In today’s parenting journey, dealing with bullying is more than just understanding the traditional bully-victim scenario. It involves looking into various roles in bullying, like bystanders and upstanders. Also, acknowledging the sway of peer pressure is crucial. Remember, bullying isn’t a new issue; nearly 1 in 5 high school students faces it on school grounds.

Now, think about how these bullying situations might affect your child. How can you spot and handle these roles? Let’s dive into parenting amid different aspects of bullying, sharing tips and strategies to create a safe space for children.

Different roles in bullying

Learning the diverse roles in bullying is essential as it provides valuable insights into the dynamics at play, helping you comprehend the multifaceted nature of bullying. This understanding equips you to address and navigate these scenarios effectively. The usual roles observed in bullying scenarios include the following.

Bully

Bullies are those who initiate and engage in bullying behaviors. Behind bullies, there are also other roles involved in the situation:

• Assistants of the bully: Peers who do not initiate bullying but join in when someone else starts the aggression.
• Reinforcers of the bully: Children who encourage bullying by providing a supportive audience, laughing, inciting the bully, and more (also termed “bully’s followers”).

Characteristics and motivations of bullies can vary, but some common traits and tendencies have been identified through research. Here are some general characteristics and motivations associated with bullies.

• Dominance: Bullies seek to demonstrate control over peers or desired resources, using harassment as a means of exerting power.
• Revenge: Bullying can be a response driven by a desire to get back at someone or pressure them to perform better.
• Belonging: The need for acceptance and belonging drives bullying behavior to fit into a group or maintain social connections.
• Romance: Youths may use bullying to express romantic interest or eliminate perceived competitors in romantic pursuits.
• Identity: Bullying can be a tool to enhance one’s self-esteem or protect a positive self-image, particularly when peers attempt to damage it.

Read more: Types of Bullying: Different Ways Your Child Could Be Bullied

Victim

Victims are children targeted by bullying actions. Exposure to bullying is connected with mental health problems. Children who have experienced bullying are more likely to have negative thoughts about themselves and go through emotional distress, especially when dealing with feelings of sadness. 

Looking at the bigger picture, those who were bullied as children face a higher chance of dealing with depression even up to 36 years later. These discoveries highlight how bullying can have a lasting and significant impact on mental health.

Bystander

Bystander bullying refers to when children observe a situation without actively participating or taking a side. There are two types of bystanders:

• Passive bystanders: Children who stay away from bullying situations, choosing not to take sides with anyone.
• Active bystanders: Children who actively intervene to defend the victim and stop bullying. They are also known as bullying upstanders.

Bystanders are a crucial part of bullying. This is why it’s essential to focus on bystander intervention — stepping in to help or stop bullying when it happens. 

If you find your children acting as bystanders, guide them to take these five steps in bullying situations:

1. Notice the event: Observe the situation and pay attention, especially focusing on vivid events with specific victims to grab attention.
2. Interpret the event as an emergency: Recognize the situation as an emergency, overcoming the tendency to assume it’s not an emergency if others seem unconcerned.
3. Accept responsibility for the intervention: Take personal responsibility to intervene, fostering empathy toward bullied peers for active involvement.
4. Know how to intervene or provide help: Equip with the knowledge and skills to intervene effectively, overcoming self-doubt and fears.
5. Implement intervention decisions: Take direct actions to stop the bullying or choose indirect methods such as reporting the incident or seeking help from a teacher or adult.

Read more: Stella O’Malley: Bullying – The Perpetrators, Victims, and How to Prevent | Raising Parents #12

The influence of peer pressure

Understanding the influence of peer pressure is crucial for navigating the complexities of bullying. Learning about peer pressure and its connection to bullying is essential for you as a parent because it lets you recognize, address, and guide your child through situations influenced by peer pressure.

Definition of peer pressure

Peer pressure is the impact of standards and expectations set by peers on an individual’s behavior, thoughts, and emotions. This influence emerges early in life, particularly as children engage with the social world beyond their immediate family or home.

According to the American Association for Community Psychiatry (AACP), peer pressure can be positive, providing support and aiding skill development for personal growth and learning.  Conversely, peers may also exert a negative influence, encouraging risky behaviors like skipping classes, stealing, cheating, and substance use, potentially leading children down a harmful path.

Children might give in to negative peer pressure because they’re afraid of being left out or teased. Wanting to fit in and be accepted can push them to do things they wouldn’t normally do.

