Running Head: BULLYING IN SCHOOLS

BULLYING IN SCHOOLS AND ITS CONNECTION TO SUICICIDE AND OTHER HIGH

RISK BEHAVIORS AMONG SCHOOL AGED CHILDREN

Ms. Rekesha Carter

Capella University
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Bullying in schools and connection to Suicide and other high risk behaviors

Introduction

Bullying in schools is connected to Suicide and other high-risk behaviors among school-

aged children (Smokowski & Kopasz, 2005). In the past decade, there were various cases of

young people’s suicide death that got linked to bullying (Nansel et.al, 2001). There has been so

much suffering and pain associated with each of the events, affecting families, individuals,

communities and societies and resulting in increasing national outcry for actions about the

problem of suicide and bullying (Seals & Young 2003). This paper looks at Bullying in schools

and its connection to suicide and other high-risk behaviors among school-aged children.

The History of Bullying began in the 1530s. In its most fundamental aspects, bullying

involved two people, the bullies, and the victim. The bullies abused the victims through various

physical and other means so as to gain a sense of power and superiority (Li, 2006). The bullying

also involved direct actions as hitting, verbal face –to-face assaults and indirect gossip and

rumors. The bullying affects the human common and instinctual desire to survive. The survival

gets directly associated with competition because of the limited natural resources and many

species on the planet (Leary et.al, 2003). Over the many past years, there has been a consistent

drive and motive to overcome various obstacles and out-perform others. The survival instinct,

alongside a competitive environment, has continued to remain the same despite the evolution of

the human race. The competitive forces have continued to be felt over the social, economic and

educational realms (Klomek et.al, 2008).

There are various theories on this topic. The first is the Human Occupation model theory.

This model theoretical framework has evolved as the occupational therapy profession and has
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contributed to pushing towards practices that are evidence-based (Kim & Leventhal, 2008). It

also describes three basic components, as volition, habituation and performance capacity that

interact with various environments to support participation. A three-tiered school method of

intervention that involves a positive token reward system, peer-led interventions classes, and

playground interventions are effective ways of decreasing the social bullying rates at school

(Kaltiala-Heino et.al, 2000). A positive school reward system would be a significant support and

supplement to the assertiveness and interpersonal skills gained through the classroom since the

school aged children would easily understand and adopt the expected behaviors through

motivating incentives. The interpersonal skills learned could be used to provide the students with

effective methods of preventing bullying (Hinduja & Patchin 2010).The incorporation of the

intervention approaches into the contexts of school as playground and classroom would reinforce

the passing of expected behaviors. There would be opportunities for adopting occupational

therapy to contribute effectively in addressing social bullying using holistic approaches to

implementing anti-bullying programs to be employed throughout the school days (Haynie et.al,

2001).

The other theory on this topic is Interpretivisim. Interpretive studies are majorly

concerned with seeking to establish a clear understanding of the situation of social members.

Interpretivisim is based on the idea that all human behavior is meaningful and has to be

understood and interpreted within the social practices context. The approach would involve

interpersonal interactions and initiative to give meaning to others’ action (Goodenow et.al,

2006).

Based on the various literature review on bullying in schools and its connection to

Suicide and other high-risk behaviors among school-aged children, there are different emerging
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issues. First, there are many concerns and panic, about the ongoing bullying problem and

suicide-related behavior among school going children (Schneider et.al, 2012). Much coverage of

the media focuses on interventions by criminal justice and blame rather than action-oriented

prevention that is evidence-based. There are more studies by Public health researchers that

continue to seek a better understanding of the connection between bullying, suicide-related and

other high-risk behavior (Flannery et.al, 2004).The other emerging issue is increasing in

awareness about what is known and unknown, and the most helpful information that would apply

to prevention as crucial to the schools’ efforts to protect the students from the bullying and

suicide-related harm The other emerging issue is the existence of actionable information based

on evidence to help prevent bullying behavior and suicide. The administrators, teachers, and

school staff have a rewarding and significant role to play in encouraging and mobilizing out

colleagues and communities to step up in action (Fekkes et.al, 2006).

There are various gaps in the study review on bullying in schools and its connection to

Suicide and other high-risk behaviors among school-aged children. First, there is a gap in

relating bullying as a direct cause of suicide (Undheim& Sund, 2010). This is because framing

out the issue of bullying as being a direct, single cause of suicide has not helpful and has been

potentially harmful because it has perpetuated false notions that suicide is the natural response to

being bullied (Due et.al, 2005). This portion has a dangerous potential to make the response

normal thus creating unexpected behavior among youth. Secondly, there is a gap between the

bullying information and the sensationalized reports (Tokunaga, 2010).The sensationalized

reporting has often been in contradiction with the recommendations for suicide reporting; that

has potentially encouraged suicide contagion behavior. The has also been a gap in the response

direction on the bullying behavior. This has led to much focus being directed towards the blame
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response and punishment which has consequently misdirected the attention from obtaining the

necessary treatment and support to the victims of bullying and the bullies. The other gap is the

relation of bullying and the high-risk behaviors (Dake et.al, 2003). This has taken attention away

from other significant risk factors for suicidal behavior that should have been addressed as

mental illness, substance abuse, problems coping and family dysfunction (Carney, 2000).

