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My Reflection on Bullying

Favorite Quote: Be the change you wish to see in the world -Mohandas K. Gandhi

Bullying is a serious problem. Whether it’s verbal, cyber or physical, bullying can change a person’s life in many ways. Some people may take a constructive route and speak up about their struggles from being bullied. They may seek professional help to cope and deal with recovery. Others, who choose to do nothing, don’t reach out for help. They may become depressed and think suicidal thoughts. These victims of bully’s decide they can’t handle life itself anymore so they commit suicide. Additional people may develop eating disorders, if they were bullied because of their weight. The victims of bullies may secretly cut or harm themselves. Why do people, teens especially, think they need to end their life to stop all of the hurt? I personally don’t understand these intimidators. Why would a human being want to humiliate another person to the point of no return? They make others feel so bad about themselves that they take dramatic measures to try to change the way they are. Are they secretly self-conscious about themselves? Do they feel bad about the way they look, so they take it out on others? These scenarios resemble selfish motives for making someone else feel bad. No matter what the reason, these tormenters shall be punished. I believe more anti-bullying laws should be passed to stop and punish these bullies. More frequently than not, I see and hear stories of teens being bullied to the point where they commit suicide. Just think for a moment, about how many times you’ve heard on the news, or read in the paper about another fatal victim of bullying. By setting up more laws, we can stop the bully from taking action. We can’t undo the past, but we can prevent future attacks. As a country, we should come together to help these victims. If you see someone being bullied speak up. By not saying anything, may cause one of your peers their life. Teens don’t realize by not saying something, can be as harmful or detrimental as the actual bullying. I believe if we all work together, we can overcome bullies and stop their harmful ways. By talking about bullying, will mean everyone will know about it, so the bullies can’t hide anymore. Spread the word about bullying, so it will stop.

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Favorite Quote: "God hath not given me a spirit of fear, but that of power, love, and of a sound mind."

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Reflections on Bullying

Uncategorized

This paper was published in the March 2017 issue of the  Pennsylvania Psychologist :

There is evidence of bullying occurring in ancient times, if we believe our myths and literature to be reflective of actual experience.  In Homer’s great work, The Odyssey, Telemachos appears as a pitiful figure—as a boy, prior to receiving Athena’s support, he is repeatedly humiliated and shamed by the coarse suitors of Penelope, who slaughter his family’s livestock, grow drunk on wine, and curse him with impetuous threats.  He is left powerless, isolated, and distressed.

Let’s imagine three more modern scenarios: 1) an unemployed woman rages at her recently laid off husband in a moment of frustrated fury, as she has entreated him to empty the overflowing trash bins for the past three days, yet he has spent the days in a self-pitying stupor, 2) a popular third grade child, June, is able to direct four other children to not play with Julie, an extremely shy and self-conscious girl, or even interact with her, whenever the children are present on the school yard, and 3) a first grade boy, Iver, strikes his older brother, a fourth grader, after the older brother steals a piece of Iver’s Halloween candy.

I will attempt, in this short paper, to define bullying and briefly discuss the effects of bullying and risk factors for one who bullies.  Further, I will briefly touch upon why one may bully another and ways to address bullying.

What is Bullying?

In the extensive research on bullying, bullying typically must contain the following components:  a) a power differential between the bully and the one who is bullied, b) the bullying encounter occurs repeatedly and over a period of time as opposed to isolated incidents, and c) the bullying act is intentional.

If we consider these factors, the second of the three scenarios, noted above, exemplifies bullying, as the other scenarios lack the power differential and repeated actions inherent in bullying.  The early figure of Telemachos also incorporates these elements of bullying.

When these three factors are not present, we are seeing something other than bullying, perhaps a violent act, an episode of aggression, reactive aggression, or mobbing behavior, to name some alternatives.  It is beyond the scope of this small paper to differentiate bullying from related terms.

Factors of Bullying and Being Bullied:

The CDC has compiled very useful information regarding the factors associated with one who bullies and the effects of being bullied. Regarding one who bullies, he or she is at greater risk of experiencing family conflict, substance abuse, learning disorders, exposure to violence, lack of a connection or belongingness to school, and emotional distress.

Children who bully others, according to the ongoing research project by C. Bradshaw at the Johns Hopkins Center for Prevention of Youth Violence in Baltimore, are more likely to engage in delinquent activity, including carrying a firearm, exhibiting truancy, and belonging to a gang.  W. Copeland et. al, found that children who bully are four to five times at increased risk of antisocial personality disorder, have more relational and employment difficulties, are at risk of substance abuse, and are more likely to be involved with the police.

There are also several negative outcomes associated for one who is bullied, according to the CDC, including depression, anxiety, aggression, substance abuse issues, poor school performance, and interpersonal issues.

