Bullying and Peer Pressure /


BACKGROUND READING MATERIAL FOR THE TEACHER

Introduction

Bullying is defined as “systematic abuse of power and is defined as aggressive behaviour or intentional harm-doing by peers that is carried out repeatedly and involves an imbalance of power” (Wolke & Lereya, 2015). The primary parties involved in bullying are the person who bullies, the person who is bullied and the bystander. Three categories of bullying are identified; direct (physical, verbal), indirect (social, relational) and other (social media) bullying behaviour (Kalman, 2005). The four types of bullying of focus in this module are; physical, verbal, social and cyber bullying.

Research has confirmed that people who are bullied demonstrate a lower self-esteem than those who are not bullied (Garrett, 2003). The consequences of being bullied are far-reaching, and involve feelings of isolation, inadequacy, failure, and vulnerability (Stapinski, Bowes , & Wolke, 2014). Labels can carry negative associations. Being a ‘victim’ often label victimsof bullying as powerless and weak, and this may result in consequent behaviour marked by self-destruction, a sense of learned helplessness, and lacking effective communication skills (Woods, Wolke, & Novicki, et al, 2009).This module attempts to refrain from labelling, for example a ‘bully’ or a ‘victim’. This may impede on the change wished for, it may reinforce bully behaviour, and can create a self-fulfilling prophecy which affect children into adulthood.

Children from the age of 7 years into adulthood have a strong desire to be accepted by their peers. Bond (2003) and Henslin (2008) indicated that peer groups are so powerful that children are often willing to deviate from important social morals in order to protect the interest, norms and expectations of their group. Peer pressure is not always negative/unhealthy and often a natural developmental stage during the child’s need for a growing independence from their parents. Members of the peer group often dress alike, they talk about similar things, like the same music, laugh at the same jokes, and share secrets.

Primarily, this module aims to inform children, ages 7 to 11, about the concepts of bullying and peer pressure. This also includes the intention to increase their understanding and skills with regards to the psychological principles underlying the activities. The aim is therefore two-fold, with a strong emphasis on both knowledge and practical application, as appropriate for this specific age group.

Current Research on skills training

Assertiveness training reveals a statistically significant increase in the self-esteem of the person who is bullied, as well as other positive outcomes including an increase in self-confidence and assertive behaviors, and a decrease in reports of being bullied. The very basic skill of assertiveness is applied in this module, as needed for the age group. For older children, more sophisticated skills may be necessary.

Social skills training programmes teachskills that will make those who are vulnerable to be bullied less obvious targets. By teaching children basic social skills and coping strategies, may result in increased social acceptance and self-esteem, and lowered depression and anxiety. The use of social problem solving skills, positive thinking, nonverbal behavior, and specific verbal strategies, are examples of such training.

In summary, certain behavioural characteristics due to the lack of adequate assertiveness and social skills have been found to put children at increased risk of being bullied.

References

Bond, R. (2003). “Group Size and Conformity‟ Group Processes and Intergroup Relations 8, 4, 2005: 331 – 354

Felix, E., & Furlong, M. (2008). Best practices in bullying prevention. In A. Thomas & J.Grimes (Eds.), Best practices in school psychology V (p. 1279-1289). Bethesda, MD: National Association of School Psychologists

Henslin, J. (2008). Social Problems: A Down into Earth Approach 8th ed. Boston: Allen and Bacon

Kalman, I. (2005). Turning bullies into buddies: A quick, powerful, and fun way to teach kids how to

stop being victims. Nashville, TN: Cross Country Education.

Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75, 465-487.

Stapinski LA, Bowes L, Wolke D, et al. Peer victimization during adolescence and risk for anxiety disorders in adulthood: a prospective cohort study. Depress Anxiety 2014;31:574–82

Wolke D, Lereya ST. Arch Dis Child 2015;100:879–885. doi:10.1136/archdischild-2014-306667

Woods S, Wolke D, Novicki S, et al. Emotion recognition abilities and empathy of victims of bullying. Child Abuse Negl 2009;33:307–11.

EXTRA TEACHER NOTES

THEME / SUBTHEME / ACTIVITIES / LEARNING OUTCOMES / UNDERLYING PSYCHOLOGICAL PRINCIPLE / TIME
Introduction / OPTIONAL: Icebreaker: Find someone who has the same… /
  • Identify similarities and highlight the tendency to focus on differences in people
  • Understand basic concepts of bully behaviour
  • Understand the extent, seriousness, and dynamics of bullying
/
  • Tolerance for differences
  • Equality
  • Aquire knowledge to empower
  • Teaching Empathy for Victims
  • Self-awareness
  • Identify feelings
/ 2 - 8 min
What is bullying? / Pictures: Bullying or Not? / 15 min
Who is involved? / 5 min
How can we deal with bullying? /
  • Recognise and respond early and effectively to behaviors that can lead to bullying
  • Learn about new, effective strategies to deal bullying
/
  • Assertiveness
  • Boundaries
  • Self-control
  • Application of knowledge
  • Reasoning
  • Reflection
/ 6min
/ What is Negative Peer Pressure /
  • Understand basic concepts of peer pressure
  • Understand the extent, seriousness, and dynamics of negative peer pressure
/ 3 min
Two main categories of Peer Pressure with examples /
  • Aquire knowledge to empower
  • Teaching Empathy for Victims
  • Self-awareness
  • Identify feelings
/ 4 min
Possible consequences of Peer Pressure /
  • Pro-active identification
  • Identify emotional and relational needs
  • Foundation to build on in later ages on how to meet needs differently
/ 2 min
How can we deal with Peer Pressure? / Role Play Scenarios /
  • Recognise and respond early and effectively to behaviors that can lead to negative peer pressure
  • Learn about new, effective strategies to deal negative peer pressure
  • Develop Responsible Decision-Making
  • Create an environment where everyone understands that bullying behavior and negative peer pressure are unacceptable, harmful, and preventable
/
  • Increase self-awareness
  • Increase self-confidence
  • Develop responsible decision-making ability
  • Increase knowledge of ethics, safety, social norms, the realistic consequences of actions, and the well-being of self and others).
/ 5 min
Conclusion / OPTIONAL: Classroom Rules: how to keep the school safe / 2 – 8 min