Types Of Aggressors That Cause Bullying

Types of aggressors that cause bullying

Bullying is a phenomenon that occurs in educational environments in which a child continues, some kind of violence over another. Statistics point to the need to work together, school and family, with the intention of preventing these situations in which a psychosocial component underlies that, therefore, they must be treated from that point of view.

Bully. Cepeda and Caicedo (2012) add that it is characterized by repetitively among students, always in a school environment. An epidemiological study of state level, carried out by the Ombudsman in 2007, indicates that 23.3% on average of Spanish students suffer some kind of school violence, and some autonomous communities, such as Andalusia (27 , 7%) and Navarra and the Basque Country (25.6%), are above average (Garaigordobil & Oñederra, 2017). Also, according to data published by the UNESCO Statistics Institute (IEU), almost a third of the world’s adolescents suffer or have suffered bullying in recent years (UNESCO, 2018).

This phenomenon integrates three types of roles: the aggressor, the victim and the spectators. Commonly, the aggressor is attributed a little empathic, impulsive and lack of control over emotions (Mendoza & Maldonado, 2016). Collell and Escudé (2006) explain that, in these students, antisocial personality, anxiety and low self – esteem are frequent. In relation to the role of victim, there is no consensus by experts to catalog a single profile, since it is usually associated with people seen as different by the group.

Even so, several authors agree that they are usually shy, reserved, unpopular and lack of strategies to solve conflicts (Olweus, 2014; Collell & Escudé, 2006). The spectators are usually companions who do not act either for or against the aggressions, although in some cases they are involved in favor of the aggressor for fear of suffering the same consequences (Collell and Escudé, 2006). On the other hand, Cepeda and Caicedo (2012) say that it is common to find cases of children who, even being victims of bullying they also perform the role of stalkers.

There are many classifications to differentiate the types of aggressions that can be given in bullying, but experts agree on three main categories: verbal aggression, with screams, insults, motes or rumors; psychological aggression, with isolation or feeling of guilt; and physical aggression, with robberies or physical damage (Dueñas & Senra, 2009; Ramírez & Rodríguez, 2013). Cepeda and Caicedo (2012), in turn, add another category: cyber harassment, a form of harassment that occurs through electronic devices.

In any case, whatever the type of violence, all children who are involved in a situation of abuse are more likely to suffer psychological problems, misconduct problems or psychiatric disorders over time. In addition, the student who performs the role of aggressor usually has more serious psychological consequences than the other students involved. Even so, several studies warn that the time that the situation lasts is a key factor in determining the severity of the consequences (Collell & Escudé, 2006).

That is why, and in order to minimize the psychological impact for any of the students, which from the center, together with the families, must work to identify these problems and organize a performance as soon as possible. Ramírez and Arcila (2013) explain that students often ask teachers to help conflicts that may have emerged in the school environment, usually through direct dialogue. Also, Cepeda and Caicedo (2012) claim that from the school center you should pay close attention to the identification of bullying situations, for example, through observation in class or leisure activities.

In this sense, the prevention of bullying is key to avoiding serious consequences on students. Authors such as Dueñas and Senra (2009) attribute to parents and schools the responsibility of educating students to acquire social skills that allow them to correctly relate. In this way, aggressors can replace violent behaviors with other ways of acting, and the victims and spectators of good emotional management can be provided. For example, Leganés (2012) proposes a program to carry out from the School Center, in which through different simple activities, included in the class curriculum, social behavior is promoted through empathy.

In short, in order to carry out a good intervention in cases of bullying, it must be taken into account that each case is different and, therefore, it must be addressed individually. In addition, it is essential that from the center work together with families to address the problem from a socio -emotional point of view, through the emotional management of each child and, at the same time, of the whole group (Collell & Escudé, 2006).

Bibliography

• Cepeda, e. and Caicedo, G. (2013). Harassment: characterization, consequences and prevention. Ibero-American Education Magazine, 61 (3), 1-7.
• Collell, j. And I said, C. (2006). Bullying: a psychopathological approach. Yearbook of Clinical Psychology and Health, 2, 9-14.
• Dueñas, m. L. And Senra, M. (2009). Social skills and bullying: a study in secondary schools in Madrid.Spanish Association of Orientation and Psychopedagogy, 20 (1), 39-49.
• Garaigordobil, m. And Oñederra, J.A. (2017). Epidemiological studies on the incidence of bullying and educational implications. Psychological information, 94, 14-35.
• Leganés, e. N. (2012). An intervention proposal to prevent bullying from a socio -group perspective. Psychology, Society, & Education, 5 (1), 21-40.
• Mendoza, b. And Maldonado, V. (2016). Bullying and social skills in basic education students. Ergo-Sum science, 24 (2), 109-16.
• Muñoz, v. And Vergara, K. (2014). Harassment: characterization and manifestations of the spectator (undergraduate thesis).University of Cuenca, Faculty of Psychology.
• Olweus, d. (2014). Bullying, "bullying", in schools: facts and interventions. Research Center for Health Promotion, University of Bergen, Norway. Recovered from http: // coexivave.SEMSYS.ITESI.Edu.mx/loads/articles/harass%20escolar%20bullying%2c%20en%20las%20escuelas-egos%20e%20 interventions.PDF
• Ramírez-López, c. and Arcila-Rodríguez, W. (2013). Violence, conflict and aggressiveness in the school stage. Education and educators, 16 (3), 411-429.
• UNESCO, (2018, October 1). New data reveals that in the world one in three teenagers suffers bullying. UNESCO STATISTICS INSTITUTE. Recovered from https: // is.UNESCO.org/News/New-Datos-Revelan-Que-Mundo-Cadada-Tres-Adolescent-Sufre-Acoso-Escolar
• http: // coexivave.SEMSYS.ITESI.Edu.mx/loads/articles/harass%20escolar%20bullying%2c%20en%20las%20escuelas-egos%20e%20 interventions.PDF
• http: // coexivave.SEMSYS.ITESI.Edu.mx/loads/articles/harass%20escolar%20bullying%2c%20en%20las%20escuelas-egos%20e%20 interventions.PDF
• https: // is.UNESCO.org/News/New-Datos-Revelan-Que-Mundo-Cadada-Tres-Adolescent-Sufre-Acoso-Escolar
• https: // is.UNESCO.org/News/New-Datos-Revelan-Que-Mundo-Cadada-Tres-Adolescent-Sufre-Acoso-Escolar