Dan Olweus is often considered the primary researcher of bullying.  In his work, he characterizes the typical victim as follows:  “The typical victims are more anxious and insecure than other students in general.  Further, they are often cautious, sensitive, and quiet.  When attacked by other students, they commonly react by crying (at least in the lower grades) and withdrawal.  Also, victims suffer from low self-esteem, they have a negative view of themselves and their situation; they often look upon themselves as failures and feel stupid, ashamed and unattractive.” (p. 1178)

According to a study by Kim and Leventhal, victims of bullying are two to nine times more likely to consider suicide than non-victims of bullying.  In a study in the United Kingdom, half of suicides among young persons was associated to bullying. Copeland et. al, found that being bullied places one at five times greater risk for depression and three to five times greater risk for psychological problems.

We have research, noted above, that references risk factors associated for persons who bully.  Still, this leads us to a question that has not been sufficiently researched:  Why does the presentation of vulnerability in another influence some children to respond with malice (bullying) instead of empathy?

In my clinical experience of working with children and families for approximately 20 years, I have arrived at the following hypotheses.  There is an assumption that victims of bullying are passive and unobtrusive, yet to the one who bullies, there is an allure to this passivity.  Psychological projects of humiliation and domination, for the bully, are much easier to attain within this dynamic of passivity—it is much safer for the one who bullies when the object of bullying does not strike back. There is clearly a reciprocity between the aggressor and victim, which is something that Freud articulated in Beyond the Pleasure Principle.  I’ve often found an interplay between the bully’s previously experienced powerlessness or vulnerability (via exposure to violence, abuse, or a significant learning disorder, for example) and his or her psychological projects of dominance and power, and the focal point of this interplay is the passive other.  In a sense, the bully possesses limitations to his or her psychological freedom precisely because the other’s passivity is so visible and obtrusive, as the bully is given back himself/herself on different levels of vulnerability—there is subsequently something of a compulsion to dominate this passive other.  In the transformation that occurs in the bullying encounter, the weakness of the other that is preyed upon and exploited gives to the bully, who is often responding to a threatening world, his or her comparative strength.

What Can be Done?

There are a variety of bullying prevention programs that exist, and these programs attempt to assess the level of bullying that is occurring, educate parents, teachers, and students about bullying behaviors, and monitor subsequent bullying activity.  Bystander training is very helpful in addressing bullying, as this can shift power differentials and provide a unified response to bullying acts.

In my experience, it is foundationally important to examine the intentionality of the bullying behavior, to view the bullying act as communication about the projects that are psychologically necessary and relevant for the one who bullies.  As children who bully are often victims themselves in other arenas, it is counter-indicated to blame, shame, and criminalize the bullying behavior, although it is simultaneously important to set limits with regard to this behavior.  Bullying behaviors are possibilities of all of us, whether we are researchers, clinicians, or parents, given the right combination of experiences, and it is important, in my opinion, to emphasize an approach of understanding and empathy in the face of the bullying encounter.

I advocate for bullies and victims to participate in comprehensive evaluations to articulate treatment needs and for family members, teachers, and school counselors to be involved in these interventions.  Victims of bullying can often benefit from treatment by skilled clinicians.

For bullies, it is essential to determine what he or she is getting from bullying and examine ways to discover this power, control, esteem, etc. in another manner.  For victims, it is essential to increase assertiveness, communication, and esteem. Increasing one’s sense of belonging to a school or group is also essential, for both bullies and children who are bullied.

References:

1) Homer.  The Odyssey, translated by S.H. Butcher and A. Lang. Vol. XXII. The Harvard Classics.  New York: P.F. Collier & Son, 1909-14; bartleby.com, 2001.

2) Olweus, D. (1994). Annotation: Bullying at school: Basic facts and effects of a school based intervention program.  Journal of Child Psychiatry, 35, 7, 1171-1190.

3) W. Copeland et. al. Adult Psychiatric Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence. JAMA Psychiatry. 2013; 70(4): 419-426.

4) Y-S. Kim and B. Leventhal. Bullying and suicide. A review. Int J Adolesc Med Health, 20 (2), 2008.

5) Freud, Sigmund. Beyond the Pleasure Principle; Trans. by C.J.M. Hubback. London, Vienna: International Psycho-Analytical, 1922; bartleby.com, 2010.

