Final Paper PSY3135

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Child Bullying and its Impact on Social Development University of Ottawa PSY 3135[A]: Social Development of the Child December 20, 2022

1 Bullying is a phenomenon that can occur at any point during an individual's life, but most frequently, bullying occurs during childhood and adolescence. The prevalence of childhood bullying is alarmingly high, as 7 in 10 youth in Canada experience a form of bullying in their lifetime. According to a survey done in 2019 by Statistics Canada, 71% of youth aged 12 to 17 reported experiencing a form of bullying within the past year (Statistics Canada, 2019). Bullying is described as a form of recurring aggression that exists when there is a power imbalance. It takes many forms, including verbal, physical, social, and more recently, cyberbullying. Unfortunately, due to the increase in use of technology over the past few decades, online bullying has become increasingly easy, as perpetrators can access their victims' online profiles within a few searches. The use of the internet amongst youth has become increasingly popular, as about 80% of Canadian youth reported going online at least weekly, to use platforms such as social media, and online games. This rise in online media consumption has affected the rates of cyberbullying as 1 in 4 adolescents reported experiencing cyberbullying within the past year (Statistics Canada, 2019). The steady increase of bullying rates amongst children and adolescents has a major influence on the increase in youth mental health issues across Canada. Of the youth who reported experiencing a form of bullying monthly, 72% of those adolescents reported that their lives were stressful (Statistics Canada, 2019). The younger generation has consequently suffered psychological harm as a result of the increase in bullying incidents, whether in the form of physical bullying or the prevalence of cyberbullying. Research reveals a concerning association between bullying encounters, and the development of anxiety, depression, and other mental health conditions in young Canadians (Azevedo Da Silva et al., 2020). The negative consequences from bullying can persist into adulthood, including lack of social interactions,

2 isolation, poor mental health, and poor self-image. These consequences are not limited to the time that the bullying occurs. It is necessary to implement support and quick interventions to lessen the rise of these mental health issues and create a more secure space for adolescents. To establish the role of bullying and its effects on children's social development, a literature review will be conducted to further explore and affirm the challenges that adolescents face due to bullying. A few theories visited in class relate back to the psychological concept of bullying, and why it happens. These theories include Social Learning Theory, Social Cognitive Theory, and Social Comparison. By comparing these theories and their effects, further understanding is gained to aid in comprehending the psychological behaviours involved in bullying. Social Learning Theory, developed by Albert Bandura, proposes that individuals learn behaviours by observing others and the consequences of those behaviours. According to this belief, children and teens who observe bullying may mimic aggressive behaviour, particularly if they see it rewarded or going unpunished. When children witness bullying behaviours by classmates, the media, or others occurring without consequences, they may internalize these behaviours as an acceptable means of resolving disagreements (Azevedo Da Silva et al., 2020). As a result, this theory emphasizes how important social environment, modeling, and reinforcement are to perpetuating bullying behaviours amongst youth. Knowing and understanding the implications of Social Learning Theory shows the importance of having good role models and immediate consequences for aggressive behaviour. Rewarding kindness, and promoting positive behaviours are important to encourage, especially amongst impressionable youth.

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3 Social Cognitive Theory, also rooted in Albert Bandura's work, similarly focuses on how cognitive processes, including thoughts, beliefs, and attitudes, influence behaviour. In the context of bullying, this theory emphasizes that individual perceptions about aggression, power, and social norms play an important role in shaping behaviours. Bullying is more likely to occur in children and adolescents who believe in using aggression to accomplish goals or to improve their social status (Swearer et al., 2014). Additionally, individuals who think that engaging in violence could result in beneficial outcomes may be more likely to continue this kind of behaviour (Swearer et al., 2014). In order to manage bullying situations involving adolescents, Social Cognitive Theory emphasizes the importance of addressing cognitive biases and incorrect beliefs about violence and power dynamics. The basic principles of this theory can flip, and instead reinforce interventions that can change these attitudes, encourage positive behaviours, and positive conflict resolution techniques. Social Comparison Theory, proposed by Leon Festinger, suggests that individuals determine their own social and personal worth based on how they compare to others. This theory is important in the discussion around bullying since adolescents frequently compare themselves to their peers in social settings (Jiang et al., 2019). In order to improve their own perceived status within the group, children and adolescents who feel inferior or different from their peers, particularly in terms of social status, attractiveness, or accomplishments, may turn to bullying others. On the other hand, people who experience insecurity as a result of social comparisons may become the targets of bullying (Azevedo Da Silva et al., 2020). In order to lessen the negative effects of social comparison and lower the occurrence of bullying, it is necessary to teach acceptance of diversity, positive self-esteem, and encourage an inclusive environment

