- Universiti Pendidikan Sultan Idris

BULLYING AMONG
NATIONAL AND NATIONAL TYPE (fAMIL AND CHINESE)
PRIMARY SCHOOL CHILDREN WITH REFERENCE TO PERAK
NORAN FAUZIAH YAAKUB, Ph.D
RAJENDRAN NAGAPPAN, Ph.D
AHMAD JAZIMIN JUSOH
PROJECT CODE NO: 03-12-06-03
RESEARCH ACCOUNT NO: 051104
2004
TABLE OF CONTENTS
ACKNOWLEDGEMENT
11
ABSTRACT
viii
ABSTRAK
lX
I. INTRODUCTION
Background
1
Problem Statement
1
Objective of Study
Research Questions
Significance of Study
Limitation of Study
Operational Definition
2
3
4
5
5
2. REVIEW OF LITERATURE
Introduction
7
Theories of Aggression
7
Definition of Bullying
9
Types
10
of Bullying
Occurrence of
11
Bullying
Characteristics of Bullies
13
Characteristics of Victims
Bullying and Gender
14
Places Where BUllying Took Place
Feelings of Bullies and Victims
Self Concept
17
Self-Concept
Self-Concept
15
17
18
and Gender
19
and
19
Bullying
3. METHODOLOGY
Research Framework
21
Figure 1: Framework of Study
Participants
Sampling
22
Instrument
24
Research Procedure
24
Analysis
25
11
23
23
4. FINDINGS
Profile of Respondents
26
Respondents by School Type
Respondents by Gender
Respondents by Class
Guardians of Respondents
Watching Television
Types of Children
26
School Bullies
31
26
27
28
28
29
Bullies and School
Type
Big
Gender
Bullies
and
Big
Big Bullies and Class
Psychological Bullying and School Type
Psychological Bullying and Gender
Psychological Bullying and Class
Physical Bullying and School Types
Physical BUllying and Gender
Physical Bullying and Class
Victims of BUllying
Psychological-Physical Victims and School Type
Psychological-Physical Victims and Gender
Psychological-Physical Victims and Class
Psychological Victims and School Type
Psychological Victims and Gender
Psychological Victims and Class
Victims of Physical Bullying and School Type
Victims of Physical Bullying and Gender
Victims of Physical Bullying and Class
Bully- Victims
Bully- Victims and Gender
Psychological Bully-Victims and School Type
Psychological Bully-Victims and Gender
Psychological Bully-Victims and Class
Physical Bully-Victims and School Type
Physical Bully-Victims and Gender
Physical Bully-Victims and Class
31
32
33
34
35
36
37
38
39
40
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
Non- Victims
57
Non- Victims and Gender
58
Non-Victims and Class
59
Non-Bullies
60
Non-Bullies and Gender
61
Non-Bullies and Class
62
Relationship with Family
63
Attitude Toward School
64
Occurrence of Bullying
66
Name-Calling
and School
67
Type
III
Name-Calling and Gender
Name-Calling and Class
Making Others Laugh and School Type
Others Laugh and Gender
Making Others Laugh and Class
Disturbing Others and School Type
Disturbing Others and Gender
Disturbing Others and Class
Boycotting Others and School Type
Boycotting Others and Gender
Boycotting Others and Class
Teasing Others and School Type
Teasing Others and Gender
Teasing Others and Class
Spreading Rumours and School Type
Spreading Rumours and Gender
Spreading Rumours and Class
Direct Bullying
Encouraging Others to Fight and School Type
Encouraging Others to Fight and Gender
Encouraging Others to Fight and Class
Threatening Others and School Type
Threatening Others and Gender
Threatening Others and Class
Pushing Others and School Type
Pushing Others and Gender
Pushing Others and Class
Fighting with Other Children and Gender
Fighting with Other Children and Class
Victims of Indirect Bullying
Victims of Name-Calling and School Type
Victims of Name-Calling and School Type
Victims of Name-Calling and Gender
Victims of Name-Calling and Class
Being Teased and School Type
Being Teased and Gender
Being Teased and Class
Laughed At and School Type
Laughed At and Gender
Laughed At and Class
Others Spread Rumours About Me and School Type
Others Spread Rumours About Me and Gender
Others Spread Rumours About Me and Class
Victims of Direct BUllying
Being Threatened and School Type
Being Threatened and Gender
Being Threatened and Class
iv
68
69
70
71
72
73
74
75
75
76
77
78
79
80
81
82
83
84
84
85
86
86
87
88
88
89
90
91
92
93
93
94
95
96
97
98
99
100
101
102
103
104
105
106
106
107
108
Being Pushed
Being Pushed
Being Pushed
and School
109
Type
and Gender
110
and Class
111
Hit Back and School
112
Type
Hit Back and Gender
113
Hit Back and Class
114
and School
Demanding Money
Type
Demanding Money and Gender
Demanding Money and Class
Asking For Sweets and School Type
Asking For Sweets and Gender
Asking For Sweets and Class
Difference in forms of bullying and victims of bullying according
to school type, gender and class
Bullying and Victims of Bullying by School Type
Bullying and Victims of Bullying by Gender
Bullying and Victims of Bullying by Class
Feelings of Children
Places Where Bullying Occurred
Bullies Inside School Compound
Bullying Outside School
Academic Efficacy of Respondents
Dimensions of Self-Concept
Physical ScI f-Conccpt
Physical ScI f-Conccpt and School Type
Physical Self-Concept and Class
Physical Self-Concept and Gender
Parental Self-Concept
Parental Self-Concept and School Type
Parental Self-Concept and Class
