Bullying is the use of force, threat, or coercion to abuse, intimidate, or aggressively impose domination over others. The behavior is often repeated and habitual. One essential prerequisite is the perception, by the bully or by others, of an imbalance of social or physical power. Behaviors used to assert such domination can include verbal harassment or threat, physical assault or coercion, and such acts may be directed repeatedly towards particular targets. Justifications and rationalizations for such behavior sometimes include differences of class, race, religion, gender, sexuality, appearance, behavior, body language, personality, reputation, lineage, strength, size or ability.23 If bullying is done by a group, it is called mobbing.4 "Targets" of bullying are also sometimes referred to as "victims" of bullying.
Bullying can be defined in many different ways. The UK currently has no legal definition of bullying,5 while some U.S. states have laws against it.6 Bullying consists of four basic types of abuse – emotional (sometimes called relational), verbal, physical, and cyber.7 It typically involves subtle methods of coercion such as intimidation.
Bullying ranges from simple one-on-one bullying to more complex bullying in which the bully may have one or more "lieutenants" who may seem to be willing to assist the primary bully in his or her bullying activities. Bullying in school and the workplace is also referred to as peer abuse.8 Robert W. Fuller has analyzed bullying in the context of rankism.
A bullying culture can develop in any context in which human beings interact with each other. This includes school, family, the workplace, home, and neighborhoods. In a 2012 study of male adolescent football players, "the strongest predictor was the perception of whether the most influential male in a player's life would approve of the bullying behavior".9
- 1 Definitions and etymology
- 2 History
- 3 Characteristics
- 4 Intervention
- 5 Chronic bullying cycle
- 6 In different contexts
- 6.1 Cyberbullying
- 6.2 Disability bullying
- 6.3 Gay bullying
- 6.4 Legal bullying
- 6.5 Military bullying
- 6.6 Parental bullying
- 6.7 Prison bullying
- 6.8 School bullying
- 6.9 Sexual bullying
- 6.10 Institutional bullying
- 6.11 Workplace bullying
- 6.12 In other areas
- 7 See also
- 8 References
- 9 Further reading
- 10 External links
Definitions and etymology
Bullying may be defined as the activity of repeated, aggressive behavior intended to hurt another person, physically or mentally. Bullying is characterized by an individual behaving in a certain way to gain power over another person.10
Norwegian researcher Dan Olweus11 says bullying occurs when a person is:
'exposed, repeatedly and over time, to negative actions on the part of one or more other persons'. He says negative actions occur 'when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways.'citation needed
The word "bully" was first used in the 1530s meaning "sweetheart", applied to either sex, from the Dutch boel "lover, brother", probably diminutive of Middle High German buole "brother", of uncertain origin (compare with the German buhle "lover"). The meaning deteriorated through the 17th century through "fine fellow", "blusterer", to "harasser of the weak". This may have been as a connecting sense between "lover" and "ruffian" as in "protector of a prostitute", which was one sense of "bully" (though not specifically attested until 1706). The verb "to bully" is first attested in 1710.12
High-level forms of violence such as assault and murder usually receive most media attention, but lower-level forms of violence such as bullying have only by the 2000s started to be addressed by researchers, parents and guardians, and authority figures.13 It is only in recent years that bullying has been recognised and recorded as a separate and distinct offence, but there have been well documented cases that have been recorded over the centuries.which? Virginia Woolf considered fascism to be a form of bullying, and wrote of Hitler and the Nazis in 1934 as "these brutal bullies".1415
In the 2000s and 2010s, a cultural movement against bullying gained popularity in the English-speaking world. The first National Bullying Prevention Week was conceived of in Canada in 2000 by Canadian educator and anti-bullying activist Bill Belsey. The charity Act Against Bullying was formed in the UK in 2003. In 2006, National Bullying Prevention Month was declared in the United States. The Suicide of Phoebe Prince in 2010 brought attention to the issue in Massachusetts, and sparked reforms in state education. The It Gets Better Project was started in 2010 to combat gay teen suicides, and Lady Gaga announced the Born This Way Foundation in partnership with Harvard's Berkman Center for Internet & Society in 2011.
A 2012 paper from the Berkman Center, "An Overview of State Anti-Bullying Legislation and Other Related Laws," notes that, as of January 2012, 48 U.S. states had anti-bullying laws, though there is wide variation in their strength and focus. Sixteen states acknowledge that bullies often select their targets based on "creed or religion, disability, gender or sex, nationality or national origin, race, and sexual orientation." Each of the 16 employs a wide array of additional parameters, the paper notes, ranging from age and weight to socioeconomic status. Of the 38 states that have laws encompassing electronic or "cyberbullying" activity, 32 put such offenses under the broader category of bullying and six states define this type of offense separately, the authors report.16
Of bullying in general
Bullying consists of three basic types of abuse – emotional, verbal, and physical. It typically involves subtle methods of coercion such as intimidation. Bullying behavior may include name calling, verbal or written abuse, exclusion from activities, exclusion from social situations, physical abuse, or coercion.1317
According to the U.S. National Center for Education Statistics (2007), approximately 32% of U.S. school children reported being bullied at school; nearly 4% reported being cyber-bullied.18 The Center suggests (2001) that bullying can be classified into two categories:
- direct bullying, and
- indirect bullying (which is also known as social aggression).1
Ross states that direct bullying involves a great deal of physical aggression, such as shoving and poking, throwing things, slapping, choking, punching and kicking, beating, stabbing, pulling hair, scratching, biting, scraping, and pinching.19
He also suggests that social aggression or indirect bullying is characterized by attempting to socially isolate the target. This isolation is achieved through a wide variety of techniques, including spreading gossip, refusing to socialize with the target, bullying other people who wish to socialize with the target, and criticizing the target's manner of dress and other socially-significant markers (including the target's race, religion, disability, sex, or sexual preference, etc.). Ross19 outlines an array of nonviolent behavior which can be considered "indirect bullying", at least in some instances, such as name calling, the silent treatment, arguing others into submission, manipulation, gossip/false gossip, lies, rumors/false rumors, staring, giggling, laughing at the target, saying certain words that trigger a reaction from a past event, and mocking. The UK based children's charity, Act Against Bullying, was set up in 2003 to help children who were targets of this type of bullying by researching and publishing coping skills.
