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Argumentative essay about bully
Essay about bullying
An essay based on the bully
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Imagine it’s your first day at a new school. Many things are crossing your mind as you walk in the front doors. This school is three time the size of one you are used to. Then the student is hit with the thoughts; what are the classes like, what are the other students like, how bullying dealt with at this school. The problem is bullying, and the best way to solve this problem is having character education, school structure, and parent involvement. Every seven minutes a student is being bullied while at school. That is roughly eight students every hour, and sixty-four students every school day. “Bullying is a behavior that can include any one of a whole range of actions that cause physical or emotional pain, from spreading rumors to intentional exclusion to physical abuse” (Wolfson, 2014). Verbal bullying is …show more content…
“Building character at school not only helps students with their academic studies, but it also can help prevent bullying” (Gordon, 2015). Character education teaches the students the habits to get along in society. It teaches students about respect, responsible, honesty, and the golden rule. The golden rule states to treat others the way you want to be treated. There are many different resources out the about character education. One great book is the Leader in Me by Stephan Covey. This book lays out a character education model, and has a website for …show more content…
(2015, October 27). 5 Ways Character Education Can Prevent Bullying. Retrieved April 08, 2016, from http://bullying.about.com/od/Schools/a/How-Character-Education-Can-Prevent-Bullying.htm
Tamanini, K., M.S, LMHC. (2015, October 30). How Do We Stop Bullying in Schools? Retrieved April 08, 2016, from http://psychcentral.com/lib/how-do-we-stop-bullying-in-schools/
Wolfson, E. (2014). How to Stop Bullying in Schools. Retrieved April 08, 2016, from
Students are told not to bully, not to say mean words, and not to hurt others. It only focuses on the negative side of the problem. “Empathy clearly plays a tremendous role in an effective anti-bullying program” (Jones and Augustine, 2015). Kids aren’t being taught compassion, tolerance, and empathy thought these programs. The only thing that these students are being taught is what a bully is and everything they should not do. Clearly, tolerance is not being built amongst students. This is a trait that students learn as small children. It is hard to change the viewpoint of a child once their viewpoint has been taught, whether it be good or bad, they develope those thoughts about certain topics. Once tolerance and acceptance is established and taught bullying and harassment in secondary schools will significantly drop.
Over the past few decades, the need for character education programs in United States’ schools has been widely debated and become increasingly popular particularly at the elementary level. However, the root of character education in the United States extends back to Horace Mann in the 1840’s who advocated that “character development was as important as academics in American schools” (USDE, 2011, para. 1). In response to the more recent realization of the importance of character education, the U.S. Congress authorized the Partnerships in Character Education Program in 1994; and character education was re-emphasized again in 2001 in the No Child Left Behind Act (USDE, 2011). As a result of the U.S. Department of Education’s goals to “promote strong character and citizenship among our nation’s youth” and increase student achievement, numerous federal resources as well as grants at the state and local levels have been established to assist in the design, implementation, and sustainment of “high-quality opportunities for students to learn and understand the importance of strong character in their lives” (USDE, 2011, para. 9). In addition, President Bush increased funding for character education program implementation in 2003 from $8 million to $25 million following a White House conference including “nationally recognized experts” who met to discuss “the need for and effectiveness of character education programs” (USDE, 2003, pg.1).
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York, NY: Bantam Books.
The psychoanalytic perspective (Erikson’s psychosocial stages), Sigmund Freud Ego or psychological defense mechanism, and behaviorism and social learning theory, are important to understanding adolescent bullying. In the psychoanalytic approach, development is discontinuous and as such occurs in stages where “people move through a series of stages in which they confront conflicts between biological drives and social expectations, and how these conflicts are resolved depends on the person’s ability to learn, to cope with others and cope with stress” (Berk 2010, p.15). According to Sigmund Freud from this theory, individuals use a mechanism called psychological defense mechanisms which when they feel an overpowering anxiety, the ego employs to protect themselves against unwanted, scary feelings or weaknesses within their psyche or consciousness. The use of these defense mechanisms can be useful sometimes and also hurtful at other times to us and others, which emanates as aggressive behavior e.g. bullying [2]. Erikson’s psychosocial stages of development are important for understanding bully behavior. According to Erikson, a “basic psychological conflict which is resolved along a scale from positive to negative determines a healthy or maladaptive outcomes of each stage” [Berk 2010, p.16], in other words as the child grows and goes through each of the psychosocial stages, he or she negotiates new cognitive and emotional experiences which enables him or her to pass through the stage with either a positive or negative outcome. The effects and results of a negative outcome from the stages can be used to describe aggressive behavior such as bullying [Berk 2010, p.16]. According to the behaviorism and learning theory, they believed that b...
Rettner, Rachael. "Bullies on Bullying: Why We Do It." LiveScience. TechMedia Network, 26 Aug. 2010. Web. 12 May 2014.
It is important that everyone in a district, school, and classroom work together to prevent and solve bullying. This is a problem that concerns everyone including teachers, students, and parents. As a school or classroom we must educate students and staff to the warning signs of those who bully and those who are victims. Equally, we must communicate to the students the district policies and expectations that are laid out clearly in the handbook. Districts must decide on and implement a bullying prevention program that fits the needs of its student body.