Parental Self-Concept and Gender
Academic Self-Concept
Academic Self-Concept and School Type
Academic Self-Concept and Class
Academic Self-Concept and Gender
Moral Self-Concept
Moral Self-Concept and School Type
Moral Self-Concept and Class
Moral Self-Concept and Gender
Regression of Indirect Bullying
Regression of Direct Bullying
Regression of Victims of Indirect Bullying
Regression of Victims of Direct Bullying
Reasons for BUllying
Feelings of Bullies
Feelings of Victims
Report from Head-teachers, Discipline Teachers and Parents
v
115
116
117
117
118
118
119
119
124
124
130
130
131
132
132
134
135
135
136
137
137
138
139
139
139
139
141
141
141
141
143
143
144
145
146
147
148
149
149
149
Concept of Bullying
Frequency of Bullying
Types of Bullying
150
Characteristics of Bullies
151
Characteristics of Victims
How Schools Handled Bullying
152
151
151
152
s, SUMMARY, DISCUSSION AND IMPLICATIONS
Summary
153
Discussion
157
Implications
160
REFERENCE
165
Appendix
A
Questionnaire for National Schools
Appendix
172
B
Questionnaire for Principals, Teachers and Parents
Appendix
C
Questionnaire for Chinese Schools
Appendix
180
D
Questionnaire
Appendix
179
195
for Tamil Schools
E
Letter of Permission from the
Ministry of Education
vi
ACKNOWLEDGEMENT
This
project, (project
Code Number:
03-12-06-03)
was
made
possible
from
a
funding
received from the Research Committee, Universiti Pendidikan Sultan Idris. The authors
would like
to
convey their
deepest gratitude
teachers and chairmen of the
schools for
giving
their support to this
The research team would like
Planning
parent-teacher
and
Ministry
and the Perak State Education Department for
This
students, principals,
primary
project.
and Research Division of the
subjects from
to
associations from the 29 selected
convey their
to
appreciation
deepest appreciation
of Education for
allowing
to the
approving
the researchers
to
Educational
this
project,
involve the
the selected schools.
appreciation
is extended
to
Vellayudhan, Magentaran,
Siti Salmah Mat Jusak and
Noreha Mohd. Yusof for their assistance in the fieldwork. The authors would also like
extend their
gratitude
to Tan
Ai
Ling, Vellayudhan,
helped with the data entry.
vii
Zainora
to
and Nurul Shahnaz who
among National and National Type (Tamil and Chinese)
Children with Reference to Perak
Bullying
Primary
School
Abstract
The
objectives of the study
were
to assess the extent
schools in Perak: compare the
primary
class and school type;
gender,
selected
independent
discipline
their
on
understanding
teachers and chairmen of
the concept of
schools, characteristics of
to
self-concept
and
solicit information
parent-teacher
the extent of
bullying,
bullies and
in terms of
study also sought
to
among the pre­
self-concept
bully-victim problems
variables. In addition, this
from head teachers.
bully-victim problem according
the dimensions of
assess
adolescents under study; and explain
of
extent
of bully-victim incidents in selected
bullying
associations
in their
as to
respective
victims, and how each school addressed this
problem.
A total of 2528
schools
primary
school children from 29 National and National
primary
completed
the instrument
where
bully-victim problems,
on
Type
bullying
occurred, their overall academic-efficacy. and four dimensions of self-concept. In
addition, 24 children
participants from
interviewed after the first
were
21 schools
The results showed
bullying,
A
of
well
as
number of
into class.
and
bullying behaviours.
Majority
the most
were
bullying.
In
negative
was
the most
significant
in
which
of these bullies
boys
on
involved in indirect
were
were
addition, there
happened
were
boys
contributing
adult
bullying.
or
psychological
reported being bully-victims
involved in both forms of
were more
more
of
bullying
incidents of both forms
and
frequently
before teachers
majority of them
factor for direct
variable for indirect
bullying.
were
bullying.
come
older than their
while school type
The effects of bullying
on
victims
nature.
The definition of
bullying by
literature. However, the incidence of
was
study. Sixty-four
open-ended questions
of these children also
More
of the
among standard six children. The classroom seemed to witness the most
victims. Gender
was
of
the six
children
physical bullying.
being victims
bullying
more
high percentage
psychological
as
responded
phase
very much lower than that
the adult
bullying
reported by the
Vlll
respondents
as
reported by
children.
was
similar to that in the
this group of
respondents
Tingkab
Laku HuH di
Kalangan Murid Sckolab Rcndah Kebangsaan dan Jenis
Kebangsaan (Tamil dan Cina) dengan Merujuk kepada Perak
Abstrak
Objektif kajian
ini ialah untuk menganggar
mangsa buli
rnenjadi
di
sekolah-sekolah
rnanakah masalah buli dan mangsa buli
rnenganggar dimensi
rnasalah buli dan
Selain itu,
guru
kajian
disiplin
buli dan
dan
man gsa,
ini
buli dari
di
dan
manakah
di
terpilih
juga bertujuan
ibu
bagaimana setiap
dan
mendapatkan
kelas dan
sekolah
yang
bebas
daripada
terpilih.
guru
besar,
berkaitan, ciri-ciri
masalah tersebut.
