Bullying

Defines bullying: Bullying may be the most prevalent type of aggression experienced by school-aged youth. Bullying has been defined as any form of aggression in which one student or group of students repeatedly harasses a target (i.e., victim) verbally or physically. The three key components or characteristics of bullying behaviors are (1) the behavior is intended to harm, (2) the behavior occurs repeatedly over time, and (3) there is an imbalance of power. Discusses prevalence, impact, gender differences, development, and ecological perspectives. Concludes:Bullying is a complex phenomenon, which is adversely affecting the majority of school-aged youth. There are long-term psychological and behavioral consequences associated with involvement in bullying (i.e., suicidal ideation and criminal behavior). While research is still uncovering new facets of the bullying dynamic, it is important to recognize there are multiple roles that students can employ in bullying interactions. In addition, bullying is not only direct, physical aggression; rather it can take the form of direct verbal aggression or indirect harassment. Bullying is not only a problem among boys but is increasingly being recognized as a problem among girls. Finally, if we are to begin understanding bullying behavior, we must consider it from both ecological and developmental perspectives

Victimization and internalizing problems: Examining the experience of repeated bullying, anxiety, and depression

The purpose of this study was to examine the relationship between repetition of bullying and internalizing symptoms. Specifically, changes in anxious and depressive symptomotology were investigated across victimization categories including the frequency, duration, and severity of bullying. Participants were 377, 6th, 7th, and 8th graders in public middle schools in a mid-sized Midwestern city. Data were collected in Fall 2006, Spring 2007, and Fall 2007. The results of this study elucidated the importance of understanding the role of repetition in the experience of being bullied. Participants who were frequently bullied over a long duration experienced the highest levels of depression compared to individuals who were bullied less frequently or for a shorter duration. Individuals who were frequently bullied showed a significant increase in anxiety symptoms following the onset of bullying compared to those who had been bullied frequently for a longer duration. Those who were able to escape bullying experienced concurrent decreases in internalizing problems. The identification of those adolescents who are most severely bullied in terms of frequency and/or duration is important for effective and efficient intervention. Interventions for bullying tend to be largely prevention-based; however individual level interventions may be warranted for certain groups of victims