Evolution of bullying Essay

Bullying behavior has been continuously changing over the years. Different forms of bullying have emerged and they continue to develop and be used in the schools. Technology has played a very big role in the evolution of the behavior. The first forms of bullying that have existed over the years included both direct and indirect methods that were used in the practice. The methods continue to be in use till today but have been evolved by the use of technology. Name calling was one of the types of bullying that were used by the bullies on the victims (Stanffordshire, n.d). The victims were given certain names that were intended to humiliate them and lower their self esteem. The method has since evolved and is in use in more places rather than just in schools. Physical bullying has also evolved from the physical injuries that were inflicted on the victims and it has included theft as a method that is used to involve threats and lead to the violence. Social isolation that was once used to make the victims stay alone without friends and was experienced by children of all age groups has evolved to also include homophobic isolation. Homophobic isolation is the type of isolation that is practiced by the bullies on the children who are termed as gay or they are seen to be gay (Stanffordshire, n. d). It also includes those seen to be bisexual or they portray characteristics that make them seem to be associated with the opposite sex. It is being practiced in the secondary schools and higher levels of education. The method is normally spread through the social websites through gossip and in other websites. One form of bullying that has emerged in schools involves the abuse that is directed on children who are of different races and cultures. This form of bullying has been growing over the years with cases being reported that show the increase. The cases also show that the bullying is also changing according to the different age groups. 25% of children of age 8 were seen to be bullied more compared to the children who were 5 years who only made 20% of the overall cases in that age group (Stanffordshire, n. d). Cyber bullying is the latest and most commonly used form of bullying in the schools today. It continues to evolve with the changes in technology. It uses text messages, emails and various posts on websites as a way of bullying. Studies show that over 20% of young people in schools who are between the ages of 11 and 19 have been bullied through this form of bullying (Stanffordshire, n. d). The children in the schools today are growing up in a different technological world that is very different from that of the adults. They have experienced information and technological developments that they are now using to evolve the bullying practice. The environment in the technological world is becoming threatening and is creating anxiety among the children. They are misusing the technology especially the mobile and internet to bully others. Over 22% of young people have been reported to carry out cyber bulling (Digizen, n. d). They are able to carry out the whole practice remaining anonymous to the victim. This form of bullying has made it possible for the bullies to carry out the practice at any time or place (Digizen, n. d). Effects of Bullying There are various consequences that are seen to arise from the practice of bullying. Students who are seen to bully others tend to carry the practice out of school and they tend to get involved in criminal activities and they experience a lot of legal trouble in their adulthood. They maintain this behavior even in the workplaces negatively affecting their ability to develop relationships that are positive. A study has proven that 60% of the students who were bullies when they were in grade 6-9 were convicted of a crime by the age of 24 (Banks, 1997). The bullies are also prone other problematic behaviors such as smoking, alcohol and drug abuse. Victims of bullying tend to be very unhappy while in schools and they end up getting depressed and have low self esteem (Wright, 2003). Their school work is affected and they may choose to remain at home instead of going to school. They tend to isolate themselves from social activities that involve the schools and this makes them even lonelier. The loneliness and depression may lead them to commit suicide. This is particularly in the cases of emotional bullying where the emotions are targeted by the bullies. The victims also have difficulties when forming relationships in the future. The by standers who witness the bullying also get affected by it. They are not able to stop the bullying or help out the victim even though he or she may be their friend. Some are usually afraid of becoming the next victim so they end up avoiding confronting the bully. Others on the other hand may be of the opinion that the victim deserved the bullying (Sampson, 2002). They may actively get involved by teasing and ostracizing the victim and motivating the bully. They may also feel less accountable for the actions that are going on when they are in a group. Hence they do not feel the urge to help the victim. Role of Teachers and School Administrators Teachers and school administrators have a role to play in preventing bullying in the schools and making the schools a safe haven free from any bullying activities. They should first be aware of the existence of the problem so that they can develop measures to intervene. The teachers can help detect the existence of the practice and encourage the victims of bystanders to speak out. The interventions that are developed should be able to include the whole school and not intimidate the bullies or the victims either (Olweus, n. d). Teachers and the school administrators can also help identify the areas that are used by the bullies to attack the victims since they mostly do so in private and hidden areas. They should therefore eliminate the existence of such areas within the school’s compound. They can also involve the students to develop rules within the classrooms that are against the behavior. To increase awareness of the problem to the parents, the school administrators should develop parent teacher days to make the parents aware of the problem’s existence and the importance of the parents to get involved in the whole process (Sampson, 2002).