Home — Essay Samples — Social Issues — Bullying — Bullying In Schools: Causes, Effects, And Solutions

Bullying in Schools: Causes, Effects, and Solutions

• Categories: Bullying Youth Violence

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Words: 1534 |

Published: Dec 16, 2021

Words: 1534 | Pages: 3 | 8 min read

Works Cited

• Bradshaw, C. P., Sawyer, A. L., & O'Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-382.
• Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here?. School Psychology Review, 32(3), 365-383.
• Hinduja, S., & Patchin, J. W. (2018). Cyberbullying fact sheet: Identification, prevention, and response. Cyberbullying Research Center.
• National Bullying Prevention Center. (2021). Resources. https://www.pacer.org/bullying/resources/
• National Center for Education Statistics. (2022). Student reports of bullying and cyberbullying: Results from the 2020–21 School Crime Supplement to the National Crime Victimization Survey. US Department of Education.
• Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9, 751-780.
• Patchin, J. W., & Hinduja, S. (2020). School climate 2.0: Preventing cyberbullying and sexting one classroom at a time. Corwin Press.
• StopBullying.gov. (2021). Prevent bullying. https://www.stopbullying.gov/prevention/index.html
• Thompson, F., Smith, P. K., & Rigby, K. (2022). Addressing bullying in schools: Theory and practice. Routledge.
• Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27-56.

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Conclusion: Implications and Addressing School Bullying and Inequality

• First Online: 22 December 2020

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• Anthony A. Peguero   ORCID: orcid.org/0000-0002-4541-865X 4 &
• Jun Sung Hong   ORCID: orcid.org/0000-0003-2816-9900 5  

Part of the book series: Springer Series on Child and Family Studies ((SSCFS))

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In the concluding Chap. 9 , we discuss why ameliorating violence and victimization should be a priority. Of course, addressing bullying victimization that occurs within schools for all youth is paramount toward sustaining a system that is supposed to facilitate educational progress and sustainability. There is a persistent history of disparities linked to socioeconomic and social status, family cohesion and interactions, sexual orientation, gender identity, and gender expression, race, ethnicity, immigration, and religion, and disabilities and special health needs in the U.S. school system. The social problem of bullying within U.S. schools is both complex and diverse. It is clear that the sources and factors associated with the vulnerability and marginalization of youth to being victimized at school presented in this book also intersect. Although homes, schools, and neighborhoods may never be completely bully-free environments, there are several ways to assist students in breaking the bullying and peer victimization cycles. The information presented in this book is also one calling for advocacy, which will suggest that if policymakers, school administrators, and community stakeholders are seeking to address and ameliorate bullying within schools, it is vital to consider the significance of various forms of social inequality.

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Peguero, A.A., Hong, J.S. (2020). Conclusion: Implications and Addressing School Bullying and Inequality. In: School Bullying. Springer Series on Child and Family Studies. Springer, Cham. https://doi.org/10.1007/978-3-030-64367-6_9

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Reflective Responses Following a Role Play Simulation of Nurse Bullying

Deborah l. ulrich.

Wright State University, Dayton, OH, College of Nursing and Health, P: 937.775.2605, F: 937.775.4571

Gordon Lee Gillespie

University of Cincinnati, Cincinnati, OH, College of Nursing, P: 513.558.5236, F: 513.558.2142

Maura C. Boesch

Wright State University, Dayton, OH, College of Nursing and Health, P: 937.775.3607, F: 937.775.4571

Kyle M. Bateman

Union Memorial Hospital, Baltimore, MD, Cardiovascular Intensive Care Unit, P: 228.257.1702, F: 513.558.2142

Paula L. Grubb

CDC-National Institute for Occupational Safety and Health, Cincinnati, OH, Work Organization and Stress Research Team, P: 513.533.8179, F: 513.533.8596

The affective domain of learning can be used with role play simulation to develop professional values in nursing students. A qualitative exploratory design was used for this study to evaluate role play simulation as an active learning strategy. The context for the role play was bullying in nursing practice. Three hundred thirty-three senior nursing students from five college campuses participated. Following the role play simulation students completed a reflection worksheet. The worksheet data were qualitatively coded into themes. Thematic findings were personal responses during the simulation, nonverbal communications exhibited during the simulation, actions taken by participants during the simulation, and the perceived impact of bullying. Role play simulation was a highly effective pedagogy requiring no technology, was free, and elicited learning at both the cognitive and affective domains of learning.

Nurses are expected to adhere to the American Nurses Association ( ANA, 2015 ) Code of Ethics for Nurses and integrate ethical behaviors into their professional practice ( Fowler, 2008 ). An essential function for nurse educators is to instill these professional nursing values, morals, and ethics in students as the students develop and mature into professional nurses. Nurse educators can accomplish this education by designing learning opportunities that encompass the three categories or domains of learning commonly used in nursing academia: cognitive, psychomotor, and affective ( Shultz, 2009 ). The affective domain of learning is best suited for developing professional values and invokes feelings and emotions in students which is often difficult to teach as well as difficult to measure ( Brown, Holt-Macey, Martin, Skau, & Vogt, 2015 ; Cazzell & Howe, 2012 ; McArthur, Burch, Moore, & Hodges, 2015 ). Developing and evaluating active learning strategies incorporating the affective domain of learning are needed in nursing education to transform how nursing students are taught ( Valiga, 2014 ). The purpose of this study was to evaluate role play simulation as an active learning strategy to address the problem of bullying in nursing.