It has been noted that there tend to be differences in how bullying manifests itself between the sexes. Males tend to be more likely to be physically aggressive whereas females tend to favour exclusion and mockery, though it has been noticed that females are becoming more physical in their bullying.10 There can be a tendency in both sexes to opt for exclusion and mockery rather than physical aggression when the target is perceived to be too strong to attack without risk, or the use of violence would otherwise cause problems for the bullies such as criminal liability, or the bullies see physical aggression as immature (particularly when bullying occurs among adults).citation needed
Clayton R. Cook and co-authors examined 153 studies from the last 30 years. They found that boys bully more than girls, and bullies and targets both have poor social problem-solving skills. More than anything else, poor academic performance predicts those who will bully.22
Of bullies and bully accomplices
Studies have shown that envy and resentment may be motives for bullying.23 Research on the self-esteem of bullies has produced equivocal results.2425 While some bullies are arrogant and narcissistic,26 bullies can also use bullying as a tool to conceal shame or anxiety or to boost self-esteem: by demeaning others, the abuser feels empowered.27 Bullies may bully out of jealousy or because they themselves are bullied.28 Some have argued that a bully reflects the environment of his home, repeating the model he learned from his parents.29dead link
Researchers have identified other risk factors such as depression30 and personality disorders,31 as well as quickness to anger and use of force, addiction to aggressive behaviors, mistaking others' actions as hostile, concern with preserving self image, and engaging in obsessive or rigid actions.32 A combination of these factors may also be causes of this behavior.33 In one recent study of youth, a combination of antisocial traits and depression was found to be the best predictor of youth violence, whereas video game violence and television violence exposure were not predictive of these behaviors.34
According to some researchers, bullies may be inclined toward negativity and perform poorly academically. Dr. Cook says that "a typical bully has trouble resolving problems with others and also has trouble academically. He or she usually has negative attitudes and beliefs about others, feels negatively toward himself/herself, comes from a family environment characterized by conflict and poor parenting, perceives school as negative and is negatively influenced by peers".22
Contrarily, some researchers have suggested that some bullies are "psychologically strongest" and have "high social standing" among their peers, while their targets are "emotionally distressed" and "socially marginalized".35 Other researchers also argued that a minority of the bullies, those who are not in turn bullied, "enjoy going to school, and are least likely to take days off sick".36
It is often suggested that bullying behavior has its origin in childhood. As a child who is inclined to act as a bully ages, his or her related behavior patterns may also become more sophisticated. Schoolyard pranks and "rough-housing" may develop into more subtle activities such as administrative end-runs, planned and orchestrated attempts at character assassination, or other less obvious, yet equally forceful forms of coercion.citation needed
Research indicates that adults who bully have authoritarian personalities, combined with a strong need to control or dominate.37 It has also been suggested that a prejudicial view of subordinates can be a particularly strong risk factor.38
Of typical bystanders
Often bullying takes place in the presence of a large group of relatively uninvolved bystanders. In many cases, it is the bully's ability to create the illusion that he or she has the support of the majority present that instills the fear of "speaking out" in protestation of the bullying activities being observed by the group. Unless the "bully mentality" is effectively challenged in any given group in its early stages, it often becomes an accepted, or supported, norm within the group.3940
In such groups where the "bully mentality" has been allowed to become a dominant factor in the group environment, injustice and abuse often become regular and predictable parts of the group experience. Bystanders to bullying activities are often unable or unwilling to recognize the true costs that silence regarding the bullying can have, both to the target or targets, and to the group. Bystanders often feel unwilling to empathize with the target, regardless of their feelings towards the bully. The reversal of a culture of bullying within a group is usually an effort which requires much time, energy, careful planning, coordination with others, and usually requires some undertaking of "risk" by group members.citation needed
It is the general unwillingness of bystanders to expend these types of energies and to undertake this type of risk that bullies often rely upon in order to maintain their power. Unless action is taken, a "culture of bullying" is often perpetuated within a group for months, years, or longer.41
Bystanders who have been able to establish their own "friendship group" or "support group" have been found to be far more likely to opt to speak out against bullying behavior than those who have not.42dead link4344
In addition to communication of clear expectations that bystanders should intervene and increasing individual self-efficacy, there is growing research that suggests interventions should build on the foundation that children’s belief that bullying is morally wrong.45
Among adults, being a bystander to workplace bullying was linked to depressive symptoms, particularly for women.46
Of those bullied
Dr. Cook says that "A typical victim is likely to be aggressive, lack social skills, think negative thoughts, experience difficulties in solving social problems, come from a negative family, school and community environments and be noticeably rejected and isolated by peers".22
The results of a metanalysis conducted by Cook and published by the American Psychological Association in 2010 concluded the main risk factors for children and adolescents being bullied, and also for becoming bullies, are the lack of social problem-solving skills.22
Effects of bullying on those who are targeted
Mona O'Moore of the Anti-Bullying Centre at Trinity College in Dublin, has written, "There is a growing body of research which indicates that individuals, whether child or adult, who are persistently subjected to abusive behavior are at risk of stress related illness which can sometimes lead to suicide".47 Those who have been the targets of bullying can suffer from long term emotional and behavioral problems. Bullying can cause loneliness, depression, anxiety, lead to low self-esteem and increased susceptibility to illness.48 Bullying has also been shown to cause maladjustment in young children, and targets of bullying who were also bullies themselves exhibit even greater social difficulties.49 In the long term it can lead to posttraumatic stress disorder and an inability to form relationships.citation needed
There have been cases of apparent bullying suicides that have been reported closely by the media. These include the deaths of Ryan Halligen, Phoebe Prince, Dawn-Marie Wesley, Kelly Yeomans, Jessica Haffer,52 Hamed Nastoh,53 April Himes,54 Cherice Moralez55 and Rebecca Ann Sedwick.56
Serial killers were frequently bullied through direct and indirect methods as children or adolescents. Henry Lee Lucas, a serial killer and diagnosed psychopath, said the ridicule and rejection he suffered as a child caused him to hate everyone. Kenneth Bianchi, a serial killer and member of the Hillside Stranglers, was teased as a child because he urinated in his pants and suffered twitching, and as a teenager was ignored by his peers.58
Some have argued that bullying can teach life lessons and instill strength. Helene Guldberg, a child development academic, sparked controversy when she argued that being a target of bullying can teach a child "how to manage disputes and boost their ability to interact with others", and that teachers should not intervene, but leave children to respond to the bullying themselves:59
- "If boys or girls are able to stand up for themselves, being attacked by enemies can help their development. Studies have shown that children become more popular among, and respected by, teachers and fellow pupils if they repay hostility in kind. They remember such experiences more vividly than friendly episodes, helping them to develop healthy social and emotional skills".60dead link
Bullying can also sometimes cause targets to adopt social or physical lifestyle changes that can result in greater mental or physical health over the long term. For example, weight-based victimization (WBV) has been shown to sometimes influence overweight individuals to lose weight.61
