Thought these studies were relevant.
Smith-Heavenrich †˜01
[size=10]Sue, May/June, Contemporary Issues Companion Series, “Bullies in the Schoolyard.”[/h]
Bullies try to shame and intimidate their victims and make them feel inadequate. Some bullies are active and aggressive; others are reserved and manipulative, relying on smooth talk and lies. Bullying is not gender specific; it is estimated that 25 percent of bullies are females. Regardless of how big they are or what they look like, all bullies want power and have difficulty seeing things from another person's perspective. Simply put, bullies use other people to get what they want. Researchers are now finding out that bullies are different from other children. Their aggression begins at an early age, and they tend to attribute hostile intentions to others. They perceive provocation where none exists and set out to exact revenge. Eventually they come to believe that aggression is their best solution to conflicts.
Coloroso †˜05
[size=10](Barbara, April, Education Digest, Vol. 70, Issue 8, A Bully's Bystanders Are Never Innocent.)[/h]
Bullying is a conscious, willful, and deliberately hostile activity--it can be verbal, physical; or relational--in which children get pleasure from another child's pain. Bullying is not about anger, or even about conflict. It's about contempt--a powerful feeling of dislike toward someone considered to be worthless or inferior, combined with a lack of empathy, compassion, or shame.
Bullies come in all shapes and sizes--big, small, bright, and not so bright. Some are popular and some are disliked. You identify bullies not by the way they look, but by the way they act. Likewise, the only thing bullied kids have in common is that they are singled out by bullies simply because they are different in some way. Bullies need targets, and when they feel a need to put someone down, it doesn't take much to find an excuse.
Bystanders are the third, often overlooked, characters in this play. They are the supporting cast whose role is to aid and abet the bully through acts of commission or omission. They can stand idly by or look away, afraid to step in for fear of becoming a target themselves, or they can actively encourage or join in the bullying. Whatever the choice, there is a price to pay.
3. BULLYING LEADS TO THE VICTIMS HAVING LOW SELF-ESTEEM, DEPRESSION, MALADJUSTMENT, SUICIDAL IDEATION, OR RETALIATION. THINK COLUMBINE!
Lodge and Frydenberg †˜05
(Jodie and Erica, Autumn, Theory Into Practice, Vol. 44, Issue 4, The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools.)
There are harmful effects on victims and perpetrators of bullying. Victimization impacts significantly on young peoples' ability to learn, as well as their school attendance (Rigby, 1998). Findings confirm that victimization is clearly connected to low self-esteem, proneness to depression, maladjustment, low levels of well-being, and suicidal ideation (Besag, 1989; Craig, 1998; Rigby, 1998). Young people who are bullied tend to be withdrawn and anxious, and are typically characterized by tenseness, fears, and worries (Neary & Joseph, 1994). Those who are frequently harassed experience higher levels of distress and tend to feel more ashamed than their same age peers. They are also more inclined to retaliate when angered or provoked (Lodge, 2004).
5. ALLOWING BULLYING WILL LEAD TO THE BULLIES THEMSELVES EVENTUALLY RECEIVING CRIMINAL CONVICTIONS, ALCOHOL PROBLEMS, AND PERSONALITY DISORDERS.
Aluedse 06
(Oyaziwo, Professor at Ambrose Alii University, Bullying in Schools: A Form of Child Abuse in Schools, Educational Research Quarterly, Vol. 30.1, pp.37-49)
Bullying also has had effects on the bullies themselves. If not stopped in childhood, bullies would likely grow up to bully others in the workplace. In fact, it is common knowledge that those who had been bullies at childhood developed behavior patterns that endured into adult life and are more likely to have criminal records than those who were not bullies (Anonymous, 2003). In addition, although, the bullies themselves may not suffer any initial consequences; they are most likely to suffer from long-term consequences. In that if they do not change behaviors, the pattern of bullying behavior often becomes a habit as the bully gets older. These bullies may at adulthood become aggressive adults and have a higher chance of attaining criminal convictions, courts conviction, alcoholism and personality disorders (Garrett, 2003).
Levinson and Levinson †˜05
(Katherine and Martin, Martin has a Ph.D. and is head of the school based drug prevention program PROJECT SHARE and writes ETC books, Katherine has a Ph.D. and is an education consultant for NY city and writes and studies popular culture and education, A GENERAL SEMANTICS APPROACH TO SCHOOL-AGE BULLYING)
"How bystanders respond to both the bully and the target have a tremendous influence on how emboldened the bully becomes and/or how weak the target gets." (Coloroso, p.46.) Bystanders support bullies through acts of omission and commission. Bystanders take on bully roles themselves when they directly support other bullies. One study that examined the role of peer behavior in urban playground bullying episodes revealed that bystanders were involved in either teasing the target or egging on the bully in 85 percent of the incidents. (Coloroso, p.66.) However, in bullying incidents overall, bystanders usually do nothing, which can he equally problematic because it encourages the bullies to continue their behavior. "Doing nothing" also saps bystanders of self-respect because they have abandoned their ethical and moral responsibility to their peers and school. The four most cited reasons for "do nothing" bystander behavior are:
†¢ The bystander is afraid of being labeled a tattle-tale.
†¢ The bystander is afraid of getting hurt or becoming a new target for the bully.
†¢ The bystander is afraid of doing something that will make the situation worse.
†¢ The bystander does not know what to do.