1.1 Origins and developments of the phenomenon
Every day the media informs us of the increasingly urgent need to deal with a serious phenomenon among young people: bullying. The exponential growth of this phenomenon, especially in the school context, underlines the importance of tackling this problem, of studying it and understanding it so that bullying is prevented from becoming a real social scourge in the future.
International studies
The first research on the phenomenon of bullying at school developed in Norway and dates back to the early 1980s, when Olweus (1983) conducted a descriptive survey of the Norwegian school population, finding a high incidence and seriousness of the phenomenon in all age groups.
Starting with this first survey, over the years, all over the world, research has aimed at investigating both the frequency of the phenomenon of bullying and exploring the psychological or relational dynamics that are triggered between the subjects involved in bullying episodes. For example, in England research showed that incidences of bullying varied between different types of schools, with 19% of primary school, and 8% of lower secondary school pupils reporting bullying experiences (Whitney and Smith, 1993). However, other research in UK schools showed that, across four terms, anti-bullying interventions were associated with reductions in incidences of bullying in the schools, the levels of improvement being positively associated with the extent of engagement with the interventions among participants (Smith and Sharp, 1994).
Also, large research studies across many other countries, such as Australia, Belgium, Finland, Spain and the United States, show interventions implemented in schools have effects on levels of bullying. However, other variables have also been shown to be important in impacting bullying, such as the age of pupils. These include:
Age - It has been shown that the incidence of bullying behaviors decreases as children get older. However, while incidences of bullying become less frequent, their rate of danger and severity increases (Smith et al., 2008).
Gender - It has been shown that boys engage in a higher percentage of bullying incidents than girls. In contrast, girls use more forms of indirect bullying (Björkqvist, 1994).
Place - School spaces have been shown to be preferential for bullying episodes
Stability of roles - The roles of those involved in bullying tend to remain stable over time. Either as those who engage in bullying behaviour or those who are targets for bullying (Menesini, 2000).
Bullying
Bullying is a phenomenon that affects boys and girls without distinction. The term, "bullying" literally means "to intimidate" and can involve very obvious bullying or more subtle forms of bullying which concern the area of the relationship and acts through more subtle and veiled exclusion. This is often more difficult to identify for external observers as it involves "psychological" aggression rather than physical violence.
"For the purposes of the law, the term "bullying" means aggression or repeated harassment, by a single person or a group of people, against one or more victims, in order to cause them feelings of anxiety, fear, isolation or marginalization, through harassing acts or behaviour, physical or psychological pressure and violence, instigation to suicide or self-harm, threats or blackmail, theft or damage, offenses or derision, also the race, language, religion, sexual orientation, political opinion, physical appearance or personal and social conditions of the victim." (from art. 1 paragraph 2 of the law proposal 3139 of 2016).
While bullying may be disguised as “jokes” or “quarrels”, it differs in purpose from such interactions. Bullying is done with the intention of harming another, denigrating or humiliating him, to laugh "at someone". It aims to impose dominance and one's will on another, through the use of coercive tools.
Bullying - Main features:
Intentionality constitutes one of the main characteristics of this phenomenon. Bullying is Bullying?intended -as SELa Sketchesway to acquire advantages, social prestige and personal gratification through targeting another. The individual who engages in bullying behavior gets gratification or advantage from insulting, attacking or humiliating the person they have targeted, despite the evident suffering of that person.
The repetitiveness of the incident can be a feature of bullying, where the bullying interactions can repeat, can be thought of repeatedly by the victim (repeating the impact for them) or can be recorded and repeatedly shared on the internet/via social media.
There is also a marked asymmetry of power between the parties: the bully is someone who has greater power than the victim, due to age, strength, size, gender to which he belongs (generally a male is stronger than the female), or his popularity within the peer group.
In In addition, the sensitivity of the victim to the violence suffered, understood as vulnerability, causes the same to present physical or psychological characteristics that make him more prone to victimization. Sometimes, this leads others to think that victims deserve to be victims because they often engage in provocative and/or "different" behavior from their peers. Endorsing this thought can lead to “victim blaming” which can further add to the challenges of those targeted in incidents of bullying.
Amplify everything, there is also the notoriety factor of the act , i.e. the tendency to make the incident known to as many as possible by the person who engages in bullying behaviour. This is done to obtain "respect" and "popularity", and to keep constant one's level of power to instill in others a feeling of fear.