1. Bullies and whipping boys/girls
Dr. Carl H.D. Steinmetz
With the help of Dr. Chang-Hun Lee
22 November 2014
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2. Wang-tta = a socially excluded student
Jipdan ttadolim = Socially exclusion perpetrated by group of students
Jipdan gwaerop’im = peer harassment
Hak’kyo pong’nyeok = school violence
(Jun Sung Hong, Chang-Hun Lee, Jungup Lee, Na Youn Lee and
James Garbarino, 2013)
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3. South Koreans 11-16 years (Jun Sung Hong et. al. 2013):
5.8% socially excluded by peers and 10.2% socially excludes peers.
Middle school in South Korea 40% of the students participated in bullying at
school
10-15% of the students in primary and secondary education and 20% among
adult at the workplace (Nielsen, 2009)
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4. 4

5. • Definitions and group dynamics
• Examples
• Intervention models
• Tips
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6.  A pronounced whipping boy is a boy who for a
fairly long time has been and still is exposed to
aggression from others; that is boys or girls from
his own class or maybe from other classes often
pick fights and are rough with him or tease and
ridicule him
 A bully is a boy who fairly often oppresses or
harnesses somebody else; the target may be boys
or girls, the harassment physical or mental
 A bystander is a person who watch bullying
happen or hear about it
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7.  Hurtful bystanders (instigate, encourage or
join in bullying; most are passive)
 Helpful bystanders (intervene or get help)
 Why don't bystanders intervene? Reasons are:
none of my business, fear to become hurt or
victimized, fear retribution, by telling adults
things might become worse)
 Bystanders who don’t intervene experience
stress, anxiety and guilt feelings
Conclusion: prepare children to become
effective bystanders
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8. For whipping boys/ girls and bystanders
 Behavioral, emotional and social problems
 Psychosocial and wellbeing problems
 More suicidal/ self-injuries behavior
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10. Example: Group 3, 6-7 years, Korean school Amsterdam
One boy has been bullied by three kids, all boys, they didn’t want to play
with this boy and they told the other classmates not to play with him.
Bystanders sometimes get involved eagerly or reluctantly with this bully.
The boy asked them several times not to do that but nobody listened to
him, and this led him to make a decision to quit the school because he
couldn’t handle bullying/the bully anymore. In the meantime, his
classmates are aware of the reason why he quit and sent him a card
saying that they feel sorry about it and want him to come back to school.
The boy is relieved and happy to hear that, but is not yet ready to come
back to his class.
During the break: the children from group 4 confront group 3 quite often,
teasing and calling nick names happen and end up with fights or
quarrels. These kids meet at their own school, Dutch or International
during the week and this is just a continuation on Saturday at our school.
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11. Example: Korean school Amsterdam, Junior high and high school
students
There are always one or two students who influence the atmosphere in
the class negatively and the presence of this kind of students can affect
the quality of the class/lessons as well. If the teachers spend more time
to take care of them, then the other students lose interest and
concentration in the class.
Are there ways/methods to lead the whole class in harmony?
Bully and whipping boys situations do happen more often in Dutch
schools than in our school according to our students. For instance, Dutch
teachers have favoritism and trust other Dutch students more than
Korean ones. They get all the credit and the teachers are not always fair
in decisions and evaluations in the classrooms.
What can we advise our students and their parents when they talk about
this to us?
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12. Example: Korean school Rotterdam
[Case 1]
A pupil from Grade 4: very easily upset at making mistakes and at
being corrected by the teacher, when he gets angry then goes out of
the classroom crying,
he also walks around the classroom and bothers the other
classmates, a very difficult student to get along well with the others
and asks a lot of attention in the class,
How do I have to handle this kind of kids? Will showing affection
and being kind to him in any situation help?
[Case 2]
It is not easy to notice problems in the class, among students and
their language ability. Communication with the parents is difficult
because they don't know or don't want to know the problems of
their children or don’t want to admit that they (the problems) exist.
What is the role and boundary as a teacher for the well-being or our
students at the Korean school, which is held only one day per week
as weekend school?
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13. Bullying behaviors explained by intervening parties ( R2 = .36)
Individual traits/Bullying behaviors (R2 = .54)
Family Interaction/Individual traits (R2 = -.41)
Individual traits/Parental involvement (R2 = .26)
Parental Involvement/Bullying Behavior (R2 = .12)
Individual traits/School climate (R2 = -.17)
School Climate/ Bullying behaviors (R2 = -.09)
Important intervening parties are parents, family and school
climate/ teachers/ peers at school.
Non-western, Asian/ Korean is collectivism inside family,
positive opinion about fun-seeking and the opinion that
parents are not allowed to interfere in school policy
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14.  Social exclusion
 Neglect
 Verbal, physical and sexual aggression
 Teasing, gossip and ridicule
 Sabotage, lie
 Not informing about messages/ meetings
 Theft
 Vandalism
 Stalking (face-to-face and internet)
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15. Whipping boys
 Anxious, insecure, and nervous
 Incapability or Fear of aggressive reactions
 Evaluate themselves and situation negative
 Not negative relation with parents
Bullies
 Secure, less afraid, less anxious
 Evaluate themselves and situation positive
 Less strong and positive relations with parents
Well adjusted boys
 More secure, less anxious
 Evaluate themselves and situation positive
 Positive relation with parents
 Nonaggressive
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16. Individual traits
 Psychiatric disorders like impulsivity, borderline
 Insecurity, need to express power, revenge and joking
Family and parenting
 Expatriation/ immigration (children are not plants that can be repotted)
 Death of mother, father, sibling or other important beloved person, like
grandmother or father
 Family violence
 Neglecting, abusive or authoritarian education style
School and class climate
 Unstructured (absence of rules and not authoritative)
 Inconsistent
 Absence of supervision
 Lack of parental involvement in social and intellectual progress of the
students
 Lack of sharing experiences of exclusion and discrimination
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17. Board of the school
 Involve parents in the social climate of school
 Ask parents to share private information of the (nuclear) family like
effects of expatriation or family violence
 Be congruent between (nuclear) family and school
 Ask the church to pay attention to bullying
School climate and class management
 Apply school rules about favorable behavior of students and personnel
 Apply class management principles (clear start, middle part and clear
end of the lesson)
 Keep order in class
 Apply measures of supervision of students, children and personnel
 Share among personnel both intellectual and social performances of
children and students (not punitive)
 Ask children to share in little class groups their experiences with
trauma’s, expatriation, exclusion and discrimination in International and
Dutch schools
