learning outcomes and submitting of work. Lower grades may also lead to a lower
prospect for tertiary schooling and the prospect of obtaining work in the future. Just as
importantly may affect current and future relationships.
It is suggested that physical abuse for boys commonly includes hitting and
kicking others. To a lesser extend but not surprisingly, girls also physically abuse and
commonly includes pulling hair, pushing and tripping others. Sometimes physical
abuse by girls is just as serious of that of boys and can include fighting, slapping and
stomping on others. Verbal abuse for girls include teasing and name calling like
‘bitch’, ‘fugly’, and ‘stupid’, consistent with someone’s gender, looks, and aptitude to
name a few examples (Smith, Talamelli, Cowie, Naylor, & Chauhan, 2004). It is also
suggested that boys also tease and name call but to a lesser extent to that of girls. In
addition girls’ behaviour is likely to include lies and telling rumours. Generally girls
are seen as more manipulative than their male counterparts. (Glover, Gough, Johnson,
& Cartwright, 2000)
In our current times technology plays a big part in bullying also. Such
technology commonly includes mobile phones and computers to send others
information. As research suggests the most common technological device used
includes mobile phones to send others text messages. However it seems new emerging Bullying in High Schools
Alisha Poor |4
chat rooms and social networking sites such as ‘myspace’ and ‘facebook’ is taking
over this preconception (Reid, Monsen, & Rivers, 2004). This technology also allows
bulling to effect the student outside of school times and can disrupt other social facets
of their life not congruent with the typical types of bullying which is seen in school.
Therefore a student can still be affected by bullying even if they do not wish to attend
school.
In regards to the frequency of bulling studies suggest that boys tend to bully
more than girls (Frisen, Jonsson, & Persson, 2007; Glover, Gough, Johnson, &
Cartwright, 2000; Reid, Monsen, & Rivers, 2004; Delfabbro et al., 2006).
Furthermore boys are three to four times more likely to inflict physical assault than
that of girls (Reid, Monsen, & Rivers, 2004). Other studies suggest that girls are twice
as likely than boys to be the victims of bullying and that covert bullying occurs more
frequently in that of girls (Smith, Talamelli, Cowie, Naylor, & Chauhan, 2004; Reid,
Monsen, & Rivers, 2004). This supports the notions that girls tell others and are more
likely than boys to come forward about their experiences of witnessing an act of
bullying or being involved in bullying themselves. Therefore as studies show girls are
more assertive when it comes to asking for help than that of boys (Reid, Monsen, &
Rivers, 2004).
When it comes to reporting bullying students like to tell a best friend about
their problems and it is understandably the most common source of help (Glover,
Gough, Johnson, & Cartwright, 2000) Furthermore telling an adult is seen as likely to
make matters worse. Bystanders tend to empathise with victims and support them.
Furthermore the preconception is that teaches don’t understand the range and types of
bullying that go on in schools and are somewhat inexperienced. Furthermore in most Bullying in High Schools
Alisha Poor |5
cases teaches just don’t know what to look for. In particular when it comes to girls,
teaches are less likely to observe social exclusion and isolation as there are not usually
any observable reactions from the victims. (Reid, Monsen, & Rivers, 2004) Therefore
it is possible that girl bullying has been underestimated.
Studies have also found that boys are more likely to act in a group than girls,
This may suggest that girls are more independent as an aggressor when it comes to
bullying and that matters may only be consistent with their own beliefs and not
congruent with the beliefs of others. Moreover victims are most likely bullied by
members of their same class year (Reid, Monsen, & Rivers, 2004). Some reasons to
why girls are less likely involved in bullying maybe due to the fact that bullying goes
unnoticed and that it is not observable being that it is covert in nature (Reid, Monsen,
& Rivers, 2004). However when it does come to violence and in particular sexual
assault towards girls teachers are more likely to act.