There is a growing body of literature describing teaching activities incorporating affective learning in nursing and/or interprofessional education (e.g., Cazzell & Howe, 2012 ; McArthur, Birch, Moore, & Hodges, 2015 ; Neville, Petro, Mitchell, & Brady, 2013 ; Rees, 2013 ). Neville et al. (2013) discussed undergraduate health science students observing an interprofessional healthcare team meeting and then reflecting and documenting their perceptions on the team member roles. McArthur et al. (2015) described an activity where undergraduate nursing students portrayed the life of a person with a physical disability with the aim of better understanding environmental limitations to live independently. While the body of literature is growing, there remains a dearth of published strategies focused to the affective domain of learning assessing student emotions, beliefs, attitudes, values, and moral behaviors.

Role play is an experiential learning strategy where learners take an active part in an imaginary scenario to provide targeted practice and receive feedback to enhance their skills all within a safe learning environment ( Wheeler & McNelis, 2014 ). The students figuratively place themselves in another person’s shoes so as to experience what that person is experiencing, while empathizing and understanding that person’s motivations ( McArthur et al., 2015 ). Role play provides the opportunity for students to explore the affective domain of emotions and values, although it also can provide cognitive learning as students analyze the situation they find themselves in as they experience the activity. The physical aspect of role play touches on the psychomotor domain, another domain of learning. Role play also provides a forum for students to make mistakes and try a variety of approaches to mitigate a difficult situation or problem. In this way, learners gain a repertoire of responses available for their future use when they encounter a similar situation ( Murphy, Yaruss, & Quesal, 2007 ). Debriefing after role play is a key to learning. Allowing students to discuss how they feel, why they respond as they do, how they might do something different the next time, and what they learned from the experience, the faculty member creates an interactive and inclusive environment where learning occurs. It helps students understand and accept their feelings and those of others as genuine and real, as well as develop competence in interacting in difficult circumstances.

An advantage to role play is simulating current practice problems with minimal requirement for technology leading to an inexpensive active learning strategy that can be implemented in multiple settings. A contemporary and pervasive problem for nurses in practice settings and students and faculty members in academic settings is bullying ( Berry, Gillespie, Gates, & Schafer, 2012 ; Clarke, Kane, Rajacich, & Lafreniere, 2012 ; Hutchinson, Wilkes, Jackson, & Vickers, 2010 ). Bullying can take a variety of forms from nonverbal intimidation such as ignoring or excluding a target to overt aggression ( Hutchinson, 2012 ). Given this pervasiveness, role play simulations developed to address bullying can educate students about this significant clinical problem, as well as facilitate discourse on ethical behaviors in response to bullying. In the current study, it was anticipated the student participants would experience affective domain of learning, identify strategies to address bullying professionally, and self-manage personal responses while adhering to the ANA’s Code of Ethics for Nurses.

A qualitative exploratory design was used for this study to evaluate role play simulation as an active learning strategy. The context for the role play was bullying in nursing practice. This study was by approved the Institutional Review Boards of three participating universities.

Setting and Sample

The research intervention took place at five college campuses from three universities in the Midwest United States. The sample was drawn from all senior level nursing students enrolled in a community health or leadership didactic course at one of the five college campuses.

Role Play Simulation

Three simulation scenarios were developed by faculty researchers. Each scenario was reviewed for content by expert faculty members, a graduate student, and an undergraduate student. After changes were made to the scenarios, the scenarios were pilot tested and further revised. The final version of the scenarios was used for this study.

At the start of the simulation, students were instructed on the learning outcome for the role play: examine the experience and outcomes of simulated bullying. Students were assigned to groups of four students per group. Students randomly drew a role card with instructions from an envelope: aggressor, target, nurse bystander, or patient. Aggressor and target role cards explained the simulation and provided instructions. The nurse bystander and patient role cards informed the students to act as they normally would once the simulation starts. Further, details about the role play instructions and simulation were previously reported (author information removed for anonymity). The role play simulation for all groups continued simultaneously for about five minutes and then was halted by the nursing faculty member.

Immediately following the role play, students completed an individual reflection worksheet developed by the researchers for use in this study. Questions on the worksheet included:

• What did it feel like to be in the role you played during the simulation?
• What nonverbal communication did you exhibit and see in others during the simulation?
• What actions were taken or attempted in order to resolve the issue?
• What impact to employees did the issue cause or may cause had the simulation been a real experience?
• What impact to patients did the issue cause or may cause had the simulation been a real experience?

Next, students reflected on the role play experience in their groups. Finally the faculty member facilitated a large group debriefing to explore their responses to the simulation and discuss professional mitigation strategies for future events in healthcare settings. The findings in this paper will focus on the individual self-reflection responses.

