Bullying And Antibullying

1025 Words 5 Pages
“How Bullying can Affect”
Jones, Joseph R., and Sharon Murphy Augustine. “Creating An Anti-Bullying Culture In Secondary Schools: Characterists to Consider When Constructing Appropriate Anti-Bullying Programs.” American Secondary Education, vol. 43, no. 3, 2015, p. 73. MasterFILE Premier, Retrieved from ezlib.gatewaycc.edu/login?url=http://search.ebscohost.com.ezlib.gatewaycc.edu:2048/login.aspx?direct=true&db=f5h&AN=108991090&site=ehost-live. (Crothers & Kolber, 2004) We are advocated of a paradigm shift within society concerning the process of social normalization. Jones (2014b) argued that combating bulling requires a change in the normalizing process of schooling. He believes that bullying behaviors develop because of the structures of
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“Standing in a Good Way to Prevent Bullying.” Native Peoples Magazine, vol. 29, no. 5, Sept. 2016, p. 18. MasterFILE Premier Retrieved from ezlib.gatewaycc.edu/login?url=http://search.ebscohost.com.ezlib.gatewaycc.edu:2048/login.aspx?direct=true&db=f5h&AN=117948649&site=ehost-live. Domino (2013) states on how approximately 40% of middle school students are thought to be involved in bullying related incidents, either as a victim or as a bully, on a weekly basis. Smokowski & Kopasz, (2005). Bullying can greatly influence a child 's mental health and development. With school shootings and other types of student-on-student violence on the rise, an increasing number of administrators and policy makers are beginning to examine bullying and to consider inter-professional prevention strategies. This article implies that bullying has a huge impact on the behavior of a person’s health and can interfere with their development due to the mind of the bully and victim, which may increase to violence and harming …show more content…
et al. “Advancing Bullying Research From a Social-Ecological Lens: An Introduction to the Special Issue.” School Psychology Review, vol. 44, no. 4, Oct. 2015, p. 339. MasterFILE Premier, Retrieved from ezlib.gatewaycc.edu/login?url=http://search.ebscohost.com.ezlib.gatewaycc.edu:2048/login.aspx?direct=true&db=f5h&AN=113260567&site=ehost-live. A nationally representative survey of health behavior among U.S. school aged children from middle to high school found victimization rates for the two months before the survey to be approximately 13% for physical bullying, 37% for verbal bullying, 41% for relational bullying, and 10% for cyber-bullying. Bullying is a notable concern for all school-aged youth, increasing evidence suggests that some subgroups of students are escalated risk of bullying involvement. Students with disabilities are more entrenched within the bullying dynamic in various roles, such as victims and bully victims when compared with their peers without disabilities. This article implies the percentage rates found and it’s highly in relational bullying, which helps me understand that bullying is more likely to be hidden and quiet. In other words, usually when victims are chosen by the bully don’t usually cry wolf and are more likely to stay quiet because the bully might have threaten the victim not to speak or the bully may also be very sneaky about his actions. The article also informs that students with disabilities are more likely to be bullied

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