essay challenges - bully

8/18/2019 Essay Challenges - Bully

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NAME: MAIMUNAH BINTI MUHAMMAD OPTION : 8 PISMP TESL 1

IC NO: 920722-14-5896 MATRIX NO : 2012121340144

CRITICAL ESSAY: BULLYIN

1!0 I"#$%&'(#)%": *+, &% . (/ )# / )".

Why do we call the condition when pupils cause problem in schools as social illness?

Are the pupils who misbehaved, played truant, or bullying, sick? For me to discuss critically

on the topic ‘Bullying’, we should excavate deeper into the anatomy o the term, ‘social

illness’ ! "llness is deined in many ways as ‘the state of being physically and mentally ill’

#$urnbull, %&'&() it is also known as ‘blight’ or a ‘ plague’ or its inectious nature #*oanes,

*pooner, + awker, %&&%(! "n other words, we should understand that ‘illness’ is a orm o

inestation which inlicts negative eect physically and mentally towards its victims and

people around them! $hat is why social problem such as bullying is identiied as a orm o

‘illness’ because it is an issue that negatively aects a person’s state o being in a society

#-earson, %&'.(! /uerrero #%&&.( supported this statement by sharing his opinion that social

illness is a social condition that has negative conse0uences or individuals, our social world,

or our physical world!

" the outcomes pose only positivity, there would be no issue! A social illness such as

bullying might adversely aect one’s lie and wellbeing, alongside the prosperity o that

individual1s amily and companions! "ssues can undermine our social establishments, or

instance, it may result disputes among amily members, and also threaten the education

system in terms o the increasing expense o school tuition and programs! $hus, bullying is a

orm o social illness especially because it threatens the physical and social wellbeing o an

individual and people who are involved directly or indirectly with the crisis!

2!0 B',)": D.)")#)%" /"& C'$$."# I'.

Although deinitions o bullying vary, most agree that bullying includes “a form of

attack or intimidation with the intention to cause fear , distress, or harm, and it is a real or

perceived imbalance of power between the bully and the victim with usually repeated

attacks or intimidation between the same children over time” #Farrington + $toi, %&'&)

232, 2enters or 3isease 2ontrol and -revention, %&'%(! "n my belie, it is a social disease

that involved a sort o social ood4chain relationship between the bully #who is the predator(

and the bully’s victim #who considered as prey(! As reinstated by 232 #%&'%(, “bullying is a

form of youth violence” in which the aggressor will inlict physical and mental pain towards


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the victims in an excessive and un5ustiied vendetta with unwarranted approach!

6evertheless, the act o bullying and the mischie it causes have normally been given little

thought in schools! 7ng and 8inor #%&&9( supported that this problem are not giving it

enough attention in schools because “bullying is believed to be a natural and unfortunate

part of growing up”.

$he predominance o bullying cases all around the world has recently led to

extensive investigation in view o the signiicant role o bullying as an antecedent to the

inamous episodes o school brutality across nations! "t is currently recognise that bullying is

a common social issue among youth which pose harmul and lasting eect on the children

who needed special attention and assistance rom adults! 3e :oe, et al! #%&&.( stated that

bullying is an issue that continues to get attention rom researchers, educators, parents and

students! A study published in April %&&' in the ;ournal o the American


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$oday, the connection between bullying and later delin0uent and criminal conduct can never

again be disregarded! " students are in ear or their own saety, they are unable to

concentrate on learning!

2!1 T,. % B',)"

Amidst the pupils’ school careers, numerous pupils are involved with teasing or

orceul behaviour as either a culprit or the target! *chool sta must be heedul o children’s

insults that happen every now and then and recognie pupils who needed the support when

they involved in dispute or show drastic emotional changes! $his is because, according to

7ng + 8inor #%&&9( again, bullying becomes a concern when hurtul or aggressive

behaviour toward an individual or a group appears to be unprovoked, intentional, and

#usually( repeated! Bullying among youths may take place in a variety o hostile acts that are

carried out repeatedly over time! $he acts involve a real or perceived imbalance o power,

with the more powerul child or group attacking those who are less powerul! $here are many

orms or types o bullying and each type are similar in terms o its eect and harm! $he three

orms o bullying areG

'! -hysical%! :erbal9! -sychological

According to 7ice o ;uvenile ;ustice and 3elin0uence #%&&'(, bullying may be physical

#hitting, kicking, spitting, pushing(, verbal #taunting, malicious teasing, name calling,

threatening(, or psychological #spreading rumours, manipulating social relationships, or

promoting social exclusion, extortion, or intimidation(! *imilar statement are made by 3avid4

Ferdon and ert #%&&( explained that bullying is an aggression that is physically #hitting,

tripping(, verbally #name calling, teasing(, or psychologically and socially #spreading

rumours, leaving out o group( conducted! $hese three types o bullying were depicted in my

group video presentation which showed that bullying can come in many ways and types!