I have learned various concepts so far on the topic. First, I have learned that bullying is

an aggressive and unwanted behavior among school-aged children that involves an imbalance

power perception. The bullying behavior has the potential to be repeated, over the time. I have

learned that bullying includes actions as physically or verbally attacking somebody, spreading

rumors, making threats, and purposely excluding someone from a group. Bullying can also occur

in-person or by technology .Bullying and other high-risk behavior have long lasting and serious

negative effects on overall wellbeing and mental health of the bully-victims. Even the children

who do not participate yet observe the bullying behavior have reported less sense connectedness

and more feelings of helplessness and less support from the parents and schools than those who

haven’t witnessed bullying behavior. The other key lesson is that negative outcomes of bullying

for school age children who bully others, those who are bullied, and those who both are bullied

and bully others include anxiety, depression, involvement in interpersonal violence and sexual

violence, poor social functioning, substance abuse, and poor performance at school performance.

Moreover, the children who frequently report bullying others and those who report being bullied

stand at increased risk for suicide-related and other high-risk behaviors (Birkett et.al, 2009). The

children who report both bullying others and being bully-victims have higher risk for suicide

related and other high risk behaviors of any group that report being involved in bullying. The

other significant lesson is that bullying and suicide-related behavior are closely related. This
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would imply that children who report involvement with bullying behavior are most likely to

report high levels of suicide-related behavior than those who don’t report any involvement with

the bullying behavior (Swearer et.al, 2001). In addition the relationship between bullying and

suicide-related behavior are significant in creating recommendations that are evidence-based use

in improving prevention efforts.

There are certain unclear concepts. Despite the fact that involvement in bullying,

alongside other high-risk factors, increases the chances of school age children engaging in

suicide-related behaviors, it is not clear if bullying directly causes suicide-related and high-risk

behaviors (Baldry & Winkel, 2003). There is also no clear information between the bullying and

the sensationalized reports. The sensationalized reporting has often contradicted with the

recommendations for suicide reporting, a factor that has potentially encouraged suicide

contagion behavior (Arseneault et.al, 2010).

The new knowledge gained through the topic study reviews relates to what I have learned

previously, and to my theories about how the world works in various ways. First, in applying the

two theories’ concepts to a school setting narrows my focus would be to school age children’s

motivation to participate actively in various activities. I would also get into how they take up

various roles and development of the right habits, the children’s weaknesses and strengths in

their school life participations , and how the school atmospheres constraints or supports

participation. The other relation to the world would be based on the project’s objective to

improve participation in the school anti-bullying programs so as to educate elementary learners

on how to decrease social bullying effectively through gaining confidence in the ability to being

friendly rather than bullies (Rigby & Slee, 1999). The projects would clearly address the learners

‘occupational competence in social and communication skills and also aim to increase regulation
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of emotion. Learning of the various skills would offer students the opportunity to take up active

social group roles, establish social contexts that enhance group play and positive social

interaction, and afford the learners the opportunities to develop a healthy social identity as

students at the school (Alikasifoglu et.al, 2007). This would enable the school going children to

adopt and use social and communication skills and emotional regulation in their to future school

life settings. The targeted outcome would be to assist in combating social bullying through

encouraging appropriate group relations and positive social behaviors at school as a means of

improving motivation among the children to engage positively in school setting’s occupations.

I still need to know various concepts. I need to develop a pertinent insight when assessing

bullying in schools and its implications to the future for bullies if their behaviors continue. I also

need to assess the fact that a great percentage of the bullies would likely follow crime life if their

behavior would continue. I would also need to understand how bullying despite being a behavior

that victimizes others, it is still more likely to get connected other high-level risk behaviors and

violence rather than a nonviolent crime.

Conclusion

Bullying in schools is connected to Suicide and other high-risk behaviors among school-

aged children. The History of Bullying started in 1530 with the basic involvement of the bullies,

and the victim. There are various theories on this topic as the Human Occupation model theory

and Interpretivisim. Various issues also emerge from the concept of bullying as key concerns and

panic, about the ongoing problem and suicide-related behavior. There are various gaps in the

study review as relating bullying as a direct cause of suicide. I have learned various concepts so

far on the topic like the aggressive nature of bullying is aggressive and how it involves an
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imbalance power perception. There are certain unclear concepts on the topic as the basis of

increased chances of school age children engaging in suicide-related behaviors. It is also not

clear if bullying would directly cause suicide-related and high-risk behaviors. The new

knowledge gained through the topic relates to what I have learned previously, and to my theories

about how the world works in various ways as the application of the two theories’ concepts to a

school setting narrowing of focus to children’s motivation and how the school atmospheres

constrains or supports participation. Moreover still need to know various concepts as developing

of pertinent insight when assessing bullying in schools and its implications to the future for

bullies if their behaviors continue.

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