Peer pressure and bullying

As outlined above, children may follow the crowd and engage in behaviors like bullying if it appears acceptable or cool to the group.

In youth athletics, Nery et al. (2020) found instances where peer pressure led athletes to engage in behaviors outside the usual norms. Athletes, especially those deviating from the typical “ideal” image, may become targets for not being assertive or skilled enough. 

This peer pressure can influence athletes to emulate the behavior of more popular peers, even if it involves bullying, in an attempt to fit in and be part of the perceived cool crowd.

In contrast to young athletes, regular children often take on the role of passive bystanders. Concerned about potential repercussions and harm to friendships, these children choose not to intervene, maintaining peace within their group and avoiding involvement in stopping the bullying.

Recognizing and addressing peer pressure

The AACP recommends that parents provide their children with the following guidance to empower them to resist negative influences and foster a positive peer environment:

• Be selective in choosing friends. Guide your child to choose appropriate peer groups, steering clear of those who may influence unsafe or inappropriate behaviors.
• Encourage assertiveness. Encourage them to develop assertiveness, empowering your child to say “no” confidently and practice handling uncomfortable situations.
• Foster positive connections. Create healthy connections with friends who are committed to resisting peer pressure and building a supportive network.
• Seek trusted guidance. In case of difficulties with peer pressure, advise your child to confide in a trusted adult — whether it’s a parent, teacher, or school counselor — for guidance and support.

Understanding the definition of peer pressure and its potential impacts equips you to guide your children effectively, navigating the complex dynamics of peer pressure and bullying for a safer environment in their development.

Preventive measures

Understanding preventive measures is crucial in creating a safe and supportive environment to address bullying effectively. By exploring school-based programs, community involvement, and the role of parents and teachers, you gain insights into collaborative strategies that contribute to preventing bullying. 

Establish a coordinating team in the school

The role of school-based programs in bullying prevention is crucial. It involves establishing a coordinating team representing teachers, administrative staff, students, parents, and community members. Here is what the program can achieve:

• Regular collaboration: Work as a team to plan and execute bullying prevention activities, assess current initiatives, and select suitable programs.
• Direct engagement with students: Take a hands-on approach by actively involving students. Integrate skill development programs into the curriculum, focusing on recognizing bullying, conflict resolution, emotional management, accessing support, and assisting peers facing bullying.
• Comprehensive skill integration: Develop a curriculum that thoroughly includes essential skills, addresses the root causes of bullying, and promotes a secure school environment.

Implement community-led activities 

In preventing bullying, involving the community using various approaches that create positive engagement is crucial. Here’s how the community contributes to preventing bullying:

• Extra support for schools: Act as additional resources to connect students, assisting in the educational setting.
• Bringing different skills: Groups in the community can contribute different skills to help with anti-bullying efforts. For instance, working with the police can bring programs to prevent gang violence to schools.
• Fun after-school activities: Start fun after-school clubs to keep children engaged in positive activities and lower the chances of them getting involved in bullying.
• Displaying positive messages: Create places to show positive messages, like having exhibitions of students’ work in local places. This could include student plays or events to teach people about preventing bullying.

Empowering the role of parents and teachers

Bullying prevention programs in schools may not be effective if children experience bullying or violence at home. Behaviors learned at home can carry over to school, underscoring the importance of parents and teachers working together to create a safe and supportive environment and prevent bullying.

Here are the approaches teachers can take to help parents address and prevent violence:

• Active involvement: Maintain active involvement and keep parents informed about violence prevention activities and school policies regarding violent behavior.
• Information dissemination: Share messages on how parents can actively support their child’s learning.
• Invitation to coordination: Invite parents to participate in violence prevention coordinating committees.
• Awareness-raising initiatives: Raise awareness among parents about recognizing and appropriately inquiring about violence. Equip parents with the knowledge to identify potential signs of bullying.
• Parenting program collaboration: Collaborate on parenting programs to enhance essential parenting skills and encourage non-violent approaches for managing challenging behavior.

Collaborating with teachers allows you to actively engage in various aspects of bullying prevention, from staying informed and involved to receiving support, fostering awareness, and participating in collaborative programs to enhance your parenting skills.

Read more: Stop the Cycle: Understanding Bullying in Kids and How to Prevent It 

In conclusion

Understanding the various roles of bullying and the influence of peer pressure empowers you, as a parent, to support your child effectively. By staying informed and implementing specific strategies, you create a safe space for open conversations, essential for navigating social challenges.