2528 murid sekolah rendah dari 29 sekolah rendah
Kebangsaan mcnjawab
dan menerang
pembolehubah
maklumat
menangani
jenis sekolah;
dikaji;
dan guru dari sekolah
bapa
insiden buli dan
Perak; membandingkan sejauh
kalangan pra-remaja
untuk
berlakunya
mcngikut jantina,
segi konsep-kcndiri
pcngcrusi persatuan
Sebanyak
Jenis
konsep-kcndiri
man gsa
sejauh
Kebangsaan
instrumen tentang masalah buli dan rnangsa, di
mana
dan
buli
bcrlaku, efikasi akadcmik kescluruhan. dan crnpat dimensi konsep-kcndiri. Selain itu, 24
orang murid ditemubual
sclcpas
buah sekolah membcri rcspons
rasa pcrtama
kepada
langsung
atau
mangsa buli
psikologi.
psikologi
Pcratusan
lcbih ban yak murid tcrlibat
banyak
murid
darjah
cnam.
menyaksikan peristiwa buli,
kelas.
Bilik
yang
adalah lebih tua
daripada
fizikal,
jcnis
sementara
mangsa adalah
lebih
mangsa mereka. Jantina
sckolah faktor utama
bagi
dengan
buli di
banyak insiden
yang
kedua­
paling banyak
berlaku sebelum guru masuk ke dalam
adalah lelaki dan
kebanyakan daripada
merupakan
buli tidak
faktor
langsung.
utama
mereka
bagi
buli
Kesan buli ke atas
negatif.
Definisi buli yang dibcrikan oleh
terdapat
juga melaporkan rnenjadi
darjah mcrupakan tempat
kebanyakannya
Kebanyakan daripada pcmbuli
tcrdapat
buli tak
dengan
murid lelaki yang terlibat
dua bentuk buli dan mangsa buli. Selain itu,
kalangan
murid ini
tinggi daripada
dan fizikal. Lcbih
64 peserta dewasa dari 21
soalan terbuka tentang buli.
cnarn
Keputusan kajian mcnunjukkan
kajian. Sebanyak
dalarn literatur. Akan
kumpulan responden
ini adalah
tetapi,
jauh
rcspondcn
dewasa adalah
insiden membuli
lebih rendah
kanak-kanak.
IX
seperti
daripada
sama
yang
dengan
apa yang
dilaporkan
oleh
apa yang diberikan oleh
CHAPTER I
INTRODUCTION
Background
It is
acknowledged by
to the
considered
as
been defined
it is
and
adjustment
as a
or
recipient.
in nature. it
divergent
or
"rites of passage" in
a
peers. It should not be
child's life span.
Bullying
has
can
bully
is stronger than the
be stronger. It is the intention of the
bully
to
occurs
either be
and
aggression
repeatedly,
physical
no
doubt
as
more
or
psychological,
cause
with the latter
indirect harassment
hurt to the
encompassing
spreading
of
involved, either
as
through
the extent to which children
to
to
quantify
bullying
easily observed
the
bullying
have
produced
some
These reports put the
in school somewhere between 10 and 27 percent. The types of
primarily
and detected. However,
psychological forms.
the forms that
the incidence of
were
(Olwcus, 1978; Whitney and Smith, 1993).
outcomes
behaviour in these surveys focused
are
bullying by
serious threat
a
and that the
victims. Attempts
incidence of
are
the world that
over
the social exclusion of the victim.
There is
or
to
This hurt
both direct verbal
bullies
all
subset of aggressive behavior. The second criterion of bullying is that
perceived
rumours or
psychologists
of school children is
well-being
part of growing up
unprovoked
victim
educators and
which
are more
are
not easy to
pervasive
'obvious' acts,
on
in children's
or
or
is also manifested in
bullying
detect
physical
verbal, that
more
subtle
define, and it is believed that these
experiences
of school.
Problem Statement
The National
Philosophy
of Education
explicitly
states that the
objective
to ensure that school children will be balanced in terms of their
emotional and social
well-being.
need for schools to create
a
What is
implied
of education is
physical. mental,
in this statement is that there is
safe environment in every
sense
a
great
of the word. This need is
also related to the
rights
of the child
learn in
to
a
safe environment while
they
in
are
schools.
Of late, there have been several reports in the local media
aggressive behaviour
Both
professionals
school children
among school
children, either
at the
and parents have viewed misbehaviour
as a
serious
primary
or
or
secondary
discipline problem
that has to be dealt with
phenomenon
the spate of
on
seriously.
level.
among
The broad
concept of school violence includes bullying and this phenomenon has become
prevalent
and serious social
problem
world. It cannot be denied that there
such
In
as
reduced self-esteem.
addition, the literature
psychological disorders
among
also
which could
shown
which could
that
primary
objective
of the
study
school children in the
behaviour modification.
is to
state
eventually
bullies
school
being bullied,
lead to suicide.
also
assess
the
from
of Study
the extent of
bully-victim problems
of Perak Darul Ridzuan and to propose
Specifically,
suffer
into their adult life.
persist
Objective
The overall
consequences of
negative
anxiety, depression
has
children in many parts of the
school-age
several
are
a
objectives
of the
study
are
among
strategies
to
for
establish the
following:
t.
