"Bullying" in the World Education
What exactly is bullying? Any actions that are categorized as bullying? Why do perpetrators of bullying, and what the impact on victims?
What is Bullying?
There are many definitions of bullying, especially those that occur in other contexts (workplace, community, virtual communities). But here the author will limit the context in school bullying. Riauskina, Djuwita, and Soesetio (2005) defines school bullying as aggressive behavior is repeated by a / a group of students who have the powers, against students / other students who are weaker, with the goal of hurting the person. They then classify bullying behavior into 5 categories:
Direct physical contact (hitting, pushing, biting, pulling hair, kicking, locking someone in the room, pinching, scratching, also including squeeze and damage the goods owned by others)
Direct verbal contact (threatening, humiliating, degrading, disrupting, gave the call name (name-calling), sarcasm, demeaning (put-downs), criticizing / mocking, intimidating, swearing, spreading gossip)
Non-verbal behavior directly (see the cynical, stuck out his tongue, showing the expression of degrading, taunting, or threatening; usually diertai by physical or verbal bullying).
Non-verbal behavior indirectly (silencing someone, manipulating friendships that become cracked, deliberately exclude or ignore, sent an anonymous letter).
Sexual harassment (sometimes categorized as physical aggression or verbal behavior).
From several previous studies, also found differences in age and gender may influence bullying behavior. At the age of 15 years, boys are found more likely to bully with direct physical contact, while girls are more likely to bully with indirect behavior. But there was no difference in the tendency to direct verbal bullying. At the age of 18 years, the tendency of boys to bully with physical contact decreased sharply, and the tendency to use verbal behavior directly and indirectly increase the behavior, although girls still remain higher tendency in this regard.
It is worth noting that this is the result of research in foreign countries that do not necessarily correspond to the condition of education in Indonesia. Riauskina et al. found in his research on the two high schools in Jakarta that the tendency to make direct physical contact is still seen in boys at the age of 18.
Why Do Bullying?
As has happened in the case of IPDN and some other cases, bullying is a cycle, in terms of the current most likely perpetrators are the victims of the perpetrators of bullying before. When a victim, they form a cognitive schema is wrong that bullying can be 'justified' even though they feel the negative impacts as a victim. This is evident in a piece of pre-survey interview:
Question: ... if it later if you've a class of two so, so rich they may ga now ...?
Answer: ... depending on her, depending on its class ... if ade ade nyolot class ... yes I marahin
Why would a victim can then accept, even agreeing to have adverse actor's perspective? One reason can be parsed from the results of the survey: most victims are reluctant to tell their experiences to those who have the power to change their way of thinking and to stop this cycle, namely the school and parents. Victims often conceal bullying they suffered because of fear of the perpetrator will further intensify their bullying. As a result, victims can further absorb the 'philosophy' bullying is obtained from the senior. In the cognitive scheme victims studied by Riauskina et al., Victims have the perception that the perpetrators of bullying because
Tradition
Revenge because he used to be treated equally (according to male victims)
Want to show power
Angry because the victim does not behave as expected
Get satisfaction (according to the female victim)
Envy (according to the female victim)
The victim also perceive themselves to be victims of bullying because
Striking appearance
Does not behave in accordance
Behavior considered impolite
Tradition
What is the Impact of Bullying?
One of the effects of bullying the most obvious is physical health. Some physical effects of bullying are usually caused headaches, sore throats, colds, coughs, chapped lips, and chest pain. Even in extreme cases such incidents occurring in IPDN, these physical effects can result in death.
Another impact is less visible, but long-term effect is to lower psychological well-being (psychological well-being) and poor social adjustment. From research conducted Riauskina et al., When subjected to bullying, victims feel a lot of negative emotions (anger, resentment, upset, depressed, scared, ashamed, sad, uncomfortable, threatened) but are powerless to deal with. In the long run these emotions can lead to the emergence of feelings of inferiority that he was worthless.
Difficulty adjusting to the social environment also appears on the victims. They want to move to another school or out of school, and even if they were still in school, they are usually interrupted his academic achievements, or often deliberately not attending school.
The most extreme of the psychological impact of this is the possibility for the emergence of psychological disorders in victims of bullying, such as excessive anxiety, always feel scared, depressed, suicidal, and the symptoms of post-traumatic stress disorder (post-traumatic stress disorder). Of the two high schools that investigated Riauskina et al., These things are also experienced by the victim, such as feeling depressed life, afraid to meet the perpetrator of bullying, depression and even willing to kill themselves by scratching-nyilet his own hands!
From the information above, we can see how bullying behavior has actually been very widespread in our educational world without us knowing too much and consequently shape. In the 2nd part, the author will explore some sources even further to look at the characteristics of perpetrators of bullying, myths and facts about bullying, and how to deal with bullying, both for the victim, other students are watching, and for the school or parents.
Sources:
What exactly is bullying? Any actions that are categorized as bullying? Why do perpetrators of bullying, and what the impact on victims?
What is Bullying?
