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Bullying Irfe

Bullying is detrimental to students’ well-being and development.[1]

Bullying en IRFE, 7° Básico B, 2007

Students knocking themselves.

Bullying is a form of abuse. It involves repeated acts over time attempting to create or enforce one person's (or group's) power over another person (or group) , thus an "imbalance of power".[2] The "imbalance of power" may be social power and/or physical power. The victim of bullying is sometimes referred to as a target. Bullying types of behavior are often rooted in a would-be bully's inability to empathize with those whom he or she would target.

Bullying consists of three basic types of abuse – emotional, verbal and physical. It typically involves subtle methods of coercion such as psychological manipulation. Bullying can be defined in many different ways. Although the UK currently has no legal definition of bullying,[3] some US states have laws against it.[4]

Bullying ranges from simple one on one bullying to more complex bullying in which the bully may have one or more 'lieutenants' who may seem to be willing to assist the primary bully in his bullying activities. Bullying in school and the workplace is also referred to as peer abuse.[5] Robert W. Fuller has analyzed bullying in the context of rankism.

Bullying can occur in any context in which human beings interact with each other. This includes school, church, family, the workplace, home and neighborhoods. It is even a common push factor in migration. Bullying can exist between social groups, social classes and even between countries (see Jingoism). In fact on an international scale, perceived or real imbalances of power between nations, in both economic systems and in treaty systems, are often cited as some of the primary causes of both World War I and World War II. [6] [7] Put simply, historically and from this perspective, certain international 'bullying' between nations is seen as having resulted in at least two very major and costly international wars.

DefinitionsEdit

Warning signs at CHS

Some schools with bullying problems have addressed the issue by installing CCTV cameras.

Bullying is an act of repeated aggressive behavior in order to intentionally hurt another person, physically or mentally. Bullying is characterized by an individual behaving in a certain way to gain power over another person.[8]

Norwegian researcher Dan Olweus defines bullying as when a person is

"exposed, repeatedly and over time, to negative actions on the part of one or more other persons." He defines negative action as "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways".[9]

GeneralEdit

Bullying behavior may include name calling, verbal or written abuse, exclusion from activities, exclusion from social situations, physical abuse, or coercion.[10][11] Bullies may behave this way to be perceived as popular or tough or to get attention. They may bully out of jealousy or be acting out because they themselves are bullied.[12]

USA National Center for Education Statistics suggests that bullying can be classified into two categories: Direct bullying, and indirect bullying which is also known as social aggression.[1]

Ross states that direct bullying involves a great deal of physical aggression such as shoving and poking, throwing things, slapping, choking, punching and kicking, beating, stabbing, pulling hair, scratching, biting, scraping and pinching.[13]

He also suggests that social aggression or indirect bullying is characterized by threatening the victim into social isolation. This isolation is achieved through a wide variety of techniques, including spreading gossip, refusing to socialize with the victim, bullying other people who wish to socialize with the victim, and criticizing the victim's manner of dress and other socially-significant markers (including the victim's race, religion, disability, etc). Ross[13] outlines other forms of indirect bullying which are more subtle and more likely to be verbal, such as name calling, the silent treatment, arguing others into submission, manipulation, gossip/false gossip, lies, rumors/false rumors, staring, giggling, laughing at the victim, saying certain words that trigger a reaction from a past event, and mocking. The children's charity Act Against Bullying was set up in 2003 to help children who were victims of this type of bullying by researching and publishing coping skills.

Effects of bullying on those who are targetedEdit

The effects of bullying can be serious and even fatal. Unfortunately, it is still a heavily unresearched area.

The link between bullying and school violence has attracted increasing attention since the 1999 rampage at Colorado's Columbine High School. That year, two shotgun-wielding students, both of whom had been identified as gifted and who had been bullied for years, killed 13 people, wounded 24 and then committed suicide. A year later an analysis by officials at the U.S. Secret Service of 37 premeditated school shootings found that bullying, which some of the shooters described "in terms that approached torment," played a major role in more than two-thirds of the attacks. [14]It is estimated that about 60-80% of children are bullied at school. Since bullying is mostly ignored; it may provide an important clue in crowd behaviour and passer-by behaviour. Numerous psychologists have been puzzled by the inactivity of crowds in urban centres when crimes occur in crowded places. Many have suggested bullying as one of the reason of this decline in emotional sensitivity and acceptance of violence as normal. When someone is bullied, it is not only the bully and victim who are becoming less sensitive to violence. In most cases, the friends and classmates of the bully and the victim accept the violence as normal.