Identify television viewing
2.
Identify types
bullies
3.
nor
5.
school children under
namely. bullies, bully-victims, victims only,
bully-victim
incidents in selected schools
background variables. namely
Assess four dimensions of
among
primary
study.
and neither
victims.
Determine the extent of
selected
4.
of children
behaviour among
pre-adolescents
.school type,
gender
to some
and class.
self-concept, viz., physical, parental,
under
according
academic and moral
study.
Explain bully-victim problems
in
terms
of
self-concept
and selected
background
variables.
6.
of the extent of
Determine the concept of
bullying
schools
participants, namely headmasters. discipline
by
three groups of
and the
chairmen of parent-teacher associations.
2
perception
bullying
in
teachers and
7.
Elicit
suggestions
as
how
to
bullying problems
overcome
in
schools
from
headmasters, discipline teachers and chairmen of parent-teacher associations.
Research
This
study seeks to
1.
answer
the
Questions
research
following
questions:
What is the television viewing behaviour among
primary
school children
In
Perak?
2.
How many children fall under the category of bullies,
and neither bullies
3.
How safe do these children feel while
5.
What is the
6.
What
7.
What is the extent of
bullying according
relationship
they
are
school type,
in school?
between these children with their parents
terms
indirect and direct among
bullying,
of school type,
gender
or
guardians?
primary
school children
and class?
What is the extent of being victims of bullying, direct and indirect among
school children in Pcrak in terms of school type,
9.
to
the attitudes of these children toward school?
in Perak in
8.
only,
class?
4.
are
victims
victims?
nor
Are there any differences in the forms of
gender and
bully-victims,
gender
primary
and class?
How do victims of bullying feci about such behaviour?
10. Where does
II. Who
are
bullying normally
by
place?
the bullies inside and outside school?
12. What is the academic
differ
take
school type,
efficacy
gender
of
respondents
and how does academic
efficacy
and class?
13. How do these children rate in terms of four dimensions of self-concept?
14. What is the
physical self-concept
15. Are there any differences in
among
respondents?
physical self-concept according
gender and class?
16. What is the
parental self-concept
among
3
respondents?
to
school type,
17. Are there any differences
parental self-concept according
111
to
school type,
to
school type,
and class?
gender
18. What is the academic
self-concept
among
19. Are there any differences in academic
gender and
respondents?
self-concept according
class?
20. What is the moral
self-concept
among
21. Are there any differences in moral
respondents?
to school
self-concept according
type, gender
and class?
22. What
are
the
reasons
for
23. What
are
the
feelings
of those who
24. What
are
the
feelings
of victims?
25. How do head-teachers,
26. How many
of in their
bullying
bullying as reported by
discipline
cases are
are
discipline
teachers and parents define
place
in the schools under
teachers and
considered
dearth of research
focused
only
on
study
deal with
on
the
important
problem
secondary
The search for literature did
The studies
on
of
for several
as
school children. It is
not
indicate that this
discipline problems
name-calling
described
as
by head-teachers,
Study
or
First, it
reasons.
in the country. An earlier
hoped
study by
that this
on
the
problem
was
motivated
Noran et al.
study
on
primary
topic, especially
had been studied
among school children focused
behaviours in school. The focus in the present
such
study?
bullying problems?
children would further add to the corpus of research
bullying,
aware
parents?
Significance
study is
bullying?
head-teachers, discipline teachers and parents
the characteristics of bullies and victims
29. How do the schools under
This
others?
respective schools?
27. What types of bullying take
28. What
bully
bullies?
teasing.
4
study is
also
on
in
by
the
(2002)
school
Malaysia.
locally.
on
their overt
the covert behaviour of
The results from this study will
and victim
bully-victims,
occurrence
that
can
of
help
students who
eradicate the
are at
It will not
problems.
insight
more
only
shed
into the nature of
light
some
in schools but also will be able to understand
bullying
us
give
This
problem.
risk with the
study is
bullying problem
also considered
are
not
on
the nature and
some
of the issues
important
identified
bullying,
because if
early enough,
then
the
problem
will continue into their adult life. Research has also shown that students who
are
engaged
in
or
bullying
behavior
are more
prone to be involved in
juvenile delinquencies
criminal behavior in later adult life.
Limitation of
This
study
is limited
school children from three types of schools,
primary
to
National, Tamil and Chinese schools from
four, five and six
classes
were
Study
chosen
namely
two districts in Perak. Children from standard
to
in this
participate
study.
In
addition, head­
teachers, discipline teachers and chairpersons of the parent-teacher associations from the
selected schools
were
also included
as
respondents.
Operational
I.
Indirect Bullying is defined in
psychological bullying,
2.
Direct
such
bullying comprises
of scores
terms
as
Definition
name-calling
scores on
on
or
six items
spreading
designed
to measure
rumours.
five items that describe the
occurrence
of
physical bullying.