Despite the fact that the majority of those who may find themselves to be the targets of bullying behavior may ultimately feel "harmed" by such targeting, a few studies have pointed up some potentially positive outcomes from bullying behavior.62 These studies have found that with some individuals, as a result of their having been targeted with bullying behavior, this certain minority of former bullying "targets" have actually experienced being "enabled" through their experiences with bullying to develop various coping strategies which included "standing up for themselves" in ways which acted to "re-balance" former imbalances of power. Such former bullying targets have reported such things as "becoming a better person" as a result of their former bullying ordeals.62 The teaching of such anti-bullying coping skills to "would-be-targets" and to others has been found to be an effective long term means of reducing bullying incidence rates and a valuable skill-set for individuals.63
Despite the large number of individuals who do not approve of bullying, there are very few who will intervene on behalf of a target. Most people remain bystanders, and may accept the bullying or even support the bully. In 85% of bullying incidents, bystanders are involved in teasing the target or egging on the bully.64 When the bully encounters no negative response from observers, it encourages continuation of the behavior.65
There are many reasons why individuals choose not to intervene. They may be relieved that the target of a normal and generally-present danger is someone else, they may take vicarious satisfaction in the bullying, or they may worry that they risk becoming the next target through intervention. An intuitive understanding that others will be similarly unwilling to assist them if they do become the next target likely strengthens the motivation to remain passive.citation needed
Researchers considered the just-world belief theory in order to explore a posited decline in anti-bullying attitudes. "This is the idea that people get what they deserve and deserve what they get". The study determined that children do seek to understand, justify, and rectify the different injustices they come across in everyday life. However, further research is needed to link the two together.64
The following has been found to be effective in school-based anti-bullying programs:
- training in emotional control,
- peer counseling,
- school policy on bullying.66
US Federal intervention
In 2010, under the leadership of then Assistant Deputy Secretary Kevin Jennings and Education Secretary Arne Duncan, the U.S. Department of Education held the first "Federal Partners in Bullying Prevention Summit," bringing together over 150 researchers, parents, students and executive leadership from both non-profit and corporate organizations involved in bullying prevention efforts.67 In October, 2010, the U.S. Department of Education's Office for Civil Rights released a letter clarifying the overlap between bullying and harassment covered under several Federal Civil Rights Laws that require schools to adequately address the behavior.68 With increasing public attention in late 2010 and early 2011, President Barack Obama and First Lady Michelle Obama hosted the first ever White House Conference on Bullying Prevention on March 10, 2011 to "dispel the myth that bullying is just a harmless rite of passage or an inevitable part of growing up".6970 At that Conference, the U.S. Federal Government's central repository on bullying prevention, StopBullying.gov officially launched.71 Together with the Departments of Health and Human Services, Justice, Defense, Agriculture, the Interior, as well as the National Council on Disability, the FTC and the White House Initiative on AAPI, which made up the Federal Partners in Bullying Prevention, the Department of Education hosted two additional summits in 2011 and 2012, again bringing together the growing anti-bullying field.7273 In April, 2012, StopBullying.gov was relaunched to include additional information as well as a map tracking state anti-bullying laws.74 In October, 2012 the Departments of Education and Health and Human Services launched a PSA campaign with the Ad Council and other partners targeted at parents to talk to their kids about being "more than a bystander".75 After Secretary Jennings left the U.S. Department of Education in July, 2011, many of these efforts were spearheaded by Research and Policy Coordinator for Bullying Prevention Initiatives, Deborah Temkin, who was recognized for her work with a nomination for the Samuel J. Heyman Service to America Medals.76
Anti-bullying-program success rates
Results from a Texas anti-bullying program "study" which were reported on by CBS News (Sept 2013) at first seemed to indicate that anti-bullying programs were actually counterproductive.77 However, these study results were later found to be inconclusive, because the Texas study did not actually compare pre-anti-bullying-program incident rates with post-anti-bullying-program incident rates within the same school districts, in other words: these results may have only highlighted the fact that school districts with pronounced bullying problems tend to be more likely to adopt anti-bullying programs, than school districts without pronounced bullying problems.78 Other more comprehensive studies which did review these rates within the same anti-bullying-program school districts have indeed found mixed results, with some school districts achieving up to 50% reductions in incident rates, while other districts even experienced slightly increased incident rates.79 In this study it was found that a higher level of participation by a school's central administration generally resulted in a higher success level for the anti-bullying-program.
Chronic bullying cycle
While on the surface, chronic bullying may appear to be simply the actions of an "aggressor" (or aggressors) perpetrated upon an unwilling "targeted individual" (or individuals), on a certain deeper level, for it to succeed, the bullying-cycle must also be viewed as necessarily including a certain chronic inadequate response on the part of the target (or targets). That is, a response that is seen by both the bully and the target as insufficient to prevent the chronic bullying-cycle from repeating itself between the given individuals. A suitable response to any given attempt at bullying varies with the occasion, and can range from ignoring a bully to turning a prank around so that it makes a "pranksteree" out of the would be prankster,80 to even summoning legal intervention. In any case, the targeted individual must necessarily somehow demonstrate to the would-be bully that one will not allow one's self to be daunted, intimidated, or otherwise "cowed" by the bully. Those individuals or groups who are capable of reacting to initial bullying attempts in ways that tend to sufficiently discourage potential bullies from repeated attempts are less likely to be drawn into this destructive cycle. Those individuals or groups who most readily react to stressful situations by perceiving themselves as "victims" tend to make the most suitable candidates for becoming the "targets" of chronic bullying.81dead link82
Under some circumstances, targets may be chosen in what may be a completely random or arbitrary process, especially in groups in which the "bully mentality" may have already succeeded in achieving domination within the group. In such groups, the defense mechanisms of the entire group may have already been "broken down", and therefore the targeting of individuals no longer requires the seeking out of "certain personality types" to become the "next target". The reversal of such chronic and well entrenched bullying behavior in such groups sometimes requires a much more carefully planned, coordinated, determined, and multi-individual response from a would-be target than in a group in which either the "bully mentality" may not (yet) prevail, or ideally in a group that may have already taken a pro-active preventative approach towards bullying.83 84
Typically, the bullying-cycle must include both an act of aggression on the part of a potential bully, and a response by a potential target that is perceived by both as a certain sign of submission. The cycle is only set in motion when both of these two essential elements are present. Once both of these two elements manifest themselves, the bullying cycle often proceeds to feed on itself over time, and may last for months, years, or even decades. The cycle is most easily broken at its initial onset; however, it can also be broken at any later point in its progression by simply removing either one of its two essential ingredients. While group involvement may seem to complicate bullying activities, the act is most often an implied agreement in principle between a chief bully or instigator and the target that the one has "submitted" to the other. In the act of bullying, the bully attempts to make a public statement to the effect of: "See me and fear me, I am so powerful that I have the ability to inflict pain upon the intended target at the time and manner of my choice without having to pay any consequences". Should an intended target exhibit a "defeated attitude" in response to chronic bullying, then the bullying is likely to continue. In circumstances where a "bullying pattern" has not yet fully established itself, should the intended target respond with a clear attitude of self-confidence that somehow demonstrates that the bully's attempt to dominate is futile, then the bullying attempt will often quickly diminish or end all-together. Established patterns of bullying may require greater and more persistent effort to reverse. Institutions and organs of society often reinforce bullying, often by implying to or telling targets of bullies that they are responsible for defending themselves, and then punishing targets if they fight back. 85 86