In a landmark study, 432 gifted students in 11 states of USA were studied for bullying. More than two-thirds of academically talented eighth-graders say they have been bullied at school and nearly one-third harboured violent thoughts as a result. [15]

Research is still limited but it is estimated that bullying does form a chain reaction and the bullied often becomes the bully. Numerous dictators and invaders throughout history have tried to justify their bullying behaviour by claiming they themselves were bullied. Although it is no justification for bullying; many of the worst humans in history have been bullies and victims of bullying. It is the vast untouched and uncared cases of bullying which are a great source of concern. Most of the bullies, their victims and the standbys gradually accept bullying and violence as a normal part of life. In this sense, bullying affects not only the bullied but his friends and classmates and the whole society. It is claimed that Hitler himself was bullied as a child.

Mona O’Moore of the Anti-Bullying Centre at Trinity College in Dublin, has written, "There is a growing body of research which indicates that individuals, whether child or adult, who are persistently subjected to abusive behavior are at risk of stress related illness which can sometimes lead to suicide."[16] Those who have been the targets of bullying can suffer from long term emotional and behavioral problems. Bullying can cause loneliness, depression, anxiety, lead to low self-esteem and increased susceptibility to illness.[17]

The National Conference of State Legislatures said:

"In 2002, a report released by the U.S. Secret Service concluded that bullying played a significant role in many school shootings and that efforts should be made to eliminate bullying behavior."[18]

SuicideEdit

There is a strong link between bullying and suicide.[19] Bullying leads to several suicides every year. It is estimated that between 15 and 25 children commit suicide every year in the UK alone, because they are being bullied.[20]

Characteristics of bullies and bully accomplicesEdit

Research indicates that adults who bully have personalities that are authoritarian, combined with a strong need to control or dominate.[21] It has also been suggested that a prejudicial view of subordinates can be particular a risk factor.[22]

Further studies have shown that envy and resentment may be motives for bullying.[23] Research on the self-esteem of bullies has produced equivocal results.[24][25] While some bullies are arrogant and narcissistic,[26] others can use bullying as a tool to conceal shame or anxiety or to boost self esteem: by demeaning others, the abuser him/herself feels empowered.[27]

Researchers have identified other risk factors such as depression[28] and personality disorders,[29] as well as quickness to anger and use of force, addiction to aggressive behaviors, mistaking others' actions as hostile, concern with preserving self image, and engaging in obsessive or rigid actions.[30] A combination of these factors may also be cause of this behavior.[31]

It is often suggested that bullying behavior has its origin in childhood. As a person who is inclined to act as a bully matures, his or her related behavior patterns will often also mature. Schoolyard pranks and 'rough-housing' may mature into more subtle, yet equally effective adult level activities such as administrative end-runs, well planned and orchestrated attempts at character assassination, or other less obvious, yet equally forceful forms of coercion.

"If aggressive behaviour is not challenged in childhood, there is a danger that it may become habitual. Indeed, there is research evidence, to indicate that bullying during childhood puts children at risk of criminal behaviour and domestic violence in adulthood." [16]

Bullies may bully because they themselves have been the victim of bullying.[32][33][34] There is also evidence that bullies have a much higher likelihood to be incarcerated in the future.[35]

Characteristics of typical bystandersEdit

Often bullying takes place in the presence of a large group of relatively uninvolved bystanders. In many cases, it is the bully's ability to create the illusion that he or she has the support of the majority present, that instills the fear of 'speaking out' in protestation of the bullying activities being observed by the group. Unless the 'bully mentality' is effectively challenged in any given group in its earlier stages, often the 'bully mentality' becomes an accepted norm within the group.[36] [37] In such groups where the 'bully mentality' has been allowed to become a dominant factor in the group environment, a steady stream of injustices and abuses often becomes a regular and predictable group experience. Such a toxic environment often remains as the status-quo of the group for an extended period of time, until somehow the bullying-cycle should eventually come to an end. Bystanders to bullying activities are often unable to recognize the true cost that silence regarding the bullying activities has to both the individual and to the group. A certain inability to fully empathize is also usually present in the typical bystander, but to a lesser degree than in the bully. The reversal of a 'bully mentality' within a group is usually an effort which requires much time, energy, careful planning, coordination with others, and usually the undertaking of a certain 'risk'.