3.
Victims of Indirect
three items of
4.
5.
relating
Physical
measure
6.
Self
This variable is measured
as a
composite
score
for
psychological bullying.
Victims of Direct
items
Bullying.
to
Bullying. This
being
construct
victims of physical
Concept refers
to
refers to the
composite
score
for five
bullying.
scores on an
eight
item instrument
designed
to
this construct.
Parental Self Concept relates to
scores on
variable.
5
eight items designed
to measure
this
7.
Academic Self
Concept
is measured
as a
composite
score
derived from
seven
items.
8.
Moral Self Concept refers to the
measure
9.
composite score
on
ten items
designed to
this variable.
Academic
Efficacy refers to the
overall academic
value
ability.
6
given by respondents to evaluate their
CHAPTER II
REVIEW OF LITERATURE
Introduction
This
on
chapter
bullying
describes
of the theories of aggression. A review of empirical studies
some
follows. The focus will be
bullies and victims,
feelings of bullies
places
in school where
and victims.
the concept of
on
bullying, characteristics
bullying normally
self-concept
and
and
gender,
occurs,
of
bullying by gender,
and
self-concept
bullying.
Theories of Aggression
Several
theories have been
namely psychoanalytic.
cognitive.
The classic
death instinct.
unconsciously
that
turn
to
this
with
people
their
behaviour. This leads
to
were
outwards
we are
hypothesis
Trait theorists focus
longitudinal
identified
as
on
to
a
other
an
Other
reaching
our
candidate for
that frustration leads to
group of
found to become
were
Burger. 2004).
to
learning,
an
and
unconscious
unconscious desire to self­
psychoanalysts
goals.
A person who
persistent aggressive
stability
eight
of
aggressive
year old children who
aggressive
The children who
argue
aggression.
individual differences and the
being aggressive
social
people,
do not hurt themselves but may
people.
likely
on a
or
aggression points
blocked from
research carried out
Eron and Yarme. 1987. in
of
healthy personality
aggression
the
behavioural
all humans possess
theory.
behaviour among
explain aggressive
psychoanalytic explanation
great deal of frustration. is
a
behaviour. A
to
biological. humanistic,
results when
aggression
experiences
trait.
According
destruct. However.
proposed
adults
pushed
classmates often grew into adults who abused their spouses and
(Housemann,
and shoved their
engaged
in violent
criminal behaviour.
From the
across
biological perspective, aggressive
time. Evidence suggests that
than others. What it
means
inclination, and depending
some
here is that
on
their
people
some
inherit
people
upbringing,
7
behaviour is also believed to be stable
more
tendency
toward
may be born with
result in
more
aggressive
aggression
aggressive
adults.
Other
researchers believed that differences
testosterone levels
In
explain
aggression among
men.
The humanists, however, do not believe that
humanists,
everyone is born with
adults if allowed
when
to
grow and
an
enriching
interferes with this natural process.
something
she may strike
out at
are
not
can
is inherited.
become
According to
happy, nonviolent
environment. Problems
children
Aggressive
fulfilled. If a child
develops
develop
normally
come
self-image,
poor
he
others in frustration.
On the other hand. the behavioural
differently
and
good disposition
develop in
from homes in which basic needs
or
aggression
from that of the humanists.
social
or
looks
learning theory
According
to
these
aggression
at
psychologists, aggressive
behaviour is learned from others. Playground bullies find that aggressive behaviour is
rewarded. For
example. they get
other children
are
aggressive
to use
whatever facilities at the
afraid of them. Thus, the
playground bully probably
behaviour and try it in other situations. If
rewards instead of punishment, the result will be
Learning
aggressive
are
also takes
concerned
that
responsible for increasing
social
learning theory.
amount
reasons
why
1978). According
acceptance will be
hurting
Olweus.
to
more
Their focus is how
depends
circumstances
prepare to
are more
children
of violence in
society.
found that children in his
observers of
likely
a
bullying
imitate
as
fight,
likely
aggressive people
on
how
bullying
view
they interpret
that
or
out of the way. The
than others to
be
may
proponent of
a
after
aggressive
victim is
a
a
high
modeling (Olweus,
status
but wants to
gain
behaviour.
aggression from yet
particular
benign
will
a
another
person
perspective.
responds
situation. Whether you
cause
cognitive theory
interpret ambiguous
8
watching
also become role models. One
process information. How
threatening, annoying,
or move
hold
(1973),
became
experiment
not
with
Many people
television
on
Bandura
can
met
adult.
watch
harassing
start
child who docs
to
continuously
others is sometimes useful.
models
Finally, cognitive psychologists
situation
aggressive
their model's behaviour. One's peer group
observing
of the
role
aggressive
is
aggression
will continue this
others. Children may learn from
place by watching
classmates and believe that
an
first because
playground
situations
a
person to
see
to
a
the
run
away,
proposes that
some
people
threatening.
These
people
as
also
are
likely
more
elementary
school
threatening.