"n a case study entitled ‘Bullying Among econdary chool tudents in !alaysia’ by

6orshidah4


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section o this writing, pupils rom religious school in *arawak predominantly experienced

verbal bullying whereby exertion o power and boastulness over the weaker or younger

pupils existed within the social dynamic o the studied school! ven though this bully does

not show a direct eect towards the pupils, it must be controlled because it may aect the

victim’s emotional and psychological state! $his is due to the act that bullying is associated

with low sel4esteem #Ehalim, %&'@) Ehalim + 6orshidah, %&&D) Ehalim, ;ohari, Failah,


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"n discussing negative behaviours such as bullying which involve individual

psychological principles, *igmund Freud’s psychoanalytic theory stated that there are three

internal elements that oten collide and try to assert themselves #Woololk, %&'%(! $hese

three elements are the "d, go and *uperego and these three actors oten conlict with each

other #*iegried, %&'@(! Bullies are controlled by the "d and go! $he "d reers to base

elements such as pleasure while go reers to the elements that aect the individual

understands the values and principles o human societies and cultures, but choose to violate

#Woololk, %&'%) *iegried, %&'@(! We usually understand that most bullies do it 5ust or the

en5oyment and most do it even when they know that bullying is against school rules and

religion and would attract disciplinary action i school authorities caught it!

6ormally, school bullies are orceul and impulsive, and their conduct may be caused

by their physical strength or powerul social position! owever, actors deciding bully

behaviours do not rest only on single elements such as strength or social standings! As

described by humanistic theory, the development o behaviour through external inluences

such as peers, amily, and the environment and so on, aected an individual’s ability to

choose how to behave #Woololk, %&'%(! 6umerous impacts discussed below may explain

ew reasons why some pupils bully at schoolG

3!1 /), &,"/)(

According to Kniversity o /eorgia, -roessor Arthur orne #%&&&(, “children raised in

a home where family members use “put$downs,” sarcasm, and criticism, or where they are

sub%ected to repeated frustration or re%ection, or where they are witnesses to the abuse of

another family member come to believe the world is hostile and see striking back as their

only means of survival” #orne, 6ewman, + Bartolomucci, %&&&(! Family is the very irst and

important layer o social interaction which a child endure lessons rom! A amily that uses

aggression as a relationship instrument shows a kid that harassing is an ade0uate approach

to identiy with others and to get what heLshe needs! Furthermore, Frutos #%&'9( said that

within the most common variety, the nuclear amily, the eects on bullying could be complex!

$he relation among their members is dierent as regard the number o siblings, whether they

are male or emale, the position occupied in the amily, age dierences between amily

members, whether the siblings are older or younger, how great the dierence in age is

#


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and how their involvement in curbing this behaviour provide encouraging support to the

children!

3!2 E.(# % M.&)/

D(! "n certain circumstances,

their peers or the eects o watching violent ilms inluence bullying behaviour and extensive

exposure to these violent ilms will eventually lead to violent act coming rom the pupils!

$he development o media leads to cyber4bully due to the act that technology has

made it possible or bullies to exert power by using cyberspace! By using the "nternet to

communicate and socialie, bullies can deliver hurtul images or messages, threats, and

obscenities easily and eortlessly and, at the same time, gain the attention o a bystander

audience! 3eputy *cience, $echnology and "nnovation


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recorded studies made all around the globe, physical and psychological eects are shown to

be the two main comrades o bullying, especially towards the bullying victims! "n %&&@,

numerous reported cases o bullying in


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programs or activities which helped in accessing the bully’s emotional empathy and moral

development! "n a research made by igbee #%&&(, he presented a behavioural approach

to bully prevention by utilising a school4wide intervention in positive behaviour support #B-4

-B*( teaches students to withhold the social rewards hypothesised to maintain bullying!

From certain reinorcement and guidance, the bullying incidents can be reduced and at the

same time re4educate the bullies to stay away rom bullying acts!


