Abstract
Bullying is defined as a repeated aggression in which one or more persons intend to harm or disturb another person physically, verbally or psychologically. It can take many forms such as physical aggression, verbal aggression or social isolation. Bullying is a significant social problem and has likely occurred throughout human history. Research has shown that bullying not only affects a child’s learning but it also has detrimental consequences on a child’s future development. Effects on victims include low self-esteem, depression, school failure and anxiety. Implications for aggressors include delinquent behaviour and low levels of happiness. It will be argued that bullying is not normal and that children are not able to cope
Haynie et al. (2001) concluded that “bullying might allow children to achieve their immediate goals without learning socially acceptable ways to negotiate with others, resulting in persistent maladaptive patterns” (p. 31). Perry, Perry & Kennedy (1992) also noted that bullies believe they will achieve success through their aggression, are unaffected by inflicting pain and suffering, and process information about victims in a rigid and automatic fashion. Research from Demaray & Malecki (2003) showed that bullies were also more difficult in the classroom and were frustrating for teachers. Lessons of power and aggression learned in childhood bullying can lead to sexual harassment (McMaster, Connolly, Pepler & Craig, 2002), dating aggression (Pepler, Craig, Blais & Rahey, 2005) and may later extend to workplace harassment, as well as marital, child and elder abuse. These social costs of bullying extend beyond the individual and also impact on society as a whole. Parental factors play a major role in determining not only whether their children are subject to bullying but also how well their children are able to deal with it. Most parents today really underestimate the damage that bullying can do. Parenting behaviours of support, involvement and responsiveness are associated with low levels of victimization, whereas child abuse, over protectiveness (for boys) and threats of rejection (for girls) are associated with greater victimization (Finnegan,