Faculty members teaching the role play simulation informed students that their role play worksheets would be used for research. Students declining their data to be used for research were instructed to write “Do Not Use” on the top of their worksheet. Worksheets were provided to the principal investigator and transcribed verbatim by a research assistant into a database.

Data Analysis

The data were independently reviewed by four researchers to determine important units of information based on naturalistic coding described by Lincoln and Guba (1985) . The research team then met to discuss their respective units of information and cluster the units of information into themes. Next, the data were independently analyzed and coded to themes. The team met to discuss their individual coding and came to consensus on the final thematic coding for each unit of information. The coded data then were extracted into Microsoft Word documents according to their respective themes and verified for accuracy and consistency by the research team.

Trustworthiness

The rigor or trustworthiness of the data was assured through the components of credibility, dependability, and confirmability ( Lincoln & Guba, 1985 ). Credibility was achieved by triangulating the data across participants and the research team coming to agreement on the themes and coding of units of information. Dependability was achieved by maintaining an audit trail documenting coding decisions made by the research team further increasing the consistency of data coding. Confirmability was achieved through investigator triangulation and an audit trail.

Reflection worksheets were received by 333 senior level nursing students portraying the roles of aggressor (n=91), target (n=83), nurse bystander (n=81), and patient (n=78). Themes were categorized according to personal responses during the simulation, nonverbal communications exhibited during the simulation, actions taken by participants during the simulation, and the perceived impact of bullying.

The personal responses simulated by the participants varied by student role (see Table 1 ). Students portraying the role of aggressor reported difficulty demonstrating bullying behaviors. They also reported having feelings of negative behavior and guilt. Students portraying the role of target most commonly reported feeling bullied, uncomfortable, or overwhelmed. Students portraying the role of the nurse bystander frequently felt helpless and unable to stop the bullying. Only 16 students intervened to stop the bullying. A high number of students portraying the role of patient reported feeling helpless and would likely lose trust in the healthcare team and/or feel neglected.

Students’ personal responses while simulating the roles of aggressor, target, nurse bystander, and patient.

Nonverbal communications were both exhibited and witnessed by the study participants (see Table 2 ). Nonverbal communications of students portraying the role of aggressors included aggressive arm gestures such as pointing fingers and flailing arms and facial communications such as rolling eyes and grimacing. Nonverbal communications of students portraying the role of targets included non-aggressive facial communications such as opening mouth in surprise and non-aggressive body posture such as leaning away from aggressor. Nonverbal communications of students portraying the role of nurse bystanders included non-aggressive facial communications and body posture such as backing away from the conflict. Nonverbal communications of students portraying the role of patients included both non-aggressive and aggressive facial communications.

Nonverbal communications exhibited and actions taken by students during the simulation as perceived by themselves and other students.

Actions taken by the study participants were categorized as proactive, passive, or aggressive (see Table 2 ). Aggressive actions were predominantly used by students portraying the role of aggressor. Examples include yelling and stating “Figure it out on your own.” Proactive actions were predominantly used by students portraying the roles of target and nurse bystanders. Examples include attempting compromise, suggesting that both parties take a break, and expressing their feelings. Passive actions were predominantly used by students portraying the role of patient. Examples include watching the incident transpire and doing nothing.

The perceived impact of bullying was assessed by the study participants (see Table 3 ). The perceived impact for employees resulting in adverse effects for following bullying incidents was the team/working environment, onset of negative emotions, and increased risk for legal consultation. Team/working environment impact was described as increased tension and conflict between employees and decreased morale and cohesion. Negative emotions included descriptors such as anxiety, fear, worry, anger, loss of confidence, disgruntlement, and confusion. Legal risk impact was described as loss of licensure, risk for malpractice claim, and employee discipline. The perceived impact to patients was negative organizational perception, personal emotions, and patient outcomes. Examples of negative organizational perceptions were loss of trust in care delivery and lack to return to that organization for future healthcare encounters. Examples of negative personal emotions for patients were feeling uncomfortable, afraid, confused, guilty, disrespected, neglected, and traumatized. Examples of negative patient outcomes were delays in care, poor patient care, lack of patient-centered care, and fragmented care.

Perceived impact of bullying in the workplace.

The role play activity evoked authentic affective responses from the participants, similar to research reported by McArthur et al. (2015) . The responses and perceived impact of the students playing the roles of target and nurse bystander were similar to those exhibited in real life bullying situations ( Berry et al., 2012 ; Reknes, Pallesen, Magerøy, Moen, Bjorvatn, & Einarsen, 2014 ; Vogelpohl, Rice, Edwards, & Bork, 2013 ). This alone points to the fact that role play can simulate real life to a great extent, allowing participants to actually feel the emotions and feelings they might experience should they encounter a similar situation in the future. Participants also exhibited verbal and nonverbal communications, as well as other physical actions of aggression and passivity in response to the role play. Body language, facial expressions, arm gestures, and other proactive, aggressive, and passive actions were noted by participants in the role play activity. Again, affective responses demonstrated that the participants were reacting in much the same manner as someone who would actually experience bullying. These responses and actions then can be leveraged during a critical debriefing facilitated by the nurse faculty member.