Moreover, preventing bullying is a collective effort that involves parents, teachers, schools, and communities. Your active participation and awareness are crucial in fostering an environment that encourages positive interactions and the well-being of children.

Take a stand against bullying by promoting roles like upstanders and encouraging your children to interrupt, speak, and stop the bullying. Create a safer and more supportive community for your children.

If you would like to see more resources on bullying, check out the Parenting Science Labs. The lab uses the research of the Institute for Life Management Science to produce courses, certifications, podcasts, videos, and other tools. Visit the Parenting Science Labs today.

Photo by rawpixel.com on Freepik

The post Mapping the Roles in Bullying and Untangling the Threads of Peer Pressure appeared first on Insights.

Around 33% of children worldwide are bullied at some point during childhood or adolescence, and a comparable percentage are victims of physical assault. This distressing statistic demonstrates the problem’s pervasiveness and the urgent need to prevent and confront bullying. 

What is bullying?

Bullying is defined as long-term, regular, and intentional hostile behavior performed by some children toward their peers who cannot defend themselves properly, which can occur directly or over the internet (i.e., cyberbullying). Bullying can take various forms, including verbal, physical, interpersonal, and cyber. 

Read more: Spot the Different Types of Bullies and How to Respond Safely  

The causes of bullying

Risk factors refer to specific characteristics or circumstances that can contribute to the likelihood of children displaying bullying behavior. While these risk factors do not necessarily cause bullying, they can increase the chances of it occurring. 

Various risk factors, such as the children, family, and school, can collectively increase the likelihood of children engaging in bullying. It’s important to note that these risk factors don’t work in isolation; rather, they interact and increase the chances of bullying behavior. By understanding and addressing these risk factors, one can work towards preventing and reducing bullying behavior in children.

Risk factors in children

A child’s attributes can lead to multiple risk factors that increase their chances of becoming a bully such as:

Low self-control

Children who have low self-control are at a higher risk of engaging in bullying behavior due to difficulty in regulating their thoughts, emotions, and behavior. This non-regulation can lead to impulsive and aggressive actions, making them more prone to perpetrating bullying behavior against their peers.

Low emotional self-efficacy

Children with low emotional self-efficacy — meaning they lack confidence in their ability to regulate negative emotions — may encounter challenges when dealing with personal criticism. They are more likely to become upset easily, exhibit poor emotional stability, and perceive the world as a hostile environment. These factors can increase their likelihood of engaging in bullying behaviors.

Low empathy

Empathy refers to a person’s capability to comprehend (i.e., cognitive empathy) and experience (i.e., affective empathy) another person’s emotions. Bullies either have limited empathy or none at all. 

Children that engage in bullying are not always incapable of understanding how others feel, but they appear to have a diminished capacity to experience others’ feelings. In other words, whether or not bullies comprehend how others feel, they do not experience such emotions themselves. It is experiencing others’ emotions, not simply understanding them, that influences children’s predisposition to refrain from bullying.

Risk factors in the family

Children who become bullies tend to come from families with certain characteristics. 

These families often have little emotional closeness or warmth and may have parents, particularly the father, who is absent or not involved in their child’s life. 

In addition, such families may emphasize power and control, modeled through aggressive behaviors. 

The family environment may also be marked by little cohesion, meaning family members don’t work together or feel united in their efforts. 

Furthermore, these children may have experienced physical abuse or neglect at home, which can contribute to their tendency to act out through bullying. 

Finally, they may come from low socioeconomic status families with authoritarian parents who value obedience over individual expression and may not provide enough emotional support to their children. 

All these factors can increase the likelihood that a child will become a bully, as they may learn that aggressive behavior is acceptable or may feel a lack of connection to their parents.

Risk factors in the school

If the school environment is not positive and healthy, bullying and related problems can become widespread. 

Teachers play a critical role in preventing and addressing bullying in schools. However, teachers may respond to bullying differently depending on their beliefs and attitudes. Some teachers may see bullying as a normal part of social development and may not feel it is necessary to intervene or offer support to the victim. 

Additionally, teachers may fail to recognize certain types of bullying, such as verbal or relational bullying, or may not perceive the behavior as bullying. These circumstances can lead to a lack of action to address the issue, allowing bullying to continue unchecked.

