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ABCs Of Bullying


It seems that bullies are likely to come from homes in which aggressive techniques are modeled for conflict resolution (Sudermann, Jaffe, Schieck, 1996). Evidence greatly implies that bullying tends to be an intergenerational problem. Dr. Nathanial Floyd, a psychologist for the Board of Cooperative Educational Services of Southern Westchester, New York, says, "A bully at school is a victim at home." Abusive parent's actions can teach children that aggression and violence are efficient and suitable way to achieve a goal (Stephens, Arnette, James, Grady, 1995).
             Of course there is the normal active and assertive play that comes with growing up, particularly in boys, however, bullies use aggression to get what they want. Bullies are more prone to start fights. Bullies feel that their actions are warranted for some invented harms done to them. Vanderbilt University psychologist Kenneth Dodge says, "Bullies see the world with a paranoid's eye. They see threats where none exist, and they take these imagined threats as provocations to strike back." Dr. Dodge's studies show that by 7 or 8 years old, bullies have tendencies to misinterpret an accidental brush or bump as a deliberate attack. A Harvard psychologist Dr. Ronald Slaby, who has studied bullies, states that parents sometimes make the school bullying problem worse by incorrectly teaching their children to hit back at the littlest annoyance (Stephens et al., 1995).
             Types of Bullying.
             Bullying is composed of direct behaviors such as taunting, teasing, threatening, hitting, and stealing. Direct bullying appears to increase during the elementary years, climax in the middle school/junior high years, and decrease during the high school years. Yet, while direct bulling seems to decline with age, verbal abuse occurs to stay constant (Banks, 1997). .
             Aggressive bullies favor direct bullying techniques. An aggressive bully is viewed as a person who is hostile, bold, confident, tough, and rash.


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