children, worry and be interested in their life. Make them learn that respect is as necessary as communication and avoiding violence at all costs. Infants should grow up having good self-esteem and knowing that they should not discriminate against anyone who is not the same as them. In the following article you will find.
In many cases it happens that the situation is intervened late, leaving damage that is difficult to repair for the victim. This should be avoided at all costs, both by teachers, classmates, families and professionals. We must stop thinking that many behaviors are “boy things” or that “this has always happened” and try not to minimize or maximize things, but rather see them from a balanced and rigorous perspective to prevent the situation or intervene in time.
A holistic approach is needed that considers various areas and leads to improving interpersonal and community relationships as well as the detection of early risk factors. Many times schools limit themselves to labeling children as aggressive early on without paying attention to the underlying causes of these behaviors. We must act and find out what is happening to the child in order to help them. In general, the joint collaboration of parents, teachers and therapists is important for these situations and for their prevention. In this article you can read.
On the other hand, in terms of policies, the latest Amnesty International report emphasizes that: “In recent years, central and regional authorities have adopted legislative and administrative measures in relation to bullying, many of which have been received with satisfaction by educators. However, not all have been implemented, mechanisms for reporting and monitoring are insufficient and, in practice, existing protocols do not adequately address all forms of bullying.”
In March 2017, after consulting with the autonomous communities and the educational community, the Spanish government presented the Strategic Plan for School Coexistence. This, however, includes some measures that have not yet been implemented – such as a training plan for teachers on the subject, for example – and that are important to carry out. In this last year, 2019, the helpline for bullying situations received 12,799 calls, of which 5,557 were identified as possible cases of harassment. The figure has decreased since previous years, but there is still a lot of work to be done, especially considering that not all cases are detected.
This article is merely informative, at Psychology-Online we do not have the power to make a diagnosis or recommend a treatment. We invite you to go to a psychologist to treat your particular case.
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Bibliography
- International Amnesty. (2019). Turning a blind eye…: School bullying in Spain, a human rights issue. Retrieved from: https://www.observatoriodelainfancia.es/ficherosoia/documentos/5836_d_Informe-Amnistia_Acoso-Escolar-2019.pdf
- Armero, P. & Bernardino, B. & Bonet, C. (2011). School bullying. Journal of Primary Care Pediatrics, XIII(52), 661-70.
- Castillo, L. (2011). School bullying. From the causes, origin and manifestations to the question of the meaning that the actors give it. Magis. International Journal of Research in Education,4(8), 415-428.
- Collell, J. & Escudé, C. (2006). School bullying: a psychopathological approach. Yearbook of Clinical and Health Psychology(2), 9-14.
- Enríquez, MF & Garzón, F. (2015). Bullying at school. Knowledge, science and freedom,10(1), 219-233.