For
an
attempt to
respond by acting aggressively.
to
into
a
study
However, there
was
as
1961). Pepler
et al.
in
extensive research
on
(1997) define bullying
define
bullying
bullying. by
bullying
form of aggression in which
psychologically
is the
psychological
aggressive
behaviours such
one or more
such
as
as
a
victim
a
behaviour
others.
to
against
child
teasing, name-calling.
purpose of bullying
as
to
he
defined
repeatedly
and it is not
clement of imbalance in
a
form of
one
The
-
action intended
group of
nature
of
to
definitions, it is
(1992)
define
students, physically
stated that
(1997)
the deliberate intent to
physical
had
aggression
Hazier et al.
of time. Randall
period
cause
bullying
physical
includes
hostile gestures, and extortion that
excluded
or
isolated
staring, sticking
out the
Coie and
by
Dodge
are
or
direct
initiated
by
one-time
in
act.
Olweus
bullying.
was
on
is to dominate others.
bullying
is carried
(1993) further added that there
the
helpless against
given by Besag (1989)
social
those who
9
humiliating,
where the student who receives the
physical, psychological,
formally defined,
or
tongue, and eye-rolling. The
al., Olwcus (1991 a) stated that
et
strength
(Banks, 1997),
whereas Hazier et a1. 's definition stresses
defend himself/herself and is
"repeated attacks
or a
bullying.
organism" (Buss,
From these three
student,
on
through aggression.
proactive
aggression.
arising from
Another definition of bullying
power, which is
The concept of
"a form of
emphasizes intent
In line with Hazier
as
little literature
the assertion of power
as
over a
socially
repetition.
to
as
victim. It may also be in the form of indirect behaviour
a
sarcasm.
Randall's definition
actions is unable
a
pushing, hitting.
children
causing
nature is
abuse
distress
as
maintain social dominance".
or
obvious that
bullying
aggression.
was
"a response that delivers noxious stimuli to another
achieve, demonstrate.
or
personally
as
Bullying
years ago, there
Norway thirty
Dodge (1998)
as a
others
find that
fight.
Prior to Olweus
been defined
by
bullying
on
accidentally might be misinterpreted
someone
Definition of
Coie and
actions
boys frequently interpret innocent
example, bumping
start
Researchers
are
or
verbal
powerless
-
to
out
is
an
negative
bully.
who addresses
by those
in
resist, with
a
bullying
position
of
the intention
of
causing
distress for their
Smith and
given by
own
gain
or
gratification".
who described
Sharp (1994),
This definition is similar to that
bullying
as
the
abuse of
systematic
power.
Types of Bullying
Based
the literature, there
on
are
five types of bullying,
extortion and exclusion.
Physical bullying
attacks, sometimes using
a
If a
threatens
bully
to
taking valuables,
involves
ignoring
a
from of
a
victim
such
bullying
a
bullying
bullying
can
victim from
and been
be
teasing
it is gesture
physically,
a
and
hitting, kicking
money from the
as
victim, leaving
Different types of
frequent
weapon. Verbal
harm
involves
includes
namely physical, verbal, gesture,
and
bullying.
violent
more
insulting
Extortion
others.
bullying
victim, while exclusion bullying
social
activity,
and
reported according
to
in the United States is verbal in nature
so on.
country. The
most
(Hoover, Oliver and
Thomson, 1993). Name-calling has been reported among school children in Italy,
together
with
other forms of
some
physical bullying
and money extortion
(Genta,
Menesini, Fonzi, Costabile and Smith, 1996).
In Canada. school children
(Bentley, 1994).
spreading
Other forms of
rumours.
threatening,
taking other's belongings,
The most
as
cruel
Olweus's
teasing
study
common
and
in
were
found
bullying
to
in this
be
calling nasty
study
social exclusion,
also included
name-calling
was
little
Many
cases,
countries
or
race,
and
is also
Smith,
prevalent
in
1994 in Archer
to decrease
with age,
for verbal harassment.
countries have similar pattems of
Japan (Hoover,
are more
about colour
name-calling (Rigby, 1996). Name-calling
similarities between incidences of
some
physical hurting,
form of bullying in Australia is that of verbal hartassment such
Norway (1993) and in England (Ahmad
change
to their peers
in that order.
(ed.); Smith and Sharp. 1994). While physical bullying seemed
there
names
bullying
bullying
in North
Oliver and Thomson,
quantitative
in nature rather than
10
and researchers have found
Europe
1993).
and America, and
even
in
The difference among these
qualitative.
Occurrence of Bullying
The
It
granted.
for school
was
their peers
a
case
children because it
Norwegian boys
rest room and
of
incident
was
Canada,
a
bullying
thought
14
or
to
left
a
ijime
believed
was
this
note
was
naming
left
was
Province, is" November 1998).
A
two
to
teased
as
"chubby"
the
Japanese
and
seventh
a
bullying by
severe
cause
rate
is
anguish.
negligible.
her peers
an
In
(Vancouver
being repeatedly
grader
"walking dictionary"
of his
media because such
following bullying by
and tormented about her hair (terllorst, 1995), while
being repeatedly
as
committed suicide after
girl
since Olweus
changed
country where the crime
drown
up
13-yearoldboyhangedhimself
classmates
the
growing
children and prepare them
result of
as a
a
existed and taken for
natural part of
belief
public
highlighted by
a
a
toughen
to
had committed suicide
be uncalled for in
year-old girl
always
normal rites of passage and
as a
(Olweus, 1991a:Olweus, 199Ib). In Japan,
railway
This
among school children has
(Cartwright, 1995). However,
three
reported
bullying
considered
going
for adulthood
in
of
phenomenon
teased
killed himself after
for four years about his
weight (Barone, 1(97).