There are many definitions of bullying, especially those that occur in other contexts (workplace, community, virtual communities). But here the author will limit the context in school bullying. Riauskina, Djuwita, and Soesetio (2005) defines school bullying as aggressive behavior is repeated by a / a group of students who have the powers, against students / other students who are weaker, with the goal of hurting the person. They then classify bullying behavior into 5 categories:
Direct physical contact (hitting, pushing, biting, pulling hair, kicking, locking someone in the room, pinching, scratching, also including squeeze and damage the goods owned by others)
Direct verbal contact (threatening, humiliating, degrading, disrupting, gave the call name (name-calling), sarcasm, demeaning (put-downs), criticizing / mocking, intimidating, swearing, spreading gossip)
Non-verbal behavior directly (see the cynical, stuck out his tongue, showing the expression of degrading, taunting, or threatening; usually diertai by physical or verbal bullying).
Non-verbal behavior indirectly (silencing someone, manipulating friendships that become cracked, deliberately exclude or ignore, sent an anonymous letter).
Sexual harassment (sometimes categorized as physical aggression or verbal behavior).
From several previous studies, also found differences in age and gender may influence bullying behavior. At the age of 15 years, boys are found more likely to bully with direct physical contact, while girls are more likely to bully with indirect behavior. But there was no difference in the tendency to direct verbal bullying. At the age of 18 years, the tendency of boys to bully with physical contact decreased sharply, and the tendency to use verbal behavior directly and indirectly increase the behavior, although girls still remain higher tendency in this regard.
It is worth noting that this is the result of research in foreign countries that do not necessarily correspond to the condition of education in Indonesia. Riauskina et al. found in his research on the two high schools in Jakarta that the tendency to make direct physical contact is still seen in boys at the age of 18.
Why Do Bullying?
As has happened in the case of IPDN and some other cases, bullying is a cycle, in terms of the current most likely perpetrators are the victims of the perpetrators of bullying before. When a victim, they form a cognitive schema is wrong that bullying can be 'justified' even though they feel the negative impacts as a victim. This is evident in a piece of pre-survey interview:
Question: ... if it later if you've a class of two so, so rich they may ga now ...?
Answer: ... depending on her, depending on its class ... if ade ade nyolot class ... yes I marahin
Why would a victim can then accept, even agreeing to have adverse actor's perspective? One reason can be parsed from the results of the survey: most victims are reluctant to tell their experiences to those who have the power to change their way of thinking and to stop this cycle, namely the school and parents. Victims often conceal bullying they suffered because of fear of the perpetrator will further intensify their bullying. As a result, victims can further absorb the 'philosophy' bullying is obtained from the senior. In the cognitive scheme victims studied by Riauskina et al., Victims have the perception that the perpetrators of bullying because
Tradition
Revenge because he used to be treated equally (according to male victims)
Want to show power
Angry because the victim does not behave as expected
Get satisfaction (according to the female victim)
Envy (according to the female victim)
The victim also perceive themselves to be victims of bullying because
Striking appearance
Does not behave in accordance
Behavior considered impolite
Tradition
What is the Impact of Bullying?
One of the effects of bullying the most obvious is physical health. Some physical effects of bullying are usually caused headaches, sore throats, colds, coughs, chapped lips, and chest pain. Even in extreme cases such incidents occurring in IPDN, these physical effects can result in death.
Another impact is less visible, but long-term effect is to lower psychological well-being (psychological well-being) and poor social adjustment. From research conducted Riauskina et al., When subjected to bullying, victims feel a lot of negative emotions (anger, resentment, upset, depressed, scared, ashamed, sad, uncomfortable, threatened) but are powerless to deal with. In the long run these emotions can lead to the emergence of feelings of inferiority that he was worthless.
Difficulty adjusting to the social environment also appears on the victims. They want to move to another school or out of school, and even if they were still in school, they are usually interrupted his academic achievements, or often deliberately not attending school.
The most extreme of the psychological impact of this is the possibility for the emergence of psychological disorders in victims of bullying, such as excessive anxiety, always feel scared, depressed, suicidal, and the symptoms of post-traumatic stress disorder (post-traumatic stress disorder). Of the two high schools that investigated Riauskina et al., These things are also experienced by the victim, such as feeling depressed life, afraid to meet the perpetrator of bullying, depression and even willing to kill themselves by scratching-nyilet his own hands!
From the information above, we can see how bullying behavior has actually been very widespread in our educational world without us knowing too much and consequently shape. In the 2nd part, the author will explore some sources even further to look at the characteristics of perpetrators of bullying, myths and facts about bullying, and how to deal with bullying, both for the victim, other students are watching, and for the school or parents.
Sources:
Riauskina, I. I., Djuwita, R., dan Soesetio, S. R. (2005).
”Gencet-gencetan” di mata siswa/siswi kelas 1 SMA: Naskah kognitif
tentang arti, skenario, dan dampak ”gencet-gencetan”. Jurnal Psikologi Sosial, 12 (01), 1 – 13
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