In recent years, longitudinal researches have been developed to investigate if there is a correlation between bullying at schools and anti-social behavior in adulthood. School bullying is a specific persistent form of aggression that includes an imbalance of power between the perpetrator and the victim; and it has gradually become a topic of great public concern. School bullying can be used as a predictor for future manifestations of anti-social behavior such as drug use, delinquency, violence, aggression, and related detrimental life styles. Longitudinal studies have shown that adults with violent criminal records frequently have school records of bullying or other aggressive behavior (Ttofi, Farrington, Lösel, 2012, 406). Therefore, if the correlation is assertive, then intervention programs should be placed in schools to reduce future anti-social behavior and crime.
In the research article Bullying at School as a Predictor of Delinquency, Violence and Other Anti-Social Behavior in Adulthood by Doris Bender and Friedrich Lösel, contains a study which was carried out for a period of nearly 10 years long which studied the relationship between school bullying and anti-social behaviors in young adults. The study concluded that “bullying at school was a strong predictor of later delinquency, violence, impulsivity, and aggression; … and most relationships remained significant even after controlling for individual and family risk factors” (Bender and Lösel, 2011, 104). The research also found that in the long term victims suffer from anxiety, depression, and social withdrawal, but victims were not significantly related to any anti-social behaviors (Bender et al., 2011, 102). The typical characteristics for victims serve a protective function against the development of anti-social behaviors.
On another longitudinal case study, in the article School Bullying and Later Criminal Offending it was found that “in Washington State, USA, researchers tracked over 900 children and reported that bullying at age 10-11 predicted anti-social outcomes at age 21 even after controlling for the early risk factors” (Farrington, Ttofi and Lösel, 2011, 78). When children constantly engage in anti-social behavior in school and are not held accountable for their actions, then there is a high probability that they will continue to follow an anti-social behavioral path. For example, in another case study, in the article School Bullying as a Predictor of Violence Later in Life the authors employed “a representative study of 15,686 American students in grades 6-10 in public and private schools [and] found that … perpetrators … had a higher probability of weapon carrying compared with non-involved children, not just in school, but also away from school” (Ttofi et al., 2012, 407). In addition, research showed that bullies at an early age tended, at age 32, to have children who were also bullies (Ttofi et al., 2012, 406). For these reason, if we implement intervention and prevention programs to reduce the anti-social behavior in children at risk, future criminal offending will be reduced. If school bullies can be rehabilitated into becoming sympathetic people, then when they grow up, they will have morally responsible kids.
Funding programs that effectively interrupt school bullying can be correspondingly beneficial in preventing violence and criminal offending in adult life. Current anti-bullying programs if effected efficiently can be seen as an indirect method of both crime and violence prevention (Ttofi et al., 2012, 406). Hence, it is essential that school aggressive behavior is targeted with early intervention before it unfolds into a serious form of aggression and violence carried out later in life. For example, the Target Bullying Intervention Program (T-BIP) “was developed as a mechanism for school counselors and school psychologists to work directly with students who bully others to help them change their bullying behaviors and develop more pro-social behaviors” (Swearer, 2012). It is beneficial to invest our resources on programs that eradicate bullying at schools such as the T-BIP, which focus on the deterioration of the child’s anti-social behavior and encouragement of pro-social behavior because reducing school bullying can significantly decrease violence and crime.
REFERENCES:
Bender, D., & Lösel, F. (2011). Bullying at school as a predictor of delinquency, violence and other anti-social behaviour in adulthood. Criminal Behaviour & Mental Health, 21(2), 99-106. doi:10.1002/cbm.799.
Farrington, D. P., Ttofi, M. M., & Lösel, F. (2011). School bullying and later criminal offending. Criminal Behaviour & Mental Health, 21(2), 77-79. doi:10.1002/cbm.807.
Swearer, S. (2012). The target bullying intervention program . Retrieved from http://targetbully.com/Intervention_Program.php
Ttofi, M. , Farrington, D. , & Lösel, F. (2012). School bullying as a predictor of violence later in life: A systematic review and meta-analysis of prospective longitudinal studies. Aggression & Violent Behavior, 17(5), 405-418.
Reading this reminded me of the days that I was bullied in grade school all the way up to high school. I was one of those that was bullied because I was just a little bit different then everyone else. I remember in grade school getting pushed down and stepped on right in front of the teacher, and she told me to be tough and get up. Those were really difficult days. As I got older and bigger and started playing football, people stopped bulling me. For me i thought though, what if i had not got bigger or changed would they still be bullying me? I agree with you 1000% that they should be some type of educational program or class that kids attend or see to let them know the dangers and consequences of bullying. To many kids take their own life later on in life due to being bullied and its time we put an end to that. My question to you would be do you have any program ideas that you think could be effective, especially programs that will address the youth from K-6th grade?
ReplyDeleteThere are some programs designed for K-6th and 7th- 12th such as the bullyfrog.com which especializes in building character education to help kids recognize and to deal with traditional and non-traditional bullying; and the "Stand-up speak-up" program designed to prepare teenagers for the challenges that they will face socially and educationally and how to make morally responsible decisions, respectively. There are a few national organizations along with several local organizations that are developing programs to stop bullying. It is definitely essential that children learn to identify the actions that consist of bullying and how to handle with the stress and anxity it might create.
DeleteI have a hard to believing that bullying is an early sign for future criminal behavior. Like most people I have been in school most of my life and I have been picked on and seen others get picked on. When this happened I didnt hide away or get depressed I fought back with either words or my fist. The only way to stop a bully is to bully them right back. We should be less concern of the future of bullys and more concern with kids sticking up for themselves. We are living in the self-esteem generation where we have to care about everyones feelings. Instead of making programs for preventing bullying why dont we help teach kids to have some confidence and stick up for themselves. Teach kids how fight back from being bullied instead of trying to stop bullys. Bullys will always exist no matter what, whether its in school or the workplace. Lets find a way to stand up to them rather the coddling the weak to think its not their fault for being picked on.
ReplyDeleteI must say I partially agree with you. I do think it is necessary to teach the kids to stand up for themselves, but I do belive that there are other methods that can be taught to deal with bullying and avoid violence. I also grew up as having to defend myself whenever I got picked on, but I also stood up for my friends that were not willing to step up to the bully. But you have to remember that besides of being a self-esteem generation where everybody cares about each other's feelings, is a generation where everybody suits for the most minimal encounters; nonetheless for getting into a fight. We have to come up with a solution where it addressess both the bully and the victim, and here is where learning how to communicate can solve some of the issues that we are facing today; something that we can teach parents, children, and education professionals.
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