In different contexts
Cyber-bullying is any bullying done through the use of technology. This form of bullying can easily go undetected because of lack of parental/authoritative supervision. Because bullies can pose as someone else, it is the most anonymous form of bullying. Cyber bullying includes, but is not limited to, abuse using email, instant messaging, text messaging, websites, social networking sites, etc.87 Particular watch dog organizations have been designed to contain the spread of cyber-bullying.citation needed
It has been noted that disabled people are disproportionately affected by bullying and abuse, and such activity has been cited as a hate crime.88 The bullying is not limited to those who are visibly disabled such as wheelchair-users or physically deformed such as those with a cleft lip but also those with learning disabilities such as autism8990 and developmental coordination disorder.9192 In the latter case, this is linked to a poor ability in physical education, and this behaviour can be encouraged by the unthinking physical education teacher. Abuse of the disabled is not limited to schools. There are many known cases in which the disabled have been abused by staff of a "care institution", such as the case revealed in a BBC Panorama programme on a Castlebeck care home (Winterbourne View) near Bristol which led to its closure and the suspension and sacking of some of the staff.93
There is an additional problem that those with learning disabilities are often not as able to explain things to other people so are more likely to be disbelieved or ignored if they do complain.
Gay bullying and gay bashing are expressions used to designate verbal or physical actions that are direct or indirect in nature by a person or group against a person who is gay, lesbian, bisexual, transgendered (LGBT), or of questionable sexual orientation, or one who is perceived to be so, because of rumors or fitting gay stereotypes. Gay and lesbian youth are more likely to report bullying.20
Legal bullying is the bringing of a vexatious legal action to control and punish a person. Legal bullying can often take the form of frivolous, repetitive, or burdensome lawsuits brought to intimidate the defendant into submitting to the litigant's request, not because of the legal merit of the litigant's position, but principally due to the defendant's inability to maintain the legal battle. This can also take the form of SLAPPs. It was partially concern about the potential for this kind of abuse that helped to fuel the protests against SOPA and PIPA in the United States in 2011 and 2012.
Some argue that this behaviour should be allowed, due to ways in which "soldiering" is different from other occupations. Soldiers expected to risk their lives should, according to them, develop strength of body and spirit to accept bullying.95
Parents who may displace their anger, insecurity, or a persistent need to dominate and control, upon their children in excessive ways have been proven to increase the likelihood that their own children will in turn become overly aggressive or controlling towards their peers.96 The American Psychological Association advises on its website that parents who may suspect that their own children may be engaging in bullying activities amongst their peers, should carefully consider the examples which they themselves may be setting for their own children, regarding how they typically interact with their own peers, colleagues, and children. Do the parents typically motivate their peers and their children with positive and self-confidence building incentives, or do they most often attempt to motivate their peers and children with certain "threats" of one form of "punishment" or "reprisal" or another (emotional or physical blackmail)? 97
Another environment known for bullying is a country's prison service. This is almost inevitable when many of the people incarcerated are there for aggressive crimes and many were bullies at school. An additional complication is the staff and their relationships with the inmates. Thus the following possible bullying scenarios are possible:
- Inmate bullies inmate (echoing school bullying);
- Staff bullies inmate;
- Staff bullies staff (a manifestation of workplace bullying);
- Inmate bullies staff.
Bullying can occur in nearly any part in or around the school building, though it may occur more frequently in physical education classes and activities, recess, hallways, bathrooms, on school buses and while waiting for buses, and in classes that require group work and/or after school activities. Bullying in school sometimes consists of a group of students taking advantage of or isolating one student in particular and gaining the loyalty of bystanders who want to avoid becoming the next target. These bullies may taunt and tease their target before physically bullying the target. Bystanders may participate or watch, sometimes out of fear of becoming the next target.
Bullying can also be perpetrated by teachers and the school system itself: There is an inherent power differential in the system that can easily predispose to subtle or covert abuse (relational aggression or passive aggression), humiliation, or exclusion — even while maintaining overt commitments to anti-bullying policies.9899100
Sexual bullying is "any bullying behaviour, whether physical or non-physical, that is based on a person's sexuality or gender. It is when sexuality or gender is used as a weapon by boys or girls towards other boys or girls - although it is more commonly directed at girls. It can be carried out to a person's face, behind their back or through the use of technology."101
The Workplace Bullying and Trauma Institute defines workplace bullying as "repeated, health-harming mistreatment, verbal abuse, or conduct which is threatening, humiliating, intimidating, or sabotage that interferes with work, or some combination of the three".103 Statistics show that bullying is 3 times as prevalent as illegal discrimination and at least 1,600 times as prevalent as workplace violence.citation needed Statistics also show that while only one employee in every 10,000 becomes a target of workplace violence, one in six experiences bullying at work. Bullying is a little more common than sexual harassment but not verbal abuse which occurs more than bullying.citation needed
Unlike the more physical form of school bullying, workplace bullying often takes place within the established rules and policies of the organization and society. Such actions are not necessarily illegal and may not even be against a firm's regulations; however, the damage to the targeted employee and to workplace morale is obvious.citation needed
Bullying in academia is workplace bullying of scholars and staff in academia, especially places of higher education such as colleges and universities. It is believedby whom? to be common, although has not received as much attention from researchers as bullying in some other contexts.104
In blue collar jobs
Bullying has been identifiedby whom? as prominent in blue collar jobs including on oil rigs and in mechanic shops and machine shops. It is thought that intimidation and fear of retribution cause decreased incident reports. In industry sectors dominated by males, typically of little education, where disclosure of incidents are seen as effeminate, reporting in the socioeconomic and cultural milieu of such industries would likely lead to a vicious circle. This is often usedby whom? in combination with manipulation and coercion of facts to gain favour among higher-ranking administrators.105
In information technology
A culture of bullying is common in information technology (IT), leading to high sickness rates, low morale, poor productivity, and high staff-turnover.106 Deadline-driven project work and stressed-out managers take their toll on IT workers.107
Bullying in the medical profession is common,citation needed particularly of student or trainee doctors and of nurses. It is thoughtby whom? that this is at least in part an outcome of conservative traditional hierarchical structures and teaching methods in the medical profession, which may result in a bullying cycle.