Various reports and studies that had been conducted in the West have established
that
approximately
bullying
15 percent of children
behaviour (Olweus, 1993). In
Norwegian
a
level
frequently".
(12%),
The
either bullied
study
carried
out
regularly
by
Olweus
initiators of
or are
(1987)
on
140,000
students between the ages of 8 and 16 years in 715 schools, he found that nine
percent reported being bullied and about
"more
are
The incidence of
while the
figure dropped
experience
of
seven
percent bullying others "now and then"
seemed to be
bullying
to
four percent
being teased. threatened,
between 15-20 percent among
kindergarten
and
at
or
more
junior high
attacked
elementary
prevalent
at
or
primary
school level.
by
their peers has been
school children (Batsche and
Knoff, 1994; Kochcudcrfcr and I.add, 1996; Lcff, Kupcrsmidt, Patterson. and Power.
1999).
A
comprehensive
(1991). Children
teasing and
gave
data
on
childhood
in third, fifth, and
teasing
eight grades
examples of teasing episodes
11
was
presented by Shapiro
wrote essays in which
based
on
et a1.
they defined
personal experience.
The results
showed that the
most common
topic
of
characteristics, and interest in the opposite
In
a
Kingdom,
large
Salmon and James
or
bullied "at least
once a
often"
In
by
a
study
on
the school term, with 4 percent
during
having
or
rumours
bullying
about
spread
is
name­
one.
Forero and Mclellan (l (99) in New South Wales, Australia, almost one-quarter
and 42.4 percent
school. Bullies and
This
one
days
nor
found
the first year of
elementary
high
years,
more
Japan
to
or
ijime.
guidelines
and
In the United States.
2001). The
sixth
goal
bullying
competitive
or
learning.
place
to
being bullied
of
be, while the
(Rigby, 1996).
than
bullying
seems to
secondary
when children
increase
through
school years, and decline
assault
seems to
the
during
decrease with age,
in 1993. The incidence of bullying in
life in the country, which
This has
were
ten cases
prompted
the
eventually
of suicides
Ministry
reported
Japan,
resulted in
as a
of Education in
result
Japan
to
policies regarding bullying.
eight
National Educational Goals became law (Xin T',Ia
aims to have every American school to be free of
firearms and unauthorized alcohol,
conducive to
physical
alike did not like
from their parents.
cases
bullying
junior high
cases
In 1994. there
bullying (Fredman. 1995).
up with
were
more
remain constant.
is attributed to the very
come
school. Direct
significantly
basis in Australia
notable rise in
a
in middle school
recorded 21.598
behaviour
weekly
were
nice
was a
bully-victims,
were
bully-victims
permission
children
school years. However. while direct
verbal abuse appears
bullying
on a
elementary
secondary
peak
bullied others. There
of schools without
school students. Nevertheless. there is
enter
bullied, 21.5 percent
did not think school
child in six is bullied
study further
were
10. Bullies, victims and
or
bully-victims
victims missed several
About
) 2.7 percent
neither victims
were
year 6 bullies than year 8
of
secondary school children
39) 8 year 6. year 8 and year 10 school children from 115 schools
(23.7%) had bullied others.
the
10 percent of
week." The commonest type of
calling, followed by being hit, threatened,
family
appearance,
school children in the United
secondary
on
more
physical
sex.
(1998) reported
had been bullied "sometimes
reporting being
bullying
on
survey
involved
teasing
as
well
as
offering
The broad concept of school violence
12
a
al.,
drugs, violence,
disciplined
definitely
et
environment
includes
bullying,
that has become
prevalent,
serious social
problem
school-age
among
children in many
parts of the world.
Characteristics of Bullies
studies have concentrated
Many
on
the characteristics of bullies
Roland, 1989; Lane, 1989; Lowenstein, 1994, 1995). Bullies
fights with,
They
pick
tease,
on,
also described
are
physically strong.
as
impulsive, aggressive, dominative, non-emphatic,
tend to
aggression. They
enjoy
school, their academic performance is
or
Other
or
the blame.
others
the discomfort of weaker
moderately popular
same
bullied
same
by
age
They
arc more
age
or
tend
about
not
necessarily
be bullied
(Bjorkquist,
most
bullies do
not
below that of other children
are not
are
to
be
that
necessarily
are
like
(Rigby
due to poor academic
aggressive,
popular, larger
or
have little
bullying (Olweus, 1987).
although
Even
their
popular
though
this
don't like
empathy for
At
elementary school,
phenomenon
usually
their victims and
may
1991
upper
grades
bullies
may decline
drop
in
search for victims who
are
by
junior high
younger to them. More than half of children in the lower
the
following
stronger than their peers and
popularity
than victims. Bullies
older children. while children in
(Olweus,
they
among their peers
(Olweus, 1978).
school, bullies
of the
to
negative. Although
(Papazian. 2000). They
or no remorse
adolescence
of bullies
descriptions
taking
show little
and
failure in school.
enjoy dominating
are
more
1991). Therefore. bullying behaviours
performance
rules
physical strength
and
Lagerspctz, 1982).