4 among children. This understanding of Social Comparison Theory helps explain the complicated nature of bullying. Previous research done on the effects of bullying on children and adolescents in relation to their mental health and development significantly showed that children who experienced bullying were more likely to also experience poor mental health issues. A study conducted on over 6000 children aged 4-16 years old in Nordic countries, found that mental health problems were most prevalent amongst children who were parent-reported as bullied, followed by unclear if bullied, and lastly not bullied (Bjereld et al., 2015). Another study found that a nationwide survey done in Australia of almost 40000 students, nearly 1 in 5 children reported being bullied by peers on a weekly basis, and experienced a decrease in positive experiences at school because of it (Rigby, 1998). The study goes on to state that studies have confirmed that bullying can lead to clinical depression, and suicidal ideation (Rigby, 2019). The bullying doesn't stop in the walls of school however, another study found that 1 in 4 students reported having experienced cyberbullying, and over half of students reported knowing of someone who experienced cyberbullying (Li, 2006). The sad reality about the increased use of online platforms means that the victims of bullying can't escape the harassment, as it continues to occur even when they are not at school. Other studies have found surveying the parents of children attending school, also has high results in bullying, where just over 50% of them believed that their child had experienced bullying at school (Rigby, 2019). The study elaborates that by involving parents of the students and making them aware of what goes on while they are at school, parents can be more involved in their children's growth, and help reinforce a positive mindset about how to treat peers. Finally a study involving teachers and other educators found that over half of the volunteers reported feeling “concerned or extremely concerned about the problem of

5 cyberbullying” but were ultimately unaware of just how much bullying was going on without their knowledge (Cassidy et al., 2012). Overall, these findings go to show that bullying of any kind is a massive issue that affects children across the world, and there are preventative measures that educators, teachers, and parents can do to decrease its occurrence. Although there are already plenty of Anti-bullying campaigns that exist already, society is constantly changing and many current plans are outdated. The intervention plan for a current Anti-bullying campaign must include a variety of different levels of influence, including individual, interpersonal, technological, and societal influences. Education and awareness programs should be implemented in any area where children and adolescents spend their time, this includes schools, sports teams and arenas, extracurricular activities, camps, clubs etc… There should be workshops that target different influences for different age groups, and educational assemblies for staff, educators, and parents, that highlight how to spot bullying. From an early age there should be mentoring activities that encourage the conversation about bullying, so children are better equipped with how to deal with it when they see it happen. Supportive environments are necessary to the success of an intervention plan for bullying. Oftentimes bullying is the result of a bigger issue of emotional regulation and trauma (Roberts, 2017). By having a safe place to go and talk about things that are bothering them, children will learn how to cope better with these hard experiences, while also learning that it isn't okay to take out their frustrations on their peers and others. Safe use of technology and social media platforms also will reinforce negative consequences when online platforms are used improperly. Clear policies outlining how people are allowed to behave online can help reduce the amount of cyberbullying that occurs, and punishing those who misuse online platforms with a ban or restricting their activity will help keep these platforms a safe space for peers to interact, as some

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6 studies have shown positive results in banning individuals who misuse their platforms (Sebugwaawo, 2017). Promoting positive behaviour and destigmatizing mental health will help children and adolescents continue to seek help when they are experiencing troubling thoughts about themselves, and rewarding them when they speak up about their troubles is a good way to reinforce healthy coping mechanisms. Rewarding kind and caring acts in general through the use of acknowledgement awards, certificates, or other incentives is also a great way to continue to reinforce positive behaviour. Implementing interventions to address bullying requires a strategic and comprehensive approach. Initiating education and awareness campaigns involves collaborating with educational institutions, community centers, and local organizations. Establishing anti-bullying programs within schools involves integrating curriculum adjustments, providing educator training, and organizing regular workshops or assemblies to educate students about the impact of bullying. Before expanding to a larger audience, this attempt could begin with trials in a handful of selected schools to gauge its effectiveness in order to avoid the barrier of wasted resources. Creating confidential reporting procedures and encouraging an environment of trust in which students feel at ease communicating their experiences are essential to creating safe reporting environments. Structured sessions are necessary for training educators and staff members to identify bullying situations and respond to them appropriately. While there may be barriers that exist in this ideal circumstance, such as resistance to curriculum changes and fear of retaliation in students, they can be avoided if approached properly. Implementing positive behaviour initiatives involves collaboration with student councils, community groups, and educators to organize events celebrating diversity, kindness weeks, or peer support programs and clubs. Technology-related strategies include collaboration with social