Bullying has been identified as being particularly prevalentquantify in the nursing profession although the reasons are not clear. It is thoughtby whom? that relational aggression (psychological aspects of bullying such as gossipping and intimidation) are relevant. Relational aggression has been studied amongst girls but not so much amongst adult women.107108
In other areas
As the verb to bully is defined as simply "forcing one's way aggressively or by intimidation", the term may generally apply to any life experience where one is motivated primarily by intimidation instead of by more positive goals such as mutually shared interests and benefits. As such, any figure of authority or power which may use intimidation as a primary means of motivating others, such as a neighborhood "protection racket don", a national dictator, a childhood ring-leader, a terrorist, a terrorist organization, or even a ruthless business CEO, could rightfully be referred to as a bully. According to psychologist Pauline Rennie-Peyton, we each face the possibility of being bullied in any phase of our lives.109
- The Bully: A Discussion and Activity Story (book)
- Complex post-traumatic stress disorder
- Happy slapping
- Hate crime
- Passive aggression
- Psychological manipulation
- Psychological trauma
- Relational aggression
- School violence
- Social exclusion
- Social isolation
- Social undermining
- The Twisted Sisterhood: Unraveling the Dark Legacy of Female Friendships (book)
- Victim blaming
- Victim playing
- DeVoe, Jill F.; Kaffenberger, Sarah; Chandler, Kathryn (July 2005). Results From the 2001 School Crime Supplement to the National Crime Victimization Survey: Statistical Analysis Report - NCES 2005-310. U.S. Department of Education Institute of Education Sciences. Retrieved 2013-10-28.
- "Children who are bullying or being bullied". Cambridgeshire County Council: Children and families. Cambridgeshire County Council. 2013-07-24. Retrieved 2013-10-28.
- Ericson, Nels (June 2001). "Addressing the Problem of Juvenile Bullying". OJJDP Fact Sheet #FS-200127 (U.S. Department of Justice: Office of Juvenile Justice and Delinquency Prevention) 27. Retrieved 2013-10-28.
- Noa Davenport; Ruth Distler Schwartz; Gail Pursell Elliott (1999-07-01). Mobbing: Emotional Abuse in the American Workplace. Civil Society Publishing. ISBN 978-0-9671803-0-4. Retrieved 2013-10-28.
- "The University of Manchester Dignity at Work and Study Policy". The University of Manchester. January 2012. Retrieved 2013-10-28.
- "State Laws Related to Bullying Among Children and Youth". U.S. Department of Health and Human Services - Health Resources and Services Administration - Maternal and Child Health Bureau. U.S. Department of Health and Human Services. Retrieved 2013-10-28.
- Brank, Eve M.; Hoetger, Lori A.; Hazen, Katherine P. (December 2012). "Bullying". Annual Review of Law and Social Science (Annual Reviews) 8: 213–230. doi:10.1146/annurev-lawsocsci-102811-173820. Retrieved 2013-10-28.
- Elizabeth Bennett (1 January 2006). Peer Abuse Know More!: Bullying from a Psychological Perspective. Infinity. ISBN 978-0-7414-3265-0. Retrieved 2013-10-29.
- Steinfeldt, Jesse A.; Vaughan, Ellen L.; LaFollette, Julie R.; Steinfeldt, Matthew C. (October 2012). "Bullying among adolescent football players: Role of masculinity and moral atmosphere". Psychology of Men and Masculinity (American Psychological Association) 13 (4): 340–353. doi:10.1037/a0026645. Retrieved 2013-10-28.
- Valerie E. Besag (1989). Bullies and victims in schools: a guide to understanding and management. Open University Press. ISBN 978-0-335-09542-1. Retrieved 2013-10-29.
- "History". OLWEUS Bullying Prevention Program. OLWEUS Bullying Prevention Program. Retrieved 2013-10-28.
- "bully". Online Etymology Dictionary. Douglas Harper. Retrieved 2013-10-28.
- Witted, Kathryn S.; Dupper, David R. (2005). "Best Practices for Preventing or Reducing Bullying in Schools". Children & Schools (National Association of Social Workers) 27 (3): 167–175. doi:10.1093/cs/27.3.167. Retrieved 2013-10-29.
- Alex Zwerdling (1986). Virginia Woolf and the Real World. University of California Press. p. 263. ISBN 978-0-520-06184-2. Retrieved 2013-10-28.
- Merry M. Pawlowski (18 August 2001). Virginia Woolf and Fascism: Resisting the Dictators' Seduction. Palgrave Macmillan. pp. 104–. ISBN 978-0-333-80115-4. Retrieved 2013-10-29.
- Weigel, Margaret (2012-03-07). "Overview of state anti-bullying legislation and other related news". Harvard Kennedy School Joan Shorenstein Center: Journalist's Resource. Harvard Kennedy School. Retrieved 2013-10-28.
- Carey, Timothy A. (May 2003). "Improving the Success of ANti-Bullying Intevention Programs: A tool for Matching Programs with Purposes". International Journal of Reality Therapy (William Glasser Institute US) 22 (2): 16. Retrieved 2013-10-28.
- "Student Reports of Bullying and Cyber-Bullying: Results From the 2007 School Crime Supplement to the National Crime Victimization Survey - NCES 2011 316". Institute of Education Sciences: National Center for Education Statistics: Web Tables. U.S. Department of Education. May 2011. Retrieved 2013-10-29.
- Peter N. Ross; Ontario Public School Teachers' Federation (1998). Arresting Violence : a Resource Guide for Schools and Their Communities. Ontario Public School Teachers' Federation. ISBN 978-0-9680759-5-1. Retrieved 2013-10-29.