Similarly in the ways boys and girls are different in the types of bullying they
are also different in the ways they respond to being bullied. Studies suggest that boys
are more assertive and therefore more likely to fight back than girls who are more
submissive and consequently more likely to be withdrawn when being bullied
(Glover, Gough, Johnson, & Cartwright, 2000). Therefore boys are more often than
girls to externalise through action whereas girls internalize them through being meek.
Less surprisingly it can be said that boys are less likely than girls to tell a member of
staff about their problems. Some of the reasons why bullies act out, could be due to
their own uncertainties and problems within (Reid, Monsen, & Rivers, 2004). Some
studies suggest that bullies suffer from low self esteem and that it could be related to
family problems at home (Frisen, Jonsson, & Persson, 2007). Many studies alsoBullying in High Schools
Alisha Poor |6
postulate that students bully for the attention of others to not only to improve their
social status but to also feel superior to that of others (Frisen, Jonsson, & Persson,
2007).
What can be done to decrease bullying? Constant supervision by teachers is a
good first step coupled with intervention when need, to keep bullying under control.
Lunchtime monitors to observe behaviour in the school yard not only during class
times. Training parents, teaches, carers and counsellors and related staff members
about the complex nature of bullying and an increased awareness is sure to also help
those involved in managing bulling and to have a good understanding of it. Training
groups such as seminars, anti-bullying videos would prove an invaluable
reinforcement to help those students as much as teachers understand bullying.
disciplinary actions however should be re-addressed as some studies suggest they
haven’t all been that useful (Reid, Monsen, & Rivers, 2004) in reducing bullying
overall as it attracts power in authority figures and hence is similar to bullying it’s
self, for example telling someone what to do.
Most studies include qualitative research through self reports, rating
systems and longitudinal further research in the way technology is used in bullying
should also be investigated. In conclusion bullying is still apparent in the social make
up of the students’ school and home life. For bullying to reduce in time, pro social
Values and clear sanctions must be considered along with constant supervision and
understanding of bullying behaviours. Counselling should also be provided not only
to the victims of bullying but to the bullies themselves. Coupled with anti-bullying
videos and seminars, should provide as a good deterrent for those who are either
involved in bullying or just to encourage a bystander to intervene. Furthermore to Bullying in High Schools
Alisha Poor |7
involve parents, teaches, principles and other authority figures. These whole school
approaches have been found to be beneficial in the past and is a likely first step in
reducing bullying overall and improve academic performance. Furthermore if students
are supported by teaches this may help them overcome their fears about having a
situation getting further out of control. Subsequently should improve students’ self-esteem and general wellbeing through high school.
Delfabbro,P.,Winefield,T.,Trainor,S.,Dollard,M.,Anderson,S.,Metzer,J., et al. (2006)
Peer and teacher bullying/victimization of South Australian secondary school
students: prevalence and psychosocial profiles. British Journal of Educational
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Frisen,A.,Jonsson,A.,& Persson,C. (2007). Adolescents’ perception of bullying: who
is the victim? Who is the bully? What can be done to stop bullying?
Adolescence, 42(168), 649-761.
Glover,D.,Gough,G.,Johnson.M.,& Cartwright,N. (2000). Bullying in 25 secondary
schools: incidence, impact and intervention. Educational Research, 42(2),
141-156.
Juvonen,J.,Graham,S.,& Schuster,M.A. (2003). Bullying among young adolescents:
the strong, the weak, and the troubled. Pediatrics, 112(6), 1231-1237.
Pepler,D.,Jiang,D.,Craig,W.,& Connolly,J. (2008). Developmental Trajectories of
bullying and associated factors. Child Development, 79(2), 325-338.
Reid,P.,Monsen,J.,& Rivers,I. (2004). Psychology’s contribution to understanding and
managing bullying within schools. Educational Psychology in Practice, 20(3),
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Rigby,K. (2003). Consequences of bullying in schools. Canadian Journal of
Psychiatry, 48(9), 583-590.
Smith,P.K., Talamelli,L., Cowie,H., Naylor,P., & Chauhan,P. (2004). Profiles of nonvictims,escaped victims, continuing victims and new victims of school
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