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Abdul48ati, A! #%&&.(! &ersepsi guru dan pela%ar terhadap perlakuan buli di kalangan pela%ar

sekolah menengah daerah Batu &ahat "'npublished !aster’s thesis#. *kudai, ;ohorG

Faculty o ducation, Kniversiti $eknologi (! -arenting inluences on bullying and victimisation!

(riminal and 0egal &sychology, /, %9DM%.@!

Bandura, A! #'>=(! ocial foundations of thought and action1 A social cognitive theory.

Kpper *addle iver, 6;G -rentice all!

Brada, ;! ;! #'9(! 2hapter @G :erbal 2ommunication! "n *ik ! 6g, &ower in 0anguage1

2erbal (ommunication and ocial 3nfluence "0anguage and 0anguage Behavior# #pp!

=4>>(! K*AG *age -ublication!

232, + 2enters or 3isease 2ontrol and -revention! #%&'%(! Knderstand Bullying! 4ivision

of 2iolence &revention!

3avid4Ferdon, 2!, + ert,

brief for researchers. Atlanta, /AG 2enters or 3isease 2ontrol and -revention!

3e :oe, ;! F!, Eaenberger, *!, + 2handler, E! #%&&.(! *tudent reports o bullying results

rom the %&&' school crime supplement to the 6ational 2rime :ictimiation *urvey

*tatistical Analysis eport! '.. 4epartment of 5ducation 3nstitute of 5ducation

cience, 6ational 2enter For ducation *tatistics!

3e :oe, ;! F!, -eter, E!, Eauman, -!, #%&&.(! 3ndicators of school crime and safety1 6(5 . Washington, 32G 3epartments

o ducation and ;ustice!

3ina4Haman, + "ndra46adchatram! #%&&D(! 7ighting the bullies with education and skills!

etrieved August %&, %&'., rom Knite or 2hildren #K6"2F(G

httpGLLwww!unice!orgLmalaysiaLreallivesN=@.!html

31*ilva,


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dwards, 2! ! #%&&@(! (lassroom discipline and management . 6ew OorkG Wiley + *ons

"nc! !

Farrington, 3! -!, + $toi,

-ress!

Ehalim, H! #%&'@(! &engurusan disiplin pela%ar sekolah. BangiG Kniversiti Eebangsaan

or vandalism in schoolG A case study! 8he 3nternational 9ournal of 0earning,

among secondary school students! "n A! /unstone, 4evoloping sustainable

education in regional Australia #pp! 4''=(! :ictoria, AustraliaG


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6ansel, $! ! #%&&'(! Bullying Behaviors Among K!*! OouthG -revalence and Association with

-sychosocial Ad5ustment! 9ournal of the American !edical Association, ?) #'=(,

%&@M%'&&!

6oran4Fauiah, O! #%&&@(! $ingkah laku buli di sekolahG Apa yang boleh kita lakukan! &aper presented at 8he 8hird &rinciple (onference. Euala 8umpurG Kniversiti D(! “;ow 3s Aggression 0earned” chool afety.

igby, E! #'(! &eer victimiation at school and the health of secondary school students.

duc -sychol!

igby, E! #%&&&(! 5ffects of peer victimisation in schools and perceived social support on

adolescence wellbeing. ; Adolescense!

igby, E! #%&&9(! 4efining Bullying1 A 6ew 0ook at an @ld (oncept. Kniversity o *outh

Australia!

*alleh, 6! *! #%&&@(! Bully 2ictim &aralysed. Euala 8ipisG 6ew *traits $imes!

*iegried, W! #%&'@(! $he Formation and *tructure o the uman -sycheG "d, go, and

*uper4go M $he 3ynamic #8ibidinal( and *tatic Knconsciousness,*ublimation, and

the *ocial 3imension o "dentity Formation! Athene 6octua1 'ndergraduate

&hilosophy 9ournal #%(!

*oanes, 2!, *pooner, A!, + awker, *! #%&&%(! (ompact @Cford 4ictionary, 8hesaurus, and

Dordpower :uide. 6ew OorkG 7xord Kniversity -ress!

*yai0ue *huib! #%&'@(! (yberbullying on the rise in -


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$urnbull, ;! #%&'&(! @Cford Advanced 0earnerEs 4ictionary. 7xordG 7xord Kniversity -ress!

Woololk, A! #%&'%(! 5ducational psychology #'%th ed!(! BostonG -earson ducation, "nc!

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