Posted: January 9th, 2024

Bullying in Children

Purpose:

The purpose of this library assignment is to help nursing students to develop their research skills and to become familiar with different credible data sources available through the Library page at the FNU.edu website.

Instructions:

Topic Selection: Select a topic that interests you and that is relevant to nursing Pediatric practice. Your topic should be broad enough to allow for an in-depth exploration but narrow enough to be manageable within the scope of a 500-650 word research paper. You may select a topic related to patient care, nursing education, health promotion, or any other area of nursing practice that interests you.
Searching for Literature: After choosing a topic, use the Library page at the FNU.edu website to search for scholarly sources related to your topic. You must utilize at least 3 scholarly sources that have been published within the last 5 years. You may use databases such as CINAHL, MEDLINE, Embase, ClinicalKey, The Cochrane Library.
Evaluating Sources: Once you have identified potential sources, be sure to identify if they are relevant to your topic, written by credible authors, and based on rigorous research methods.
Writing the Paper: Your research paper should follow APA 7 guidelines and include an introduction and conclusion. Be sure references are cited throughout the paper and included in a reference list at the end of your paper.
Please keep in mind that the paper will be checked for plagiarism, and similarity above 25% that is not cited will not be accepted for submission.
Please refer to the evaluation rubric for evaluation criteria

Bullying is a serious issue that negatively impacts many children. This paper will explore the topic of bullying in children by examining risk factors, types of bullying, and promising prevention and intervention approaches. A deeper understanding of these aspects of bullying can help inform efforts to address this important issue.
Risk Factors for Being Bullied
Certain characteristics or attributes can place children at higher risk of being bullied by their peers. Research shows children who are perceived as different from others in some way tend to face greater risks. For example, children from racial, religious or other minority groups often experience more bullying (McDougall & Vaillancourt, 2015). Children with disabilities also face disproportionately high rates of bullying victimization (Rose et al., 2015).
Sexual orientation is another difference that puts children at risk, with lesbian, gay, bisexual and transgender (LGBT) youth experiencing bullying at concerning levels (Kosciw et al., 2018). Physical attributes like weight status outside of what is considered average or normal for a child’s age and sex also correlate with higher bullying risks. Children who are overweight or underweight tend to be targeted more frequently by bullies (Gray et al., 2009).
In addition to attributes, certain temperamental characteristics and behaviors can elevate bullying risks. Children who are shy, anxious, sensitive or have poor social skills are more likely to experience bullying (Cook et al., 2010). Those with low self-esteem or who internalize problems are also at increased risk (Barchia & Bussey, 2011). It is important to note that while certain factors may raise risks, any child can potentially be bullied and bullying is never the victim’s fault.
Types of Bullying
Bullying can take different forms, with verbal bullying being the most common type reported by children. This includes name-calling, teasing, and threats directed at the victim (Modecki et al., 2014). Relational bullying, which aims to damage peer relationships and social connections through exclusion or spreading rumors, is another frequent type (Wang et al., 2009).
Physical bullying involving hitting, kicking or stealing from the victim occurs as well but is reported less often than verbal or relational bullying (Modecki et al., 2014). As technology use rises among children and teens, cyberbullying through devices and social media is becoming an increasingly concerning issue (Kowalski et al., 2014). Cyberbullying allows bullying to follow children home via smartphones and computers, which can compound the negative impacts.
Prevention and Intervention Approaches
Given the serious short and long-term effects of bullying, it is important for schools and communities to implement evidence-based prevention and intervention strategies. Comprehensive, school-wide anti-bullying programs that engage students, teachers, administrators, parents and the community show promise when properly implemented (Ttofi & Farrington, 2011). Effective programs aim to change social norms supporting bullying, improve peer support for victims, and teach skills for safe and responsible online behavior (Polanin et al., 2012).
Individual social-emotional learning programs that build skills for handling bullying, such as improving emotion regulation and conflict resolution abilities, can also help reduce risks (Durlak et al., 2011). Ongoing open communication between children and caring adults they trust is equally important. When bullying does occur, restorative practices bringing all involved students together in a respectful dialogue may help resolve issues and repair harm (McCold & Wachtel, 2003). Schools must establish clear policies against bullying and consistently enforce consequences for bullying behaviors as well.
Conclusion
In summary, bullying is a serious problem impacting many children’s well-being and development. Certain attributes and temperaments can elevate risks, with verbal, relational and cyberbullying being common types. Implementing comprehensive, evidence-based prevention and intervention strategies at the school-wide and individual level shows promise for addressing this issue. With ongoing efforts, schools and communities can work to promote safer, more supportive environments where all children can learn and grow free from the harms of bullying.
References
Barchia, K., & Bussey, K. (2011). Individual and collective social cognitive influences on peer aggression: Exploring the contribution of aggression efficacy, moral disengagement and collective efficacy. Aggressive Behavior, 37(2), 107–120. https://doi.org/10.1002/ab.20375
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65–83. https://doi.org/10.1037/a0020149
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Gray, W. N., Kahhan, N. A., & Janicke, D. M. (2009). Peer victimization and pediatric obesity: A review of the literature. Psychology in the Schools, 46(8), 720–727. https://doi.org/10.1002/pits.20409
Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, C. M., & Truong, N. L. (2018). The 2017 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. GLSEN. https://www.glsen.org/research/2017-national-school-climate-survey
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073–1137. https://doi.org/10.1037/a0035618
McCold, P., & Wachtel, T. (2003). In pursuit of paradigm: A theory of restorative justice. International Institute for Restorative Practices. https://www.iirp.edu/images/pdf/paradigm.pdf
McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70(4), 300–310. https://doi.org/10.1037/a0039174
Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55(5), 602–611. https://doi.org/10.1016/j.jadohealth.2014.06.007
Polanin, J. R., Espelage, D. L., & Pigott, T. D. (2012). A meta-analysis of school-based bullying prevention programs’ effects on bystander intervention behavior. School Psychology Review, 41(1), 47-65. https://doi.org/10.1080/02796015.2012.12087375
Rose, C. A., Espelage, D. L., & Monda-Amaya, L. E. (2009). Bullying and victimisation rates among students in general and special education: A comparative analysis. Educational Psychology, 29(7), 761–776. https://doi.org/10.1080/01443410903254864
Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56. https://doi.org/10.1007/s11292-010-9109-1
Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45(4), 368–375. https://doi.org/10.1016/j.jadohealth.2009.03.021

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