It is the general unwillingness of bystanders to expend these types of energies and to undertake these types of risks that bullies often rely upon in order to maintain their monopolies of power. Until or unless at least one individual who has at least some abilities to work with others, opts to expend whatever energies may be needed to reverse the 'bully mentality' of the group, the 'bully mentality' is often perpetuated within a group for months, years or even decades.[38] [39] Bystanders who have been able to establish their own 'friendship group' or 'support group' have been found to be far more more likely to opt to speak out against bullying behavior than those who have not.[40] [41]

Characteristics of targets of chronic bullyingEdit

While on the surface, chronic bullying may appear to be simply the actions of an 'aggressor' (or aggressors) perpetrated upon an unwilling 'targeted individual' (or individuals), on a certain deeper level, for it to succeed, the bullying-cycle must also be viewed as necessarily including a certain chronic inadequate response on the part of the target (or targets).  That is, a response that is seen by both the bully and the target as insufficient to prevent the chronic bullying-cycle from repeating itself between the given individuals.  A suitable response to any given attempt at bullying varies with the occasion, and can range from totally avoiding or ignoring a bully to turning a prank around so that it makes a 'pranksteree' out of the would be prankster,[42] to even summoning legal intervention. Those individuals or groups who are capable of reacting to initial bullying attempts in ways that tend to sufficiently discourage potential bullies from repeated attempts, are less likely to be drawn into this destructive cycle.  Those individuals or groups who most readily react to stressful situations by perceiving themselves as 'victims' tend to make the most suitable candidates for becoming the 'targets' of chronic bullying.[43]

Under some circumstances targets may be chosen in what may be a completely random or arbitrary process, especially in groups in which the 'bully mentality' may have already succeeded in achieving domination within the group. In such groups the defense mechanisms of the entire group may have already been 'broken down', and therefore the targeting of individuals no longer requires the seeking out of 'certain personality types' to become the 'next target'. The reversal of such chronic and well entrenched bullying behavior in such groups sometimes requires a much more carefully planned, coordinated, determined and multi-individual response from a would-be target than in a group in which either the 'bully mentality' may not (yet) prevail, or ideally in a group that may have already taken a pro-active preventative approach towards bullying.[44] [45]

Typically the bullying-cycle must include both an act of aggression on the part of a potential bully, and a response by a potential target that is perceived by both as a certain sign of submission.  The cycle is only set in motion when both of these two essential elements are present.  Once both of these two elements manifest themselves, the bullying cycle often proceeds to feed on itself over time, and may last for months, years, or even decades.   The cycle is most easily broken at its initial onset, however it can also be broken at any later point in its progression by simply removing either one of its two essential ingredients.  While group involvement may seem to complicate bullying activities, the act is most often an implied agreement in principal between a chief bully or instigator and the target that the one has 'submitted' to the other.  In the act of bullying the bully attempts to make a public statement to the effect of: 'See me and fear me, I am so powerful that I have the ability to inflict pain upon the intended target at the time and manner of my choice without having to pay any consequences.'  Should an intended target exhibit a 'defeated attitude' in response to chronic bullying, then the bullying is likely to continue.  In circumstances where a 'bullying pattern' has not yet fully established itself, should the intended target respond with a clear attitude of self-confidence that somehow demonstrates that the bully's attempt to dominate is futile, then the bullying attempt will often quickly diminish or end all-together.  Established patterns of bullying may require greater and more persistent effort to reverse. Institutions may reinforce bullying; for example, by telling targets of bullies they're responsible for defending themselves, but then forcing them to go to school unarmed. [46]  [47]

History of bullyingEdit

High-level forms of violence such as assault and murder usually receive most media attention, but lower-level forms of violence such as bullying has only in recent years started to be addressed by researchers, parents and guardians and authority figures.[10]

It is only in recent years that bullying has been recognised and recorded as a separate and distinct offence, but there have been well documented cases that were recorded in a different context. The Fifth Volume of the Newgate Calendar[48] contains at least one example where Eton Scholars George Alexander Wood and Alexander Wellesley Leith were charged, at Aylesbury Assizes, with killing and slaying the Hon. F. Ashley Cooper on February 28, 1825 in an incident that would now, surely be described as "lethal hazing."[49] The Newgate calendar contains several other examples that, while not as distinct, could be considered indicative of situations of bullying.

