Human relationships: Violence

Question 1

Define Agression and Violence

Answer 1

Agression

”Aggression is sometimes defined as any sequence of behaviour in which the goal is to dominate or harm another individudal.”
Violence

” Violence is defined here as a specific aspect of aggression characterised by victimization of another (for example, bullying, domestic violence,genocide)”

”Violence is understood as an aggressive act in which the actor or perpetrator abuses individuals directly or indirectly.”

Question 2

Define Bullying

Answer 2

“when a person is exposed repeatedly over time to negative actions on the part of one or more other people” (Crane and Hannebal)

Question 3

What are the types of bullying, and which gender is more likely to do what type?

Answer 3

• Direct – physical force, verbal threats/teasing. Boys are more likely to bully this way, and are generally more likely to bully than girls.
• Indirect – social exclusion, isolation, gossip. Girls bully indirectly, spreading rumours, manipulating friendships.

Question 4

What are the short-term effects of bullying? according to Olweus (1992) - theory

Answer 4

• Anger
• Higher rate of illness
• Lower grades than non-bullied peers
• Suicidal thoughts and feelings

Question 5

Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying (2004) Smith et al.

Answer 5

Background – Victims of bullying are know to be at risk in peer relationships.

Theory – Olweus previous research

Aim – a follow up design compared friendships, behavioural characteristics of pupils who had 2 years previously answered a questionnaire identifying themselves as victims (V) or non-victims (NV) of school bullying

Sample – 406 pupils aged 13-16 years (190 boys, 216 girls): 175 non-victims (NV-NV, 146 escaped victims (V-NV), 27 new victims (NV-V and 58 continuing victims (V-V).

Method – structured interviews were given to pupils, together with the SDQ (Student Descriptive Questionnaire). Teachers also filled in the SDQ. School records of attendance were obtained.

Results – Continuing victims had fewer friends (but not outside of school), more often missed school, scored high on t he SDQ.

Conclusion – short-term effects of bullying are related to friendship and school attendance which in turn affects the victims in the long term.

Limitations –

• Most data are through self-report
• The role of cause and effect are attributed to the victim but with no controls or variables
• Usually retrospective, data is gathered several years after the bullying has stopped

Question 6

Self-reports of short- and long-term effects of bullying on children who stammer (1999) Hugh-Jones & Smith

Answer 6

Background – victimization may result in social, emotion and psychological effects. Particularly children with special needs, e.g. verbal needs and stammering.

Aim – explore the nature, frequency and causes of bullying amongst children who stammer as well as short and long term effects of their victimisation.

Sample – 276 respondents from The British Stammering Association

Method – Retrospective analysis of school experiences. Semi-structured interviews and postal questionnaires.

Results –

• the majority of respondents had experienced bullying at school and the likelihood of being bullied was related to the reported difficulties in friendship-making.
• Nearly one half of teachers and parents were not aware of this bullying.
• A majority reported immediate negative personal effects and 46% reported long-term effects.

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Question 7

What are the long-term effects of bullying according to Olweus (1992) - theory

Answer 7

• Depression
• Lingering feelings of anger and bitterness
• Difficulty trusting people
• Fear/avoidance of new situations
• Increased tendency to be a loner
• Low self-esteem