How to prevent bullying

Parents, teachers, and other adults who care about children can play an important role in preventing bullying. There is a lot of research that shows there are many ways to prevent children’s bullying from happening. These strategies have been proven to work by science and can reduce the number of children engaging in bullying.

Promote family environments favorable to healthy development

The family setting greatly influences the health and behavior of children. Family life can have a huge impact from when they’re little through adolescence and beyond. 

If the family is unstable, stressed, lacks structure or supervision, and has poor relationships and communication between family members, it can increase the risk of bullying behavior and other risky behaviors. 

But research has shown that when caregivers build warm and supportive relationships with children, set clear expectations and rules, and use nonviolent discipline, the risk of children engaging in bullying can be significantly lowered. The way families communicate, manage behavior, and resolve conflict all play a role in promoting a positive family environment that can benefit children’s healthy development.

Aim for high-quality education at an early age

Quality early education can benefit children in many ways. It can improve their thinking and social skills, help them build positive relationships, and increase their chances of academic success and good health. 

Early education that is licensed and accredited — markers of high quality — can also reduce problem behaviors and aggression at home and school. This, in turn, can contribute to better academic performance and less stress and conflict within families. 

Early childhood education that involves parents can further improve children’s outcomes, family involvement, and parenting practices. It can also provide pathways for families to access other means of support, such as employment, transportation, and mental and physical health services. 

Strengthen children’s skills

Teaching children essential skills is a key part of preventing bullying. Children lacking communication, problem-solving, conflict resolution, empathy, impulse control, and emotional management skills are more likely to engage in bullying. 

Research has shown that developing important life skills can significantly reduce the risk of children’s bullying and improve other factors, such as substance abuse and academic achievement. Learning these skills can help children become more self-aware, understand social situations better, avoid risky behavior, and manage conflicts without violence.

In conclusion

Bullying is a pervasive problem affecting many individuals, particularly children. It can take different forms, such as verbal, physical, relational, and cyber, and has numerous negative impacts on the bully and the victim. It is, therefore, essential to understand these risk factors and take preventative and corrective measures to address them early on.

If you would like to take your reading on bullying further, visit the Parenting Science Labs. The lab uses the research of the Institute for Life Management Science to produce courses, certifications, podcasts, videos, and other resources. Check out the Parenting Science Labs today.

Photo by Mikhail Nilov on Pexels

The post Stop the Cycle: Understanding Bullying in Kids and How to Prevent It appeared first on Insights.

Unfortunately, most people are not aware of how certain situations could be considered bullying. Even most children in a study defined bullying as mere aggressive and harassing behaviors.

What exactly is bullying?

Despite years of studies, experts haven’t been able to reach a conclusive definition of what bullying is. Regardless of the ongoing debate, Olweus’s (1996) definition — the aggressive behaviors that are intentional and usually repetitive, done in an asymmetric power relationship — has been mostly accepted and cited by researchers.

What about unintentional bullying?

Referring to the definition, one’s actions were considered bullying if they consisted of: 

1. repetition, 
2. power imbalance, and 
3. intention to harm.

In that case, what about when person A with higher social status jokingly name-calls his less popular friend (person B) regularly but has never wished to inflict any harm?

Olweus in 2013 argued that assessing the perpetrators’ intentions does not happen by simply asking about their intentions, but instead by understanding the context of the interaction. If person A acknowledges that name-calling an individual might make them feel distressed, the awareness may be considered enough to classify his behavior as aggressive. 

However, Olweus also pointed out that the victim’s perspective could also be an additional factor in assessing the situation. If person B did not perceive the name-calls as unwanted behavior, then it could be concluded that the intention to harm is absent in this case.

Types of bullying

As you have gained an understanding of what bullying is, it is important to acknowledge that harmful behaviors could manifest in many forms. Here is the major categorization of bullying widely used by researchers on the subject.

Physical bullying

This type of bullying happens when the bullies assert their dominance toward their victims by using physical attacks (e.g. punching, kicking, pushing, spitting), forcibly taking or damaging their belongings, or coercing them into performing the bullies’ order. As the aggressive interaction between the perpetrators and victims happens directly, this type of bullying is visibly easier to identify. 

Thus, when you notice the presence of unusual physical marks (e.g. bruises, scrapes, scabs, fractured bones) on your children or realize that their personal items have been mysteriously missing or damaged, there’s the possibility that they are being physically bullied.