Types of bullyingEdit

School bullyingEdit

Rebecca1917version

Physical bullying at school, as depicted in the film Rebecca of Sunnybrook Farm.

School bullying laws in the United States

Some states in the United States have implemented laws to address school bullying.

  Law prohibits bullying of students based on sexual orientation and gender identity; bullying for other reasons is allowed
  Law prohibits bullying of students based on sexual orientation only; bullying for other reasons is allowed
  School regulation or ethical code for teachers that address bullying of students based on sexual orientation
  Law prohibits bullying in school but lists no specific categories of protection
  No statewide law that specifically prohibits bullying in schools

In schools, bullying occurs in all areas of school. It can occur in nearly any part in or around the school building, though it more often occurs in PE, recess, hallways, bathrooms, on school buses and waiting for buses, classes that require group work and/or after school activities. Bullying in school sometimes consists of a group of students taking advantage of or isolating one student in particular and gaining the loyalty of bystanders who want to avoid becoming the next victim. These bullies taunt and tease their target before physically bullying the target. Targets of bullying in school are often pupils who are considered strange or different by their peers to begin with, making the situation harder for them to deal with.

One student or a group can bully another student or a group of students. Bystanders may participate or watch, sometimes out of fear of becoming the next victim. However, there is some research suggesting that a significant proportion of "normal" school children may not evaluate school-based violence (student-on-student victimization) as negatively or as being unacceptable as much as adults generally do, and may even derive enjoyment from it, and they may thus not see a reason to prevent it if it brings them joy on some level.[50]

Bullying can also be perpetrated by teachers and the school system itself: There is an inherent power differential in the system that can easily predispose to subtle or covert abuse (relational aggression or passive aggression), humiliation, or exclusion — even while maintaining overt commitments to anti-bullying policies.[51][52][53]

Anti-bullying programs are designed to teach students cooperation, as well as training peer moderators in intervention and dispute resolution techniques, as a form of peer support.[citation needed]

American victims and their families have legal recourse, such as suing a school or teacher for failure to adequately supervise, racial or gender discrimination, or other civil rights violations. Special education students who are victimized may sue a school or school board under the ADA or Section 504. In addition, the victims of some school shootings have sued both the shooters' families and the schools.[54]

HazingEdit

Hazing is an often ritualistic test which may constitute harassment, abuse, or humiliation with requirements to perform meaningless tasks; sometimes as a way of initiation into a social group. The term can refer to either physical (sometimes violent) or mental (possibly degrading) practices. It is a subjective matter where to draw to line between 'normal' hazing (somewhat abusive) and a mere rite of passage (essentially bonding; proponents may argue they can coincide), and there is a gray area where exactly the other side passes over into sheer degrading, even harmful abuse that should not even be tolerated if accepted voluntarily (serious but avoidable accidents do still happen; even deliberate abuse with similar grave medical consequences occurs, in some traditions even rather often). Furthermore, as it must be a ritual initiation, a different social context may mean a same treatment is technically hazing for some, not for others, e.g. a line-crossing ceremony when passing the equator at sea is hazing for the sailor while the extended (generally voluntary, more playful) application to passengers is not.

Hazing has been reported in a variety of social contexts, including:

  • Sports teams
  • Academic fraternities and sororities (see fraternities and sororities) These practices are not limited to American schools. Swedish students undergo a similar bonding period, known as nollningen, in which all members of the entering class participate.
  • College and universities in general.
  • Associated groups, like fan clubs, school bands
  • Secret societies and even certain service clubs, or rather their local sections (such as some modern US Freemasons; not traditional masonic lodges)
  • Similarly various other competitive sports teams or clubs, even 'soft' and non-competitive ones (such as arts)
  • The armed forces — e.g., in the U.S., hard hazing practices from World War I boot camps were introduced into colleges. In Poland army hazing is called Polish fala "wave" adopted pre-World War I from non-Polish armies. In the Russian army (formerly the Red Army) hazing is called "Dedovshchina".
  • Police forces (often with a paramilitary tradition)
  • Rescue services, such as lifeguards (also drilled for operations in military style)
  • In workplaces
  • Inmate hazing is also common at confinement facilities around the world, including frequent reports of beatings and sexual assaults by fellow inmates.