- Berlan, Elise D.; Corliss, Heather L.; Field, Alison E.; Goodman, Elizabeth; Austin, S. Bryn (2010-01-28). "Sexual Orientation and Bullying Among Adolescents in the Growing Up Today Study". Journal of Adolescent Health (Elsevier) 46 (4): 366–371. doi:10.1016/j.jadohealth.2009.10.015. PMC 2844864. PMID 20307826. Retrieved 2013-10-28.
- Swearer, Susan M.; Turner, Rhonda K.; Givens, Jami E. (2008). ""You're So Gay!": Do Different Forms of Bullying Matter for Adolescent Males?". School Psychology Review (National Association of School Psychologists) 37 (2): 160–173. ISSN 0279-6015. Retrieved 2013-10-28.
- Cook, Clayton R.; Williams, Kirk R.; Guerra, Nancy G.; Kim, Tia E.; Sadek, Shelly (2010). "Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation". School Psychology Quarterly (American Psychological Association) 25 (2): 65–83. doi:10.1037/a0020149. Retrieved 2013-10-28.
- Ståle Einarsen (2003). Bullying and Emotional Abuse in the Workplace: International Perspectives in Research and Practice. Taylor & Francis. ISBN 978-0-415-25359-8. Retrieved 2013-10-29.
- Cardemil, Alisha R.; Cardemil, Esteban V.; O'Donnell, Ellen H. (August 2010). "Self-Esteem in Pure Bullies and Bully/Victims: A Longitudinal Analysis". Journal of Interpersonal Violence (Sage Publications) 25 (8): 1489–1502. doi:10.1177/0886260509354579. PMID 20040706. Retrieved 2013-10-29.
- Batsche, George M.; Knoff, Howard M. (1994). "Bullies and their victims: Understanding a pervasive problem in the schools". School Psychology Review 23 (2): 165–175.
- "Those who can, do. Those who can't, bully.". Bully OnLine. Tim Field. Retrieved 2013-10-28.
- Syiasha. "Presentation Bullying". Scribd. Scribd Inc. Retrieved 2013-10-28/.
- Levinson, Edward M. (2004). "Assessment of Bullying: A Review of Methods and Instruments". Journal of Counselling & Development (American Counselling Association) 82 (4): 496–503. doi:10.1002/j.1556-6678.2004.tb00338.x. Retrieved 2013-10-29.
- "Matonismo es la principal forma de violencia en el 'cole'". La Nación. 16 May 2010. "Orlando Urroz, subdirector del Hospital Nacional de Niños, explicó que el matonismo en los infantes es un reflejo del ambiente que viven en sus hogares. 'El bullying no surge por generación espontánea, es un proceso de aprendizaje, de repetir los modelos de los padres', detalló."
- Patterson G (December 2005). "The bully as victim?". Paediatric Nursing 17 (10): 27–30. doi:10.7748/paed2005.12.17.10.27.c981. PMID 16372706.
- Kumpulainen, K. (2008). "Psychiatric conditions associated with bullying". International Journal of Adolescent Medicine and Health (National Center for Biotechnology Information, U.S. National Library of Medicine) 20 (2): 121–132. PMID 18714551. Retrieved 2013-10-29.
- Hazlerr, R. J.; Carney, J. V.; Green, S.; Powell, R.; Jolly, L. S. (1997). "Areas of Expert Agreement on Identification of School Bullies and Victims". School Psychology International 18: 5. doi:10.1177/0143034397181001.
- Craig, W.M. (1998). "The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children". Personality and Individual Differences 24 (1): 123–130. doi:10.1016/S0191-8869(97)00145-1.
- Ferguson, Christopher J. (2011). "Video Games and Youth Violence: A Prospective Analysis in Adolescents". Journal of Youth and Adolescence 40 (4): 377–91. doi:10.1007/s10964-010-9610-x. PMID 21161351.
- Juvonen (2003) Bullying Among Young Adolescents: The Strong, the Weak and the Troubled in Pediatrics, December 2003, "The benefits of bullying". 2004. Retrieved 2011-09-03.
- Education. "'Bullies are the healthiest pupils'". BBC News (BBC). 1999-12-14. Retrieved 2013-10-29.
- Carroll M. Brodsky (1976). The Harassed Worker. Lexington Books. ISBN 978-0-669-01041-1. Retrieved 2013-10-29.
- Ashforth, Blake (1994). "Petty Tyranny in Organizations". Human Relations (The Tavistock Institute) 47 (7): 755–778. doi:10.1177/001872679404700701. Retrieved 2013-10-29.
- "Bullies, Victims, and Bystanders". athealth.com: Consumer: Issues. Athealth.com. Retrieved 2013-10-29.
- Science News. "New Tactics To Tackle Bystander's Role In Bullying". Science Daily (Science Daily, LLC). 2009-01-27. Retrieved 2013-10-29.
- "419: Petty Tyrant". This American Life: Radio Archive. Chicago Public Media & Ira Glass. 2010-11-12. Retrieved 2013-10-29.
- "Pasco County Students Making Friends and Stopping Bullying". 2010. Retrieved 2010-11-27. Psychologist Jim Porter reports on the correlation between making friends and speaking out against bullying. (See "Program Helps Students Combat Bullying" reference below.)
- pasco-county. "Pasco students get 'hero' training to stop bullying". TBO.com (The Tampa Tribune) (Tampa Media Group, LLC). 2010-10-12. Retrieved 2013-10-29.
- "Program Helps Students Combat Bullying - Students participate with enthusiasm". Winning Harmony Counselling (Clearwater, Florida, U.S.A.: Jim Porter). 2010-10-04. Retrieved 2013-10-29
- Thornberg, Robert; Tenenbaum, Laura; Varjas, Kris; Meyers, Joel; Jungert, Tomas; Vanegas, Gina (August 2012). "Bystander Motivation in Bullying Incidents: To Intervene or Not to Intervene?". Western Journal of Emergency Medicine (National Center for Biotechnology Information, U.S. National Library of Medicine) 13 (3): 247–252. doi:10.5811/westjem.2012.3.11792. PMC 3415829. PMID 22900122.
- Jensen, I. B. (August 2013). "The impact of bystanding to workplace bullying on symptoms of depression among women and men in industry in Sweden: an empirical and theoretical longitudinal study". International Archives of Occupational and Environmental Health (Springer Berlin Heidelberg) 86 (6): 709–716. doi:10.1007/s00420-012-0813-1. ISSN 1432-1246. PMC 3722445. PMID 22940902. Retrieved 2013-10-29.
- "Anti-Bullying Centre". Trinity College Dublin. Retrieved 2013-10-28.