On any given school day, 30% of American teenagers are classified as perpetrators, sufferers, or bystanders of bullying, and 3.2 million kids are on the receiving end of bullying each year (Greenya). Some kids today wake up early during the school week anticipating another day of school. To them, it’s like a home away from home that provides a safe environment to learn, interact with peers, grow up, develop a sense of self, and make impressions of how they want to be perceived in the world. Of course, there are also occasional moments of complete anxiety: a week of final exams, a nerve-wracking class presentation, or doing well in a composition class. However, for the other kids, anxiety is an everyday problem. For them, the weekend can’t arrive fast enough, and normal weekday mornings are instead filled with feelings of nausea, gloom, and dread. Some may even have thoughts of ending their life. Every day, hundreds of thousands of people’s lives are affected by this brutal form of abuse. In fact, there is an estimated “160,000 children who skip school every day to avoid bullying” (Greenya). What was once regarded as the typical raucous behaviors of childhood, bullying today is a national school occurrence that has grabbed the attention of parents, teachers, administrators, police, and even state and federal legislators. Bullying has become a serious and widespread problem.
Imagine a society overrun by bullies. It would be awfully frightening if it was true, but it is. The Bully Society, by Jessie Klein discusses the many stories kids who are entangled with issues regarding bullying and how they are struggling to cope. Before Klein began writing her book, she worked for years as a high school teacher, a social worker, and a conflict resolution coordinator. Klein writes many scholarly journals, articles which have appeared in many well-known media organizations. One of her main goals as described on her website, www.JessieKlein.com, is “I hope to help schools build compassionate communities leading to more peaceful and productive education environments.” Klein is a very diligent and hardworking woman. She tries to emphasize the need for improvements whether it is about education or communities. She strives as an influential role model to possibly many of her past students and those she has encountered.
The first reason anti-bullying laws in school are necessary is they help prevent suicide. Studies show that in America today, “suicide is the third leading cause of death among youth ages twelve to nine-teen”(Leavasseur 3). These are the ages that school aged children are most easily influenced. “Suicide rates have quadrupled the rate at which they were in 1950” (Stacy Teicher Khadaroo 1) as education has become more necessary. “For every death recorded, research suggests that many more teens think about or attempt suicide” (Stacy Teicher Khadaroo 1). Because it is a place students are forced to spend the majority of their young lives, the responsibility to prevent their students from becoming another statistic has fallen upon the shoulders of the schools today. When schools fail to accept these responsibilities to enforce rules against bullying things such as what happened to Rebecca Ann Sedwick take place.
This curriculum guideline is structured sequentially. It begins by discussing bullying, dispelling the myths about the subject and then moves on to teaching techniques to deal with this behavior in schools. This book takes an instructional scaffolding approach. The scaffolding techniques included in this curriculum include activities and suggestions to help everyone understand, activating prior knowledge about bullying, modeling the appropriate behavior by teachers and Administration beforehand, as well as introducing empowerment techniques to pique student interest. The book gives guidance on implementing interventions and building discipline systems to help resolve the conflicts.
Everyone has been bullied or encountered someone being bullied at some point of their life. Whether it would be physically or verbally both can be exceedingly traumatizing and can have a long-term psychological influence on children’s development. Majority people may define bullying in a more physical term; nevertheless that’s not always the case. The act of bullying can occur in several ways and in reality affect the individual in the same way. Bullying is generally defined as repeated, negative, and harmful actions focused at target throughout a course of time, exhibiting a sense of power difference between the bully and the victim (Olweus, 1993; Limber & Mihalic, 1999 as cited from Douglas J. Boyle, 2005). A survey was conducted in the United States estimating that over six million children, about 30% in grade six through ten have experienced frequent bullying in a school environment (Nansel, 2001 as cited from Douglas J. Boyle, 2005). Many people might debate that bullying is something that every child goes through and is simply a part of growing up, although there are several damaging consequences that happens to the child’s brain. Bullying causes the child to feel upset, isolated, frightened, anxious, and depressed. They feel like they reason they are being picked on is because there is something wrong with them and may even lose their confidence feel unsafe going to school (Frenette, 2013 as cited from Douglas J. Boyle, 2005) Anthropologically, sociologically, or psychologically, bullying can be analyzed through different perspectives and several questions can be asked based on the topic:
Over the past few decades, the need for character education programs in United States’ schools has been widely debated and become increasingly popular particularly at the elementary level. Several states, including California, mandate that schools in some way focus on the social and emotional development of students through character education (USDE, 2011). According to legislation in the state of California, all California teachers are supplied with a character education manual with the expectation that each teacher impress the qualities of good character u...
Bullying does not have a standard definition. Bullying can be anything from calling someone else names, beating them up just for the fun of it, to texting or messaging them on the internet or any mobile device. Any person can be the victim of bullying, not just children. Bullying causes many issues, physically, emotionally, and mentally, not only for the victim, but for their entire families as well. Bullies have many different reasons as to why they start bullying someone else. The actions done to the victim leaves them with only a few options on how to stop being bullied. How they handle it is always different.
...their student’s character education as well. While continued research is needed to support the implementation of character education programs in schools, one thing is certain. For schools to achieve appropriate positive student-student and student-teacher relationships attention to students character must be addressed. Results are seen in higher school competence, in classroom grades, in standardized test scores, in involvement in the classroom, in prosocial behavior, and in self esteem. The more successful students are in building positive peer relationships, the more likely these students are to achieve academically (Roseth, Johnson & Johnson, 2008). Furthermore, when addressing student behaviors through the use of character education programs, schools not only change the climate of their learning environments, but create students who achieve higher academically.
Bullying has become a serious problem in public schools systems. Being a victim of bullying is a daily struggle for some students. The issue continues to grow, but the question is how to stop bullying from occurring. Many ways have been attempted to stop bullying, but some are more effective than others. Having the students get involved seems to have the most positive effect on the bullying issue in public school systems.