Hazing is considered a felony in several US states, and anti-hazing legislation has been proposed in other states.

Workplace bullyingEdit

According to the Workplace Bullying and Trauma Institute workplace bullying is "repeated, health-harming mistreatment, verbal abuse, or conduct which is threatening, humiliating, intimidating, or sabotage that interferes with work or some combination of the three."[55] Statistics show that bullying is 3 times as prevalent as illegal discrimination and at least 1,600 times as prevalent as workplace violence. Statistics also show that while only one employee in every 10,000 becomes a victim of workplace violence, one in six experiences bullying at work. Bullying is a little more common than sexual harassment but not verbal abuse which occurs more than bullying.

Unlike the more physical form of school bullying, workplace bullying often takes place within the established rules and policies of the organization and society. Such actions are not necessarily illegal and may not even be against the firm's regulations; however, the damage to the targeted employee and to workplace morale is obvious.

Particularly when perpetrated by a group, workplace bullying is sometimes known as mobbing. It can also be known as "career assassination" in political circles.

CyberbullyingEdit

According to Canadian educator Bill Belsey, it:

...involves the use of information and communication technologies such as e-mail, cell phone and pager text messages, instant messaging, defamatory personal Web sites, blogs, online games and defamatory online personal polling Web sites, to support deliberate, repeated, and hostile behaviour by an individual or group, that is intended to harm others.
—Cyberbullying: An Emerging Threat to the Always On Generation[56]

Bullies will even create blogs to intimidate victims worldwide.[57]

Protection racket bullyingEdit

One revenue generating scheme often employed by underworld figures is sometimes referred to as the "protection racket" scheme. In this scheme, local businesses are forced to regularly pay a local underworld figure a certain portion of their profits. The alternative to paying such a 'protection-fee' to the local underworld figure is usually the threat of some form of costly vandalism, theft or even the bodily injury of the non-submitting business operator or his family.[58]

Intra-military bullyingEdit

In 2000, the UK Ministry of Defence (MOD) defined bullying as: “...the use of physical strength or the abuse of authority to intimidate or victimize others, or to give unlawful punishments.”[59] A review of a number of deaths by suicide at Princess Royal Barracks, Deepcut by Nicholas Blake QC indicated that whilst a culture of bullying existed during the mid to late 1990s many of the issues were being addressed as a result of the Defence Training Review.[60]

Some argue that this behaviour should be allowed because of a general academic consensus that "soldiering" is different from other occupations. Soldiers expected to risk their lives should, according to them, develop strength of body and spirit to accept bullying.[61]

In some countries, ritual hazing among recruits has been tolerated and even lauded as a rite of passage that builds character and toughness; while in others, systematic bullying of lower-ranking, young or physically slight recruits may in fact be encouraged by military policy, either tacitly or overtly (see dedovschina). Also, the Russian army usually have older/more experienced candidates abusing – kicking or punching – less experienced soldiers.[62]

Political bullying and terrorismEdit

Jingoism is defined as, 'The extreme belief that your own country is always best, which is often shown in enthusiastic support for a war against another country.'[63] This form of ultra-nationalistic rhetoric is sometimes a precursor to warfare. It is often a part of a campaign by one country to impose its will upon another country by various means of extraordinary coercion, with threats of force, or ultimately by force itself if all other means may be seen as unsuccessful. Some examples of diplomatic coercions might be to threaten to with-hold aid and grants to a smaller country or to threaten with exclusion from a trading organization, or other similar economic threats.

The forceful methods used by various totalitarian regimes to secure and maintain their power have sometimes been described as merely highly organized and widespread forms of bullying.[64] International terrorism has been described by some as a form of political bullying, and by others as a response to the international bullying attempts of existing nation-states.