Their attitude toward school is
and Slee,
who start
(Olweus, 1991; Smith, 1991).
children, have little empathy for them and believe they deserve
Ekman and
children
are
Male bullies have been found to have greater
attitude toward
positive
and dominate other children
(Olweus, 1984, 1993;
grades
are
are
bullied by children of the
a).
Girl bullies have been found to be
loud,
rude and
domineering (Besag, 1989).
This suggests that female bullies have the characteristics associated with negative
masculinity.
13
A detailed
They
tend to smoke and drink, cheat
without adult
supervision
admit that their victims
are
of school bullies have been
description
provoked (Olweus,
for
are
more
on
tests,
bring
provided by
weapons to
school, and
than two hours after school each
weaker than
Berthold
are
home
Bullies do not
day.
them, and they believe that they
(1996).
act
because
they
1991 a).
Characteristics of Victims
Initial studies
on
bullying
had characterized students to
bullies and victims. However, it is
victims, namely bullying
victims
as
passive
and
victims.
provocative
victims and
(1984), found
popular
than bullies.
to
non-bullying
victims.
disturb others
are
are
also
(1978)
classified
sometimes referred to
despite being
They
et al.
1991b). Perry
terminologies: low-aggressive victims
as
bullied themselves.
tended to be less
quick-tempered, hyperactive, anxious,
and Watson. 1997: Olweus. 1991a;
similar idea but with di ffcrcnt
between two types of
Olweus
6 percent of victims fell into this category.
They
categories, namely
to two
differentiate.
provocative. Bullying victims
They frequently
Olweus
(Bernstein
important
belong
and defensive
(1988) presented
and
a
high-aggressive
victims.
However, non-bullying victims seldom attempt
aggressive behaviour.
victims
as
Research
unassertive who
become upset when bullied
several
aggressive
related
profiles compared
1999). They
themselves
as
are
acts
stupid
by bullies. However,
or
withdraw from
typically
dominate others
school children showed
elementary
or
concede to bullies.
towards peers and often show levels of aggression and
to
bullies who
arc
and unattractive
victims
not
high
in social
anxiety
also
engage in
aggression­
targets of aggression (Vernberg
who tend to
fail
to assert
themselves
directly
this failure to assert themselves does not indicate
provocation frequently
They
et
al.,
perceive
(Lane. 1989: SIre. 1994).
normally
total absence of
through
non-bullying
(Olweus, 1993). Bullying victims, in contrast,
low in self-esteem and
Non-bullying
behaviour
on
to
aggressive
and may exhibit
behaviour.
Non-bullying
when confronted
pervasive passive
victims
aggression occasionally (Pellegrini
14
et
experience
al., 1999).
Based
reports from Shapiro
on
described
as
and
socially
more
timid
unpopular,
isolated
More short
boys
or
fat.
They
one
experiencing
such
findings
were
also
on
girls
started
well
as
boys,
as
defend themselves
or
In addition. bully victims tend
to
Rigby, 1993).
Olwcus indicated that
In terms of age. victims
(1991a),
about 11 percent of
compared
to 5
are at most
reported
than half
he
she is most
a
a
tendency
year.
Perry
likely
to
studying gender
with
et
to
al.
be bullied
differences in
boys using
more
(Besag, 1989). Typical
bullying
than
can
suggested
bully
popular (Slee
as
2
and
girls.
to
Olweus
are
bullied,
According
grades
to
6
that the youngest children in
are
are
bullied for
(1988)
a
a
period
a
(1994)
few months
child becomes
once a
a
to
victim,
of three months.
and Gender
it has been
direct, often physical
on
bullying
argued
means.
subtle forms of
bullying
15
that
and
have shown
Roland
more
from
period varying
girls (Olweus, 1991a), although
uncover
of time. Olweus (1991 a;
still victims at age 16. Slee
concluded that
bullying,
studies
period
over a
age 13
at
be bullied for
methods
interviews
often
as
younger children.
9. He then
Bullying
differently
are
students who
risk of being bullied.
that 28 percent of victims
more
victimized twice
Mulligan,
cautious, sensitive and
less
are
weaknesses
Voss and
have few
friends, and
self-esteem,
physical
some
also often
school children in
1993a; 1994) found that male victims
In
both victims and bullies.
by
normally
primary
to
are
school.
junior
be lower in their
to
school
secondary
since
retaliate when confronted
boys
are
percent in grades 7
Victims have
or
were
victims found them
bully
time in
at some
social isolation from their peers, and possess
quiet. They rarely
were
anxious, less socially confident
more
experiencing bullying
2000). Apart from being physically inferior, they
school
targets of teasing
or
lacking good height (Gilmartin, 1987; Kaufman, 1985;
as
them.
victims
claimed to have been bullied
in four short victims,
Other
study,
(Olweus, 1978).
(Voss and Mulligan, 2000). These boys
Around
al.'s
et
(1989)
boys
girls
more
and
girls bully
on more
boys
involved in
argues that
exercised
indirect
by girls
in-depth
and that