In order for role play to be effective in evoking similar responses to real life encounters, the faculty member needs to set the stage with a realistic and relevant scenario based in reality (Anonymous – reference blinded for peer review; McArthur et al., 2015 ). In this way, students can experience these stressful situations in a safe learning environment prior to experiencing them in nursing practice. This allows students to practice different ways of reacting and learning how to best deal with a professional practice issue.

Debriefing after role play is a major component of the role play activity and is seen by most to be more important than the role play scenario itself. Allowing students to discuss the situation they found themselves in, the way they responded and alternative responses for effective mitigation, and how others felt and responded will aide students to learn new ways to react, redirect, and hopefully halt bullying behaviors. Although debriefing is a huge part of the learning process, role play scenarios need to serve as the crux of the debriefing component. Role play must be realistic and relevant to practice if it is to evoke genuine feelings and emotions. Without a solid scenario for the role play, debriefing would not be as effective or lead to maximum learning. As evidenced by our findings, the role play simulation was realistic and evoked genuine feelings and emotions that were later leveraged in discussion/debriefing to plan professional mitigation strategies.

Role play also can address and lead to critical conversations about healthcare organizations. Students can relate the content of the scenario to their perceptions about how it could impact the organization and how a single bullying incident can spread quickly to affect the entire organization. In the bullying scenario, students reflected on the impact that bullying had for employees, patients, and the working environment of the healthcare team. They were able to grasp the enormity of the problem of bullying and see the problem from the viewpoints of all of the players: aggressors, targets, nurse bystanders, and patients. They noted the organizational impact, which expanded the learning and allowed the learners to see the cumulative impact of bullying.

Limitations

Three limitations were noted to this study. First, student knowledge about and experiences with bullying were not measured. This student background could have impacted student participation and engagement in the role play simulation and ultimately their affective responses documented on the reflection data collection tool. Second, fidelity to the implementation of the role play simulation was not measured by the research team. This limitation was minimized by the researchers providing 1:1 training to faculty members who implemented the simulation prior to deploying the intervention in the classroom. In addition, a detailed instructional guide was provided to faculty members to use during implementation to promote fidelity across classrooms. Third, the research was conducted with students who attended nursing schools in close geographic proximity, although the programs do enroll students who are not local to their campuses. This geography as well as the qualitative nature of the study design limit the generalizability of the study findings.

Implications for Nurse Educators

Bullying as a clinically significant practice problem recently garnered national attention when the ANA (2015) published the position statement “Incivility, Bullying, and Workplace Violence” which recognizes the magnitude and importance of bullying. Given the credence of bullying as a practice problem, education about bullying prevention and mitigation needs to be incorporated into nursing curricula. Role play simulations such as the one conducted in this study can serve as an effective strategy to deliver this course content.

As the costs associated with nursing education for books, tuition, and other fees continue to rise, the need for low cost or free educational activities becomes more important. The role play simulation discussed in this paper was conducted without costs to students or faculty members. More importantly, the desired student learning outcome to examine the experience and outcomes of simulated bullying was achieved with students describing a multitude of responses and actions reflecting their learning at the affective domain, an area often not addressed in nursing education.

The planned debriefing for this role play simulation could be extended to other professional behaviors and discussed in multiple courses. For example, students can discuss not only how to respond professionally to colleagues, but to patients and patients’ visitors demonstrating stress or agitation. Students in this study reported exhibiting behaviors deemed as aggressive including eye rolling, standing with their hands on their hips, and crossed arms. These gestures even if not intended to be aggressive were deemed as such. Therefore, students need to be educated as to how their nonverbal behaviors could manifest or be interpreted as aggression. Some students in this study who portrayed the role of targets were perceived as aggressive, likely a manifestation of their stress response to receiving bullying behaviors. These responses when witnessed by patients or visitors could lead to reduced patient satisfaction scores or an increase in patient complaints to healthcare administrators. Providing students multiple opportunities to practice their response and management to difficult situations using realistic scenarios related to current clinical problems and allowing a through debriefing can provide a mechanism for optimal student learning.

Role play simulation was a highly effective pedagogy requiring no technology, was free, and yet elicited learning at both the cognitive and affective domains of learning. Well written scenarios that are realistic and relevant to current nursing practice are excellent mechanisms to help students experience difficult issues and situations in safe supportive environments, while gaining new insights into best practices for handling difficult people, situations, and problems common to nursing practice. Future research is needed to evaluate students’ adoption and effective use of the education taught during this role play simulation.