See alsoEdit

ReferencesEdit

  1. 1.0 1.1 Student Reports of Bullying, Results From the 2001 School Crime Supplement to the National Crime Victimization Survey, US National Center for Education Statistics
  2. (U.S. Dept. of Justice, Fact Sheet #FS-200127)
  3. Harassment, Discrimination and Bullying PolicyUniversity of Manchester
  4. At least 15 states have passed laws addressing bullying among school children. Google Search
  5. Bennett, Elizabeth Peer Abuse Know More: Bullying From a Psychological Perspective (2006)
  6. "The Balance of Power in Europe (1871-1914)". 2010. http://www.sparknotes.com/history/european/1871-1914/section8.rhtml. Retrieved 2010-10-30. Description of how an imbalance of power in Europe precipitated WWI.
  7. "The Economic Consequences of the Peace". 2005. http://www.gutenberg.org/ebooks/15776. Retrieved 2010-10-30. Describes likely connection between imbalanced Treaty of Versailles and World War II
  8. Besag, V. E. (1989) Bullies and Victims in Schools. Milton Keynes, England: Open University Press
  9. Olweus, D., Olweus.org
  10. 10.0 10.1 Whitted, K.S. & Dupper, D.R. (2005). Best Practices for Preventing or Reducing Bullying in Schools. Children and Schools, Vol. 27, No. 3, July 2005, pp. 167-175(9).
  11. Carey, T.A. (2003) Improving the success of anti-bullying intervention programs: A tool for matching programs with purposes. International Journal of Reality Therapy, 23(2), 16-23
  12. Crothers, L. M. & Levinson, E. M. (2004, Fall). Assessment of Bullying: A review of methods and instruments. Journal of Counseling & Development, 82(4), 496–503.
  13. 13.0 13.1 Ross, P. N. (1998). Arresting violence: A resource guide for schools and their communities. Toronto: Ontario Public School Teachers' Federation.
  14. Gifted and Tormented
  15. Gifted and Tormented
  16. 16.0 16.1 Anti-Bullying Center Trinity College, Dublin,
  17. Williams, K. D., Forgás, J. P. & von Hippel, W. (Eds.) (2005). The Social Outcast: Ostracism, Social Exclusion, Rejection, & Bullying. Psychology Press: New York, NY.
  18. School Bullying. National Conference of State Legislatures, Washington, D.C. (retrieved 7 December 2007).
  19. Kim YS, Leventhal B (2008). "Bullying and suicide. A review". International Journal of Adolescent Medicine and Health 20 (2): 133–54. PMID 18714552.
  20. Statistics on bullying
  21. The Harassed Worker, Brodsky, C. (1976), D.C. Heath and Company, Lexington, Massachusetts.
  22. Petty tyranny in organizations , Ashforth, Blake, Human Relations, Vol. 47, No. 7, 755-778 (1994)
  23. Bullying and emotional abuse in the workplace. International perspectives in research and practice, Einarsen, S., Hoel, H., Zapf, D., & Cooper, C. L. (Eds.)(2003), Taylor & Francis, London.
  24. Pollastri AR, Cardemil EV, O'Donnell EH (December 2009). "Self-Esteem in Pure Bullies and Bully/Victims: A Longitudinal Analysis". Journal of Interpersonal Violence 25 (8): 1489–502. doi:10.1177/0886260509354579. PMID 20040706.
  25. Batsche, George M.; Knoff, Howard M. (1994). "Bullies and their victims: Understanding a pervasive problem in the schools". School Psychology Review 23 (2): 165–175. http://faculty.buffalostate.edu/hennesda/BULLIES_AND_THEIR_VICTIMS.doc.
  26. Answers to frequently asked questions about workplace bullying
  27. Presentation Bullying
  28. Patterson G (December 2005). "The bully as victim?". Paediatric Nursing 17 (10): 27–30. PMID 16372706.
  29. Kumpulainen K (2008). "Psychiatric conditions associated with bullying". International Journal of Adolescent Medicine and Health 20 (2): 121–32. PMID 18714551.
  30. Hazlerr, R. J.; Carney, J. V.; Green, S.; Powell, R.; Jolly, L. S. (1997). "Areas of Expert Agreement on Identification of School Bullies and Victims". School Psychology International 18: 5. doi:10.1177/0143034397181001.
  31. Craig, W.M. (1998). "The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children". Personality and Individual Differences 24 (1): 123–130. doi:10.1016/S0191-8869(97)00145-1.