- Kipling D. Williams; Joseph P. Forgas; William Von Hippel (13 May 2013). The Social Outcast: Ostracism, Social Exclusion, Rejection, and Bullying. Psychology Press. pp. 2–. ISBN 978-1-135-42338-4. Retrieved 2013-10-29.
- Arsenault, Louise PhD; Walsh, Elizabeth MD; Trzesniewski, Kali PhD; et al. (July 2006). "Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study". Pediatrics (American Academy of Pediatrics) 118 (1): 130–138. doi:10.1542/peds.2005-2388. ISSN 0031-4005. PMID 16818558. Retrieved 22 February 2013.
- Kim YS, Leventhal B; Leventhal (2008). "Bullying and suicide. A review". International Journal of Adolescent Medicine and Health 20 (2): 133–54. doi:10.1515/IJAMH.2008.20.2.133. PMID 18714552.
- Statistics on bullying
- "Jessica Kassandra Haffer". Keith & Jeralyn Haffer. Retrieved 2013-10-28.
- "Hamed Nastoh". Retrieved 2013-10-28.
- Caruso, Kevin. "April Himes Memorial". Suicide.org. Suicide.org. Retrieved 2013-10-28.
- McLaughlin, Elliot C. (2013-08-30). U.S.. "Montana teen loved pit bulls, poetry before rape and suicide". CNN (Cable News Network). Retrieved 2013-10-29.
- Pearce, Matt (2013-09-12). U.S.: Nation Now. "Florida girl, 12, found dead after bullies said 'kill yourself'". Los Angeles Times (Los Angeles Times). Retrieved 2013-10-29.
- Boodman, Sandra G. (2006-05-16). Health. "Gifted and Tormented". The Washington Post (The Washington Post). Retrieved 2013-10-29.
- Scott, Shirley Lynn. "What Makes Serial Killers Tick?". Crime library. Turner Entertainment Networks, Inc. A Time Warner Company. Retrieved 2013-10-29.
- Tanya (2009-02-02). News. "Child Development Academician Says Bullying Is Beneficial To Kids". Med India (Medindia). Retrieved 2013-10-29.
- Hamilton, Fiona. "Education Article". The Times (London). Retrieved 2013-10-02.
- Puhl, R.M., Peterson, J.L., & Luedicke, J. (2013). "Weight-based victimization: bullying experiences of weight loss treatment-seeking youth". Pediatrics 131 (1): e1–9. doi:10.1542/peds.2012-1106. PMID 23266918.
- Study describing how "learning to fight back" can help students to mature.
- Positive Anti-Bullying Strategies by Melissa Graham
- Liepe-Levinson, Katherine; Levinson, Martin H. (January 2005). "A General Semantics Approach To School-Age Bullying". ETC: A Review of General Semantics (The Institute of General Semantics) 62 (1): 4. Retrieved 2013-10-29.
- Nelson, E. D.; Lambert, R. D. (2001). "Sticks, Stones and Semantics: The Ivory Tower Bully's Vocabulary of Motives". Qualitative Sociology (Kluwer Academic Publisher-Plenum Publishers) 24 (1): 83–106. doi:10.1023/A:1026695430820. ISSN 1573-7837. Retrieved 2013-10-29.
- Kim, D. H. (2013-10-03). "A meta-analysis of the effect of school-based anti-bullying programs". Journal of Child Health Care:. doi:10.1177/1367493513503581. PMID 24092871. Retrieved 2013-10-29.
- "Federal Partners in Bullying Prevention". Juvenile Justice Vermont: Juvenile Justice, Youth Advocacy. Juvenile Justice Vermont. 2010-10-16. Retrieved 2013-10-29.
- "Dear Colleague Letter". Ed.gov: Office for Civil Rights. U.S. Department of Education. 2010-10-26. Retrieved 2013-10-29.
- "Background on White House Conference on Bullying Prevention" (Press release). The White House Office of the Press Secretary. 2011-03-10. Retrieved 2013-10-29.
- Lee, Jesse (2011-03-10). "President Obama & the First Lady at the White House Conference on Bullying Prevention". The White House Blog. www.whitehouse.gov. Retrieved 2013-10-29.
- Huang, Sherry (2011-03-10). "White House Debuts StopBullying.gov". www.parents.com. Meredith Corporation. Retrieved 2013-10-29.
- "Federal Partners will Come Together at Second Annual Summit to Discuss Continued Strategies for Combating Bullying". U.S. Department of Education: News: Media-Advisories. U.S. Department of Education. Retrieved 2013-10-28.
- "Education Dept. Hosts Third Annual Bullying Prevention Summit". C-span: Events (National Cable Satellite Corporation). 2012-08-06. Retrieved 2013-10-29.
- "Announcing the Relaunch of Stop Bullying website". ED.gov: news. U.S. Department of Education. 2012-04-11. Retrieved 2013-10-29.
- "Bullying Prevention Campaign to Empower Parents Launches During National Bullying Prevention Month" (Press release). Ad Council. 2012-10-18. Retrieved 2013-10-29.
- Chandler, Michael Alison (2012-08-08). Education. "Bullying-prevention official Temkin nominated for Heyman medal". The Washington Post (The Washington Post). Retrieved 2013-10-29.
- Anti-Bullying Programs Having an Opposite Effect?
- Reviewer Selwyn Duke acknowledges that Texas study did not track individual program impacts within any given school districts.
- Summary of longitudinal studies of various anti-bullying-program results.
- Hawkins, John (2012-04-05). "RWN's Favorite Quotations from Winston Churchill". Rightwing News. Rightwing News. Retrieved 2013-10-29.
- "Problem Solving to Prevent Bullying". 2010. Retrieved 2010-10-31. Discussion of typical psychological profiles of both bullies and their targets.
- Borba, Michele. "Teaching Problem Solving to Reduce Bullying". Dr. Michele Borba: Blog. Retrieved 2013-10-29.
- Shultz, Fred (2010-10-26). "Bullying and Hazing: What Can We Do About These Problems?". Lawyers.com: Law Blog. LexisNexis. Retrieved 2013-10-29.
- "Safe schools: Breaking the cycle of violence". 2010. Retrieved 2010-11-27. Discussion of pro-active anti-bullying school plans by certified mediator, Meadow Clark.
- Banks, Jay (2009-11-06). "NBC TV-10 (Roanoke, VA)". YouTube. YouTube. Retrieved 2013-10-29.
- "Jay Banks Productions Youtube Homepage". 2010. Retrieved 2010-10-31. Compilation of anti-bullying videos by anti-bullying expert, Jay Banks
- Jose Bolton; Stan Graeve (2005). No Room for Bullies: From the Classroom to Cyberspace. Boys Town Press. ISBN 978-1-889322-67-4. Retrieved 2013-10-29.
