Bullying in Adolescents
Continued bullying makes the general learning environment toxic with a good number of adolescents, both victims and perpetrators, being affected in terms of academic performance, psychological and health effects (Bradshaw, 2013). Most senior students exert physical harm and pressure to junior students who ultimately get negatively affected academically. This paper will delve into factors that contribute to bullying in the adolescent cohort and possible management ways of this behavior. Peer pressure has been cited as one of the contributing factors of bullying. An adolescent or a group of them might compel their peers to agree and share in the decisions or behaviors they cherish by pressuring them. Peer relationships have also unleashed aggression to their romantic partners with a view to inflicting psychological harm and intimidation.
The results of this aggression is frustration, jealousy and mistrust. Therefore, if this behavior is not handled at an early stage, it will be carried on to adulthood. Researchers have revealed that the adolescents spend a big chunk of time exploring media, a time bettered by sleep time alone. Exposure to violent scenes in media is perceived to result in increased chances of aggressive and violent behavior, thoughts and emotions, both short term and later in adulthood. Approaches used in the prevention of bullying. Increased research in research programs that concern bullying in schools has improved the understanding of the community health concerning effects on a better part of school going youths. However, more research is required in order to formulate better practices and policies.
1 Multicomponent Programs Bullying in schools is a complex issue and therefore requires a number of interwoven components that work together in targeting the many aspects of bullying and the climate that promotes this behavior (Bradshaw, 2015). A number of programs may work together to completely eliminate bullying, much far better than the school assembly program that happens in isolation and thus is unlikely to stem the problems. Bullying has been known to occur with other social problems that need to be looked with a broader focus. These problems may include interpersonal conflicts, social-emotional life skills and behavioral inhibition. Evidence-based programs, more rational programs, need to be implemented to support the curbing of other social evils that come with bullying. Involving Families and Communities The ecological model proposes research programs with family components can be more effective in controlling bullying in schools (Bradshaw, 2015).
Families provide emotional support and help unearth bullying incidents and rallying support that encourages children to cope with school pressures. Categorizing key elements of the Program along with Execution Backing Model. Multicomponent program approaches have been suggested that have capacity to address different risk factors that accompany bullying. Further research is however encouraged to develop peer-reviewed approaches will result in less incidents and instead of increases as observed by Farrington and Tofti (Bradshaw, 2015). Properly developed social network research should take into account the youth’s status with relation to their peer group. The role of the community and family should not be overemphasized. It is the duty of trainers to discourage this behavior through the multiple programs that aim to prevent these measures.
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