Verbal bullying

Another way bullies could directly cause harm to their targets is by engaging in verbal bullying. It is done by name-calling, taunting, or threatening. 

However, verbal bullying isn’t always transmitted in the form of oral communication, as it may also be delivered through offensive and threatening gestures or written notes.

Despite not physically causing any injury, verbal bullying isn’t necessarily less dangerous than physical bullying. As it tends to leave little to no visible signs or proof, the risk of caregivers and teachers not being aware of the situation is much higher. As a result, the bullying could occur for a longer period and worsen the victims’ mental state. 

Relational bullying

Similar to verbal bullying, relational bullying is also the type that could be employed directly and indirectly. The main difference between the two is the goal. When verbal bullying aims to harm the person, relational bullying is rooted in the intention to damage the person’s social relationships and reputation. 

Direct relational bullying is done by the perpetrators’ visible attempt to actively ignore the victims or keep other peers from interacting with them. Indirect relational bullying, on the other hand, consists of a more covert strategy such as spreading rumors or posting the victim’s embarrassing photos on the internet.

Bullying in various contexts

The discourse on bullying tends to be focused on the school environment. In their book, Smokowski and Evans illustrate how violence in various settings could also be considered a form of bullying due to the presence of bullying features (repetition, power imbalance, and intention to harm). It could occur in the digital realm, at home, in intimate relationships, in college environments, and other settings.

Below is the breakdown of bullying features of each of these types. Bear in mind that this is not an exhaustive list. Smokowski and Evans in their book indeed pointed out the overlap between violence and bullying in various contexts, but it doesn’t necessarily mean that bullying only exists in these situations.

Bullying in the digital environment

Cyberbullying is the use of digital technology to intentionally cause any harm that may happen once or repeatedly. 

Types of cyberbullying

1. Flaming: Online argument that generally takes place in a public online environment (such as a community chat group) where both parties verbally attack one another.
2. Harassment: A repeated act of sending abusive and degrading comments. The differences between harassment and flaming are that the former usually takes place in private channels (such as email and text messages), lasts longer, and is directed at a single victim.
3. Denigration: The act of digitally circulating information (that is frequently false or manipulated) to tarnish one’s reputation or social relationships.
4. Impersonation: Sending harmful messages or misinformation using a fake account (usually under another person’s identity). This type of cyberbullying is not only harmful to the recipient of the messages, but also to those whose identity was stolen.
5. Outing: Disclosing someone’s private or humiliating information on the internet without their consent.
6. Trickery: Luring the victim to disclose their private and/or embarrassing information to expose them online.
7. Exclusion: Intentionally excluding someone from an online group/forum.
8. Cyberstalking: Persistent and severe harassment, denigration, and threats that cause a great sense of fear toward the victims.
9. Happy slapping and hopping: Intentionally slap and/or physically assault an individual. The process is recorded and posted online to humiliate the targets.
10. Image-Based Abuse (IBA): The perpetrators circulate victims’ intimate photos or videos without their consent. Digitally altering someone’s photo to sexually objectify them is one of the many IBA manifestations

Bullying features

1. Repetition: The repetition isn’t measured by the number of times the perpetrators attack the victims. Instead, the criteria that cause the repetitive impact on the targets are the number of bystanders who view and forwarded the attack.
2. Power imbalance: The online crowds give the impression of asymmetrical power that inhibits the victims to fight or avoid the attack.
3. Intent to harm: The assessment of whether the actions are harmful or not depends on the victims. Thus, even if the sender claims that the comments they sent were meant to be a joke, it is still considered bullying if the recipient felt hurt.

Bullying by parent(s) or caregiver(s)

Child maltreatment is the mistreatment of children under 18 in terms of their physical and emotional well-being, usually inflicted by parent(s) and/or caregiver(s). It could manifest in the forms of sexual abuse, neglect, negligence, and/or exploitation.

Bullying features

1. Repetition: The nature of child maltreatment that tends to happen more than once. 
2. Power imbalance: Children are powerless against the parents’ or caregivers’ authority. 
3. Intent to harm: Any type of mistreatment causes harm to children. The children’s perspective in assessing the degree of harm caused by the treatment is fundamental, regardless of the parent’s or caregiver’s intentions.

Bullying by sibling(s)

Sibling violence is an aggressive behavior pattern between siblings that involves physical and verbal attacks driven by the need for dominance.

