Bullying repsonds to peers work below

 

Urie Bronfenbrenner believed that relationships with different environmental systems is what development was based on.  Bronfenbrenner believed there were five systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem.  Each of these systems can have an effect on bullying and children.  The microsystem is the main system in a child’s life.  This is made up of who and what the child is surrounded by on a daily basis like family, friends, and their religion (Mossler, 2014, sec. 1.5).  Since this system makes up the child’s entire life, then the influences of all these aspects need to be positive.  The mesosystem is the involvement and relationships of the parents and the child’s friends (Mossler, 2014, sec. 1.5).  The effects of the system and bullying is if the parents are not involved in what is going on in school, then the child may not want to tell the parents about being bullied – if he or she is.  If the child’s friends are bullying someone, the child may feel like he/ she needs to also bully to fit in.  The exosystem is whenever the child is left alone without the care of their parent around – maybe because the parent has to work and has to leave the child unattended (Mossler, 2014, sec. 1.5).  The effect this system might have on children and bullying is the child might be seeking some sort of attention and picking on someone is getting attention from everyone around and this is what the child might be screaming to have.  The macrosystem involves basically stereotyping males and females.  “Males can do this, and females can’t” or vice versa – that sort of thing.  The effect this might have is say a guy enjoys tumbling and that sort of sport and wants to join the cheer squad because that is the closest thing he can get to tumbling at school.  This guy might be bullied because he is joining what is traditionally a “girl sport.”  The chronosystem is the involvement of all of the systems together.  Each effect the other stages have all play a part and make up the chronosystem. 

Dosomething.org (n.d.). writes that around 3.2 million youth are victims of bullying each year. 

According to Lisa Garby (2013), she says that research shows that if parents bully, then their child is most likely to bully as well (pg. 449, para. 3).  This fact could fall under the system of microsystem of Bronfenbrenner’s. 

The American SPCC tells us that groups like: LGBT youth, youth with disabilities, and socially isolated youth are at higher risks for being victims of bullying (para. 3).  This fact could fall under the system of microsystem of Bronfenbrenner’s because of the stereotyping. 

Positive friendships would definitely play a big role in a child’s life because if the child is surrounded by postitive influences, then he or she is more likely to act the way the friends act.  This is the same with negative friends.  If a child is surrounded by negative influences, then that child is more likely to act the way the negative people act.  If they bully, then the friends of that group is more likely to bully.  I always try to tell my son to hang out with good friends who help others and who are nice to everyone. 

There are many ways to help stop bullying.  However, I know from experience that some children are afraid to tell and adult about bullying because of the fear of being bullied more. 

In the required article for this discussion, it says that “parent training and education are essential components of effective interventions to reduce bullying” (Shetgiri, Lin, Avila, & Flores, 2012, p. 2281, para. 2).  I think the involvement of parents/ caregivers and checking in on their children is a great way in knowing how the child is being treated.  Open lines of communication are essential, in my opinion, to know always be in the know. 

Resources:

American SPCC. (n.d.). Bullying statistics and information. Retrieved from http://americanspcc.org/bullying/statistics-and-information/

Dosomething.org. (n.d.). 11 facts about bullying. Retrieved from https://www.dosomething.org/us/facts/11-facts-about-bullying

Garby, L. (2013). Direct bullying: criminal act or mimicking what has been learned? Education, (4), 448. 

Mossler, R. (2nd ed.). (2014). Child and Adolescent Development. San Diego, CA: Bridgepoint Education.

Shetgiri, R., Lin, H., Avila, R. M., & Flores, G. (2012). Parental Characteristics Associated With Bullying Perpetration in US Children Aged 10 to 17 Years. American Journal Of Public Health102(12), 2280-2286. doi:10.2105/AJPH.2012.300725







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