Acknowledgments

This research study was funded by contract No. 200-2013-M-57090 from the Centers for Disease Control and Prevention–National Institute for Occupational Safety and Health (CDC-NIOSH). Its contents are solely the responsibility of the authors and do not necessarily represent the official view of the CDC-NIOSH.

Contributor Information

Deborah L. Ulrich, Wright State University, Dayton, OH, College of Nursing and Health, P: 937.775.2605, F: 937.775.4571.

Gordon Lee Gillespie, University of Cincinnati, Cincinnati, OH, College of Nursing, P: 513.558.5236, F: 513.558.2142.

Maura C. Boesch, Wright State University, Dayton, OH, College of Nursing and Health, P: 937.775.3607, F: 937.775.4571.

Kyle M. Bateman, Union Memorial Hospital, Baltimore, MD, Cardiovascular Intensive Care Unit, P: 228.257.1702, F: 513.558.2142.

Paula L. Grubb, CDC-National Institute for Occupational Safety and Health, Cincinnati, OH, Work Organization and Stress Research Team, P: 513.533.8179, F: 513.533.8596.

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Bullying Essay for Students and Children

500+ words essay on bullying.

Bullying refers to aggressive behavior so as to dominate the other person. It refers to the coercion of power over others so that one individual can dominate others. It is an act that is not one time, instead, it keeps on repeating over frequent intervals.  The person(s) who bullies others can be termed as bullies, who make fun of others due to several reasons. Bullying is a result of someone’s perception of the imbalance of power.

Types of bullying :

There can be various types of bullying, like:

• Physical bullying:  When the bullies try to physically hurt or torture someone, or even touch someone without his/her consent can be termed as physical bullying .
• Verbal bullying:  It is when a person taunts or teases the other person.
• Psychological bullying:  When a person or group of persons gossip about another person or exclude them from being part of the group, can be termed as psychological bullying.
• Cyber bullying:  When bullies make use of social media to insult or hurt someone. They may make comments bad and degrading comments on the person at the public forum and hence make the other person feel embarrassed. Bullies may also post personal information, pictures or videos on social media to deteriorate some one’s public image.

Read Essay on Cyber Bullying

Bullying can happen at any stage of life, such as school bullying, College bullying, Workplace bullying, Public Place bullying, etc. Many times not only the other persons but the family members or parents also unknowingly bully an individual by making constant discouraging remarks. Hence the victim gradually starts losing his/her self-esteem, and may also suffer from psychological disorders.

A UNESCO report says that 32% of students are bullied at schools worldwide. In our country as well, bullying is becoming quite common. Instead, bullying is becoming a major problem worldwide. It has been noted that physical bullying is prevalent amongst boys and psychological bullying is prevalent amongst girls.

Prevention strategies:

In the case of school bullying, parents and teachers can play an important role. They should try and notice the early symptoms of children/students such as behavioral change, lack of self-esteem, concentration deficit, etc. Early recognition of symptoms, prompt action and timely counseling can reduce the after-effects of bullying on the victim.

Get the huge list of more than 500 Essay Topics and Ideas

Anti-bullying laws :

One should be aware of the anti-bullying laws in India. Awareness about such laws may also create discouragement to the act of bullying amongst children and youngsters. Some information about anti-bullying laws is as follows:

• Laws in School: To put a notice on the notice board that if any student is found bullying other students then he/she can be rusticated. A committee should be formed which can have representatives from school, parents, legal, etc.
• Laws in Colleges: The government of India, in order to prevent ragging , has created guideline called “UGC regulations on curbing the menace of ragging in Higher Education Institutions,2009”.
• Cyber Bullying Laws: The victim can file a complaint under the Indian Penal Code .

Conclusion:

It is the duty of the parents to constantly preach their children about not bullying anyone and that it is wrong. Hence, if we, as a society need to grow and develop then we have to collectively work towards discouraging the act of bullying and hence make our children feel secure.

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Essay on Bullying

Here we have shared the Essay on Bullying in detail so you can use it in your exam or assignment of 150, 300, 500, or 1000 words.

You can use this Essay on Bullying in any assignment or project whether you are in school (class 10th or 12th), college, or answer writing for competitive exams. 

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Essay on Bullying in 150 words

Essay on bullying in 250-300 words, essay on bullying in 500-1000 words.

Bullying is a serious issue that affects individuals of all ages, particularly in schools and online platforms. It involves repeated aggressive behavior aimed at causing harm, imbalance of power, and psychological distress to the victim. Bullying can take various forms, such as physical, verbal, or relational aggression.

The consequences of bullying are significant and long-lasting. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, depression, anxiety, and even suicidal ideation. Bullying also creates an unhealthy and hostile environment, impacting the overall well-being of individuals and hindering their ability to thrive and learn.

