Name:
Course:
Instructor:
Date:
Introduction
Bullying in school
In essence, school bullying is a major problem that occurs in many schools. School bullying is said to be the bullying that occur mostly in school. It is well documented that, bullying is the abusive treatment that involves harassment. In this regard, bullying ranges from simple to more complex bullying. Bullying can be verbal, psychical or else emotional. Mostly it is repeated often. School bullying can also be perpetrated by the school system or else teachers. Researchers argue that, bullying is the most severe problem that cannot be sidelined (Poland 3). Psychiatrist outline that, school bullying is a relentless problem that affects the victim well-being in the aspect of emotionally, psychologically and a time psychically. It is therefore, important for the education system to be aware of the fact that, bullying have complex effects and for that reason; it requires to be addressed. In this regard, this paper seeks to discuss in detail; school bullying in Poland.
It is a well documented that, education system is compulsory until the age of eighteen years. Upon a compulsory education; the situation of school bullying has worsed with many students being the either the victim or the bully. In Poland, there are various types of school bullying. The nature of Poland school bullying includes physical, emotional and verbal bullying. Studies show that, physical bullying is outlined to be the unwanted physical contact between the victim and the bully (James 10). This is the most identifiable bullying. Physical bullying includes fighting, teasing, slapping, shoving, pushing, school pranks and headlocks. Emotional bullying is said to be the bullying that damages the victim emotional well-being. Examples include isolating a certain person out of the group, ignoring people for a purpose, gossip, provocation and hurtful body motions such as pointing. On the other hand, verbal bullying reefer to any argot statements that make the victim gratuitous emotional distress. These include commenting negatively on someone looks, body and clothes, use of tormenting and abusive words. Researchers argue that, bullying is sophisticated in Poland high schools (Conn 10). For that reason, it becomes more difficult when the bullying is physical. A time, bullying in Poland school occur when a group of students isolate one student and tease him with strange behaviors meant to hurt. With this regard, it vital analyzing what attributes to school bullying.
In reality, the main intention of school bullying is said to hurt the individual from whom the violence is targeted.. First, many bullies when bullying other students usually desire for attention. Psychiatrist argue that, many children that fail to get emotional support at home try to get noticed in schools in a negative-way (Conn 15). By doing this, they attempt to become the centre of attention through humiliating others. Secondly, some children may bully others influenced by what they see at home. A time, many students repeat behaviors they witness at home. For instance, the students may have witnessed parents being bullies by the other and, they may be the victims of being bullied by the older siblings. The victim is influenced by life experiences thus, bullying others. A time, bullying is caused by a desire for control. In this regard, many people live in undesirable family situations and a time in abusive situations. With this regard, many may end up causing school bullying in an attempt of exerting control of their control. As a result, they end up manipulating others in threats and taunts due to desire for power.
In many cases, school bullying in Poland is caused by gang membership. A student living in a small town, can identify himself in a group of the gang and as a result, end up imitating gangs behaviors transferred to the school environment. Sociologists argue that, gang membership greatly attributes to school bullying because; people tend to imitate what they imitate from their fellow colleagues (James 20). In addition, school bullying is caused by media influence. Intrinsically, it is well known that, media plays a role in encouraging and praising violent behaviors. Taken out of environment, the troubled child or student may use this as an example of being aggressive to gain popularity from other peers. Other researches indicate that, some students’ personalities are naturally more aggressive, impulsive and dominating (Poland 25). Poland argues that, children that have Attention deficit hyperactive disorder have a likelihood of becoming bullies. However, this does not imply that, some people are born bullies instead; it is a learned behavior. Mostly, all bullies posses’ common attitudes and behaviors. For instance, they have contempt for the weak, fail to take responsibility for their actions and mostly, they are concern about themselves. In some cases, psychologists argue that, bullies tend to have low self-esteem although not proved.
It is estimated that, 20-40 % of the bullying victims in Poland report to having been bullied. A large percentage of victims do not report when they are bullied (Poland 20). This implies that, many suffer emotionally due to not speaking out the incidence. With this in mind, it is worth noting that, school bullying in Poland has both short and long-term effects. Although effects differ, they have one thing in common; they affect the well-being of both the victim and the bully.
Examples of short-term effects for bullying victims include extreme depression, low self-esteem, bed-wetting might occur to younger victims, sleeping problems, physical symptoms like upset stomach and headache, anxiety over going to school and drop in school performance. Short-term effects for bullies include higher risk for substances abuse, school dropouts and difficult in maintaining friendship. Another short-term effect may include both the victim being hurt physically particularly if bullying involved fighting. If the bullying continues for a long time, it may have severe effects. Long-term effects include chronic depression, self-destructive behaviors, and trauma disorders. In conjunction with this, long terms for the bully increase a likelihood of the perpetrator being committed to crime, chances of bullying a spouse and chances of engaging into illegal drugs.
The struggle of reducing school bullying has been a concern for the last decades in Poland. In facts, students, teachers, parents and the entire education system should make use of various strategies to prevent school bullying. It is a well documented that, bullying is more intimidating and effective. In this case, the victim is feeling of isolation and fear is intensified. For that reason, parents should often discover the signs of bullying before they become long-term effects. Researchers argue that, the most common strategies for reducing school bullying are to ensure that an adult is aware of what is happening to their children (Smith 10). This implies that, parents should hold their children accountability regarding school affairs. If the apparent recognizes some effects of bullying, he or she should report the case to the school administration. The parent should emphasize on caring behaviors so that the child may not end up becoming the victim of bullying. There should be effective communication in the school administration between teachers, students and parents. In Poland, it has been reported that, school box where students can report their concerns, problems and suggestions can effectively reduce school bullying. In this case, effective communication will be enhanced thus reducing chances of school bullying.
The issue of school bullying increasing rapidly in Poland, imposing the need for the school administration to emphasize on positive peer relation, teaching students on solving their differences that attributes to school bullying and offer a range of extracurricular activities that appeal to range of interests. As a result, many students will be equipped with suitable knowledge required in solving conflicts thus reducing school bullying cases.
Reports indicate that, until 2006, there was no information addressing the problem of aggression in schools and ways of counteracting them (Bruce 10). As a result, journalist intervened in addressing school bullying, which, for many years was sidelined. Journalists made use of campaigns that involved many schools demanding actions to be done concerning school bullying. Over 3,000 schools joined the campaign in Poland. In addition, the president of Poland participated in the campaign by addressing the need for addressing the problem by coming up with solutions that would assist in eradicating school bullying.
Conclusion
School bullying in Poland has been a severe problem affecting many schools. As discussed in this paper, research indicates that, it is mostly caused by a desire for control, media influence among others. School bullying affects both victims and bullies emotionally, socially and a time psychically (Bruce 18). With this in mind, Poland education system has addressed the need for parents carrying their responsibility in child bearing and effective communication in schools. In this regard, this paper has analyzed school bullying in Poland.
Work cited
Bruce, John. Blue: The Family. California: Dorrance Publishing, 2010. Print
Conn, Kathleen. Bullying and harassment: a legal guide for educators. New York: ASCD Publisher, 2004. Print
James, Richard. Crisis intervention strategies. New York: Cengage Learning, 2008. Print
Poland, Shirley. Hearing the Silent Cries. New York: Xulon Press, 2008. Print
Smith, Peter. The nature of school bullying: a cross-national perspective. London: Routledge, 1999. Print
Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.
[order_calculator]