  32. Fromm, Erich (1973). The anatomy of human destructiveness. New York: Holt, Rinehart and Winston. ISBN 0-03-007596-3.[page needed]
  33. Man Against Himself by Karl A. Menninger[page needed]
  34. Neurotic Styles by David Shapiro[page needed]
  35. Tremblay, R. E.; Craig, W.M. (1995). "Developmental Crime Prevention". Crime and Justice: A Review of Research: p.151.
  36. "Bullies, Victims, and Bystanders- Bystanders". 2010. http://www.athealth.com/Consumer/issues/BulliesVictimsBystanders3.html. Retrieved 2010-11-17. Description of typical attitudes of bystanders to bullying.
  37. "New Tactics To Tackle Bystander’s Role In Bullying". 2010. http://www.sciencedaily.com/releases/2009/01/090125193150.htm. Retrieved 2010-11-17. Science Daily website reviews effectiveness of several bullying-bystander awareness programs.
  38. "Petty Tyrant: Text intro: NPR documentary (see audio link below)". 2010. http://www.thisamericanlife.org/radio-archives/episode/419/petty-tyrant. Retrieved 2010-11-17. Exposé of workplace bullying in Schenectady NY school district. An in depth view of how a workplace bully rose to power and how he fell. Detailed discussion of how bystanders coerced into allowing workplace bullying.
  39. "Petty Tyrant: Audio link". 2010. http://www.thisamericanlife.org/sites/all/play_music/play_full.php?play=419&podcast=1. Retrieved 2010-11-17. Audio link to 'Petty Tyrant' NPR documentary.
  40. "Pasco County Students Making Friends and Stopping Bullying". 2010. http://video.tbo.com/m/34698658/hands-on-hero.htm?pageid=110466. Retrieved 2010-11-27. Psychologist Jim Porter reports on the correlation between making friends and speaking out against bullying. (See "Program Helps Students Combat Bullying" reference below.)
  41. "Program Helps Students Combat Bullying". 2010. http://www.winningharmony.com/News_and_Events.php. Retrieved 2010-11-27. Discussion of the role of friendship groups in countering bullying behavior.
  42. "RWN's Favorite Quotations From Winston Churchill". 2010. http://www.rightwingnews.com/quotes/churchill.php. Retrieved 2010-11-27. Famous quotes from Winston Churchill. See especially quote #2 regarding Lady Astor.
  43. "Problem Solving to Prevent Bullying". 2010. http://www.micheleborba.com/blog/2010/09/22/problem-solving-to-prevent-bullying/. Retrieved 2010-10-31. Discussion of typical psychological profiles of both bullies and their targets.
  44. "Bullying and Hazing: What Can We Do About These Problems?". 2010. http://personal-injury.lawyers.com/blogs/archives/9520-Bullying-and-Hazing-What-Can-We-Do-About-These-Problems.html. Retrieved 2010-11-27. Attorney Fred Schultz discussion of hazing and hazing law
  45. "SAFE SCHOOLS: Breaking the cycle of violence.". 2010. http://www.conflictmediation.net/bullies.html. Retrieved 2010-11-27. Discussion of pro-active anti-bullying school plans by certified mediator, Meadow Clark.
  46. "Jay Banks NBC TV-10 "STAMP Out Bullying"". 2010. http://www.youtube.com/watch?v=wzLukEtsgCA. Retrieved 2010-10-31. Youtube video of NBC report on Jay Banks' anti-bullying program, advising targets to "project self-confidence".
  47. "Jay Banks Productions Youtube Homepage". 2010. http://www.youtube.com/profile?user=jaybanksproductions#g/u. Retrieved 2010-10-31. Compilation of anti-bullying videos by anti-bullying expert, Jay Banks
  48. Complete Newgate Calendar Tarlton Law Library The University of Texas School of Law
  49. George Alexander Wood and Alexander Wellesley Leith The Complete Newgate Calendar Volume V, Tarlton Law Library The University of Texas School of Law
  50. Kerbs, John J.; Jolley, Jennifer M. (2007). "The Joy of Violence: What about Violence is Fun in Middle-School?". American Journal of Criminal Justice 32: 12. doi:10.1007/s12103-007-9011-1.
  51. Ellen deLara; Garbarino, James (2003). And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence. New York: Free Press. ISBN 0-7432-2899-5.[page needed]
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Further readingEdit

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