Bullying features

1. Repetition: Sibling violence could be considered bullying if the victimizations occur continuously.
2. Power imbalance: The power imbalance between siblings is different for each family. It could be determined by age, size, gender, or family dynamic (such as siblings that are more favored by the parents or siblings that are more cognitively advanced). 
3. Intent to harm: The intention of harm could be rooted in the need to acquire resources in the family (parents’ affection, toys, clothing, and food) or simply to hurt the other sibling.

Bullying by an intimate partner

A type of physical, psychological, sexual, or stalking violence between two adolescents in an intimate relationship.

Bullying features

1. Repetition: Most teen dating violence (TDV) occurs in ongoing relationships, in which the abusive behavior pattern is recurring.
2. Power imbalance: The violence creates or strengthens the power imbalance between the partners. 
3. Intent to harm: The partner with more superiority engages in aggressive behaviors as a means to maintain power and control the abused partner. 

Bullying in college

Hazing is a group’s initiation ritual that involves abuse and degradation that can cause physical or emotional injury

Bullying features

1. Repetition: As Olweus (2013) stated, repetition is not considered the necessary criterion, as it aimed to give more clarity if the negative behavior is rooted in intention. Thus, even if hazing is a one-time event, the atrocious actions would be regarded as bullying.
2. Power imbalance: The imbalance of power exists due to the existing members of the group having the authority over the newcomer’s access to group membership.
3. Intent to harm: The victim’s perception is vital, even if the hazing rituals were meant to be playful and entertaining. Therefore, if the victim feels harmed, it is likely that the victim will identify the situation as bullying. However, victims may be in denial about the harm the hazing does them due to their determination to fit in with the group. Therefore, the damage caused by the hazing may only be identified by people outside the group

In conclusion

It usually starts with the “eat or be eaten” mentality. Wang and colleagues’ study pointed out how an environment that emphasizes the battle between social status and attention allows bullying to prosper among its people. As it could happen everywhere, parents need to notice the signs before giving their children the best support they need to prevent the detrimental effects of bullying.

If you would like to take your reading on bullying further, check out the Parenting Science Labs. The lab uses the research of the Institute for Life Management to produce courses, certifications, podcasts, videos, and other tools and resources. Visit the Parenting Science Labs today.

Photo by cottonbro studio on Pexels

The post Types of Bullying: Different Ways Your Child Could Be Bullied appeared first on Insights.

Meet Stella O’Malley

Stella O’Malley is a renowned psychotherapist, best-selling author, and public speaker with extensive experience in mental health and well-being. Based in Birr, Co. Offaly, she specializes in counseling parents and young people and has authored successful books like Cotton Wool Kids, Bully-proof Kids, and Fragile.

A prominent figure in Irish media, Stella writes about mental health for various newspapers and appears on national and local media outlets to discuss topics such as mindfulness, resilience, parenting, and workplace conflict resolution. She also delivers public talks and lectures on children’s behavior and mental health for different organizations across Ireland. 

About the episode

The host, Dina Sargeant, initiated a discussion on the subject of bullying and its impact on children. She delved into how being bullied can lead to diminished enthusiasm in social situations and instill a fear of attending school. Dina acknowledged that, as a parent, it’s normal to experience a range of emotions like shock, worry, fear, or defensiveness when it comes to bullying.

To clarify this issue, the host invited Stella O’Malley, a psychotherapist and author, for an interview. Before exploring into the topic of bullying, the host asked Stella to explain the role of a psychotherapist and her personal journey toward becoming one. Stella shared that her interest in psychology was fueled by a difficult childhood, and at the age of 30, she attended a counseling and psychotherapy event that solidified her passion for the field.

Before getting into the specifics of bullying, Dina lightened the mood with an icebreaker game with Stella. During the game, she mentions her favorite book, Lying on the Couch by Irvin Yalom, which revolves around the experiences of psychiatrists and their clients.

In conclusion

Bullying is repeated aggression from someone with more power toward another person. Parenting can sometimes be correlated with bullying. There are different types of targets in bullying scenarios: the “classic target” who is gentle and compliant, the “accidental target” due to circumstances, and the “provocative target” who speaks up and may attract negative attention.

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The post Stella O’Malley: Bullying – The Perpetrators, Victims, and How to Prevent | Raising Parents #12 appeared first on Insights.