To combat bullying, it is crucial to raise awareness, promote empathy, and foster a culture of respect and inclusivity. Schools and communities should implement anti-bullying policies and provide support systems for both victims and perpetrators. Education on the effects of bullying and the importance of kindness and empathy can help prevent and address this issue effectively. It is everyone’s responsibility to stand up against bullying and create a safe and nurturing environment for all individuals.

Bullying is a harmful and pervasive issue that involves repeated aggressive behavior aimed at causing harm, distress, and power imbalance. It manifests in various forms such as physical, verbal, or relational aggression, primarily affecting individuals in schools.

The consequences of bullying are significant and far-reaching. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, anxiety, depression, and, in extreme cases, suicidal ideation. Bullying not only impacts individual victims but also creates an unhealthy environment that hampers overall well-being and learning.

To combat bullying effectively, awareness and prevention strategies are essential. Raising awareness about the nature and consequences of bullying among students, teachers, parents, and communities is crucial. Implementing comprehensive anti-bullying policies in schools, defining bullying, establishing reporting mechanisms, and imposing appropriate consequences for perpetrators is necessary. Fostering a culture of respect, empathy, and inclusivity can prevent bullying and create a safer environment.

Support systems should be in place for both victims and bullies. Victims need access to counseling and resources to cope with the effects of bullying. Intervention programs and counseling can help bullies develop empathy, address underlying issues, and learn alternative behaviors.

Collaboration between schools, parents, and communities is vital. Open communication, encouraging reporting, and proactive measures are necessary to create a positive and safe environment.

In conclusion, bullying is a harmful issue with severe consequences for individuals and communities. By raising awareness, implementing policies, fostering a culture of respect and empathy, and providing support, we can combat bullying effectively. Together, we can create a society where bullying is not tolerated, and individuals can thrive in safe and inclusive environments.

Title: Bullying – The Menace That Demands Immediate Attention

Introduction :

Bullying is a persistent and alarming issue that plagues individuals across various environments, with schools being a common breeding ground for such behavior. This essay aims to explore the definition and types of bullying, its detrimental effects on victims, the underlying causes, the role of bystanders, and the strategies required to effectively address and prevent bullying.

I. Definition and Types of Bullying

Bullying is a form of repeated and intentional aggression characterized by a power imbalance, where the bully seeks to cause harm, distress, and domination over the victim. It can take various forms, including physical aggression, verbal abuse, relational manipulation, and cyberbullying.

II. Detrimental Effects of Bullying

Bullying has severe consequences for the mental, emotional, and social well-being of victims. It can lead to decreased self-esteem, anxiety, depression, academic decline, school avoidance, and in extreme cases, suicidal ideation or attempts. The long-lasting effects of bullying extend beyond the immediate victim, creating a hostile and unhealthy environment for all individuals involved.

III. Underlying Causes of Bullying

Several factors contribute to the development of bullying behavior. These may include family dynamics, exposure to aggression or violence, a desire for power and control, low empathy levels, and a lack of appropriate social skills. Additionally, societal factors such as media influence and cultural norms may indirectly support or perpetuate bullying behavior.

IV. The Role of Bystanders

Bystanders play a significant role in the bullying dynamic. They can either reinforce the bully’s behavior by passively observing or actively participating, or they can intervene and support the victim. Creating a culture where bystanders feel empowered to speak up against bullying and report incidents is crucial in addressing this issue.

V. Strategies to Address and Prevent Bullying

A. awareness and education, b. establishing clear policies and consequences, c. encouraging reporting and support, d. empathy and social-emotional learning, e. involving the community.

Raising awareness about the detrimental effects of bullying and its various forms is essential. Educational institutions should implement comprehensive anti-bullying programs that educate students, teachers, and parents about the signs of bullying, its impact, and the importance of intervention.

Schools should have well-defined anti-bullying policies that outline the definition of bullying, reporting procedures, and consequences for perpetrators. These policies should be communicated effectively to all stakeholders to create a safe and inclusive environment.

Creating a safe reporting system where victims and witnesses feel comfortable reporting incidents is crucial. Offering support and counseling services for victims, as well as intervention programs for bullies, helps address the underlying issues and promote behavioral change.

Integrating empathy and social-emotional learning programs into the curriculum can foster a culture of respect, kindness, and empathy. Teaching students how to manage emotions, develop healthy relationships, and resolve conflicts peacefully can prevent bullying behavior.

Engaging parents, community members, and local organizations in anti-bullying initiatives fosters a collective effort in addressing this issue. Collaboration between schools, families, and communities is essential to create a comprehensive and sustained approach to bullying prevention.

Conclusion :

Bullying is a deeply concerning issue that inflicts significant harm on individuals and communities. By raising awareness, implementing clear policies, fostering empathy, involving bystanders, and providing support, we can effectively address and prevent bullying. It is our collective responsibility to create safe and inclusive environments where every individual can thrive without fear of aggression or harm. Through concerted efforts, we can eradicate bullying and cultivate a society built on respect, empathy, and equality.