- Katherine Quarmby (2011). Scapegoat: Why We Are Failing Disabled People. Portobello Books Limited. ISBN 978-1-84627-321-6. Retrieved 2013-10-29.
- Clare Sainsbury (30 September 2009). Martian in the Playground: Understanding the Schoolchild with Asperger's Syndrome. SAGE Publications. ISBN 978-1-4462-4398-5. Retrieved 2013-10-29.
- Tony Attwood (2006). The Complete Guide to Asperger's Syndrome. Jessica Kingsley Publishers. pp. 95–111. ISBN 978-1-84310-495-7. Retrieved 2013-10-29.
- Amanda Kirby (1 October 2002). Dyspraxia: The Hidden Handicap. Souvenir Press. pp. 106–113. ISBN 978-0-285-63512-8. Retrieved 2013-10-29.
- Geoff Brookes (January 2005). Dyspraxia. Continuum. pp. 43–46. ISBN 978-0-8264-7581-7. Retrieved 2013-10-29.
- UK. "Four arrests after patient abuse caught on film". BBC News (BBC). 2011-06-01. Retrieved 2013-10-29.
- Dannatt, Sir Richard (2008). "Lawful: Paragraph 20". Values and Standards of the British Army. the British Army. Retrieved 2013-10-29.
- Jean M. Callaghan; Franz Kernic (2003). "Chapter 2: "Social Psychology" of the Individual Soldier". Armed Forces and International Security: Global Trends and Issues. LIT Verlag Münster. pp. 19–. ISBN 978-3-8258-7227-4. Retrieved 2013-10-29.
- Priesnitz, Wendy. "Parental Bullying Creates Bullies". Natural Child Magazine. Wendy Priesnitz. Retrieved 2013-10-29.
- "Bullying: How parents, teachers, and kids can take action to prevent bullying". American Psychological Association. American Psychological Association. Retrieved 2013-10-29.
- James Garbarino; Ellen deLara (2 September 2003). And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence. Free Press. ISBN 978-0-7432-2899-2. Retrieved 2013-10-29.
- Witted, Kathryn Suzanne (2005), "Student Reports of Physical and Psychological Maltreatment in Schools: An Under Explored Aspect of Student Victimization in Schools", PhD dissertation, University of Tennessee, retrieved 2013-10-29
- Whitted, K. S.; Dupper, D. R. (2007). "Do Teachers Bully Students?: Findings From a Survey of Students in an Alternative Education Setting". Education and Urban Society 40 (3): 329. doi:10.1177/0013124507304487.
- "The NSPCC working definition of Sexual Bullying". NSPCC. Retrieved 22 April 2010.
- Stephens, Tina; Hallas, Jane (2006). Bullying and Sexual Harassment: A Practical Handbook. Elsevier. p. 94. ISBN 9781780631493. Retrieved 2014-03-05. "Institutional bullying – similar to corporate bullying when behaviour becomes entrenched in the culture and is seen as the norm hence it is not challenged."
- "The WBI Definition of Workplace Bullying". Workplace Bullying Institute. Workplace Bullying Institute. Retrieved 2013-10-29.
- Keashly, Loraleigh; Neuman, Joel H. (2010). "Faculty Experiences with Bullying in Higher Education - Causes, Consequences, and Management". Administrative Theory & Praxis (Public Administration Theory Network) 32 (1): 48–70. doi:10.2753/ATP1084-1806320103. Retrieved 2013-10-29.
- Notelaers, Guy; Vermunt, Jeroen K.; Baillien, Elfi; Einarsen, Ståle; De Witte, Hans (2011). "Exploring Risk Groups Workplace Bullying with Categorical Data". Industrial Health (Industrial Health) 49 (1): 73–88. Retrieved 2013-10-29.
- Thomson, Rebecca. "IT profession blighted by bullying". ComputerWeekly.com: Feature. TechTarget. Retrieved 2013-10-29.
- Ann Richards; Sharon L. Edwards (2008). A Nurse's Survival Guide to the Ward. Churchill Livingstone. ISBN 978-0-443-06897-3. Retrieved 2013-10-29.
- Dellasega, Cheryl A. (2009). "Bullying Among Nurses". American Journal of Nursing (Lippincott Williams & Wilkins) 109 (1): 52–58. doi:10.1097/01.NAJ.0000344039.11651.08. PMID 19112267. Retrieved 2013-10-28.
- Karim, Nadiya (2010-01-15). News: Education: Higher. "Bullying in Universities: It exists". The Independent (The Independent). Retrieved 2013-10-29.
- Kohut MR The Complete Guide to Understanding, Controlling, and Stopping Bullies & Bullying: A Complete Guide for Teachers & Parents (2007)
- Bullies and Victims in Schools: a guide to understanding and management by Valerie E. Besag (1989)
- The Fight That Never Ends by Tim Brown
- Odd Girl Out: The Hidden Culture of Aggression in Girls" by Rachel Simmons ISBN 0-15-602734-8
- Bullycide, Death at Playtime by Neil Marr and Tim Field ISBN 0-9529121-2-0
- Bullycide in America: Moms Speak Out about the Bullying/Suicide Connection – by Brenda High, Bullycide.org
- A Journey Out of Bullying: From Despair to Hope by Patricia L. Scott
- "Peer Abuse Know More! Bullying From A Psychological Perspective" By Elizabeth Bennett
- New Perspectives on Bullying by Ken Rigby
- Garbarino, J. & de Lara, E. (2003). And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence. The Free Press: New York NY.
- Joanne Scaglione, Arrica Rose Scaglione Bully-proofing children: a practical, hands-on guide to stop bullying 2006
- Why Is Everybody Always Picking on Me: A Guide to Handling Bullies for Young People. by Terrence Webster-Doyle. Book and Teaching curriculum.
- "Why Nerds are Unpopular", by Paul Graham. This essay is an example of how even medium differences, in a hierarchical, zero-sum, or negative environments, can lead to ostracism or persecution.
- Lord of the Flies by William Golding (1954). A famous work describing how a group of schoolboys trapped on an island descends into savagery.
|Look up bullying in Wiktionary, the free dictionary.|
- Bullying. No Way! (Australian Education Authorities)
- Bullying in schools (UK – schools)
- PBSKids.org "Great Books About Bullies"
- Be Brave Against Bullying, a UFT project
- U.S. Department of Education's Education Resources Information Center (ERIC)