7 media platforms to implement reporting tools and provide resources for responsible online behavior. It also involves engaging with parents through workshops to educate them about cyberbullying and effective monitoring of their children’s online activities. While there are major barriers involved in the technological aspect of this intervention, like a lack of cooperation from social media platforms, requiring advocacy, collaboration, and possibly policy change- it's not impossible, and there are pre-existing policies that do protect youth from harassment on most social media platforms already (Sebugwaawo, 2017). Community involvement requires outreach efforts to engage local leaders, law enforcement, mental health professionals, and community organizations. This collaboration could include forming task forces, organizing community forums, and establishing partnerships to support anti-bullying initiatives. Barriers for this may include lack of resources, or resistance from certain community members or leaders. Fighting these barriers may involve persistent outreach efforts, and highlighting the community benefits of anti-bullying initiatives. Continuous evaluation could face challenges related to data collection, overcoming this barrier involves creating user-friendly reporting tools, ensuring anonymity, and actively encouraging reporting when situations occur. In conclusion, there is a massive bullying problem in Canada, but also across the world. While the concept of bullying has existed for ages, it is possible to decrease how common it is. Preventative methods exist and have been proven to decrease the frequency of its occurrence in several populations. With an increase in teachers and parents being actively involved in educating their children about the severity of bullying and its consequences, in mix with the proposed interventions and implementation plan, there can be a decrease in people who partake in bullying, and victims who experience it.

8 References Azevedo Da Silva, M., Gonzalez, J. C., Person, G. L., & Martins, S. S. (2020). Bidirectional Association Between Bullying Perpetration and Internalizing Problems Among Youth. Journal of Adolescent Health , 66 (3), 315–322. https://doi.org/10.1016/j.jadohealth.2019.09.022 Bjereld, Y., Daneback, K., Gunnarsdóttir, H., & Petzold, M. (2015). Mental Health Problems and Social Resource Factors Among Bullied Children in the Nordic Countries: A Population Based Cross-sectional Study. Child Psychiatry and Human Development, 46(2), 281–288. https://doi.org/10.1007/s10578-014-0468-0 Cassidy, W., Brown, K., & Jackson, M. (2012). ‘Under the radar’: Educators and cyberbullying in schools. School Psychology International, 33(5), 520–532. https://doi.org/10.1177/0143034312445245 Government of Canada, S. C. (2023, February 22). Pink shirt day (anti-bullying day). https://www.statcan.gc.ca/o1/en/plus/3037-pink-shirt-day-anti-bullying-day Jiang, W., Gu, Q., & Tang, T. L.-P. (2019). Do Victims of Supervisor Bullying Suffer from Poor Creativity? Social Cognitive and Social Comparison Perspectives. Journal of Business Ethics, 157(3), 865–884. https://doi.org/10.1007/s10551-017-3660-x Li, Q. (2006). Cyberbullying in Schools: A Research of Gender Differences. School Psychology International, 27(2), 157–170. https://doi.org/10.1177/0143034306064547 Rigby, K. (2019). How Australian parents of bullied and non-bullied children see their school responding to bullying. Educational Review (Birmingham), 71(3), 318–333. https://doi.org/10.1080/00131911.2017.1410104

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9 Rigby, K. 1998a. Manual for the Peer Relations Questionnaire (PRQ). Point Lonsdale, Victoria, Australia: The Professional Reading Guide. Roberts, W. B. (2017). Working with kids who bully : new perspectives on prevention and intervention. Corwin. Sebugwaawo, I. (2017, Apr 04). UAE lawyer warns against misuse of social media. TCA Regional News https://login.proxy.bib.uottawa.ca/login?url=https://www.proquest.com/wire-feeds/uae-la wyer-warns-against-misuse-social-media/docview/1883616529/se-2 Swearer, S. M., Wang, C., Berry, B., & Myers, Z. R. (2014). Reducing Bullying: Application of Social Cognitive Theory. Theory into Practice, 53(4), 271–277. https://doi.org/10.1080/00405841.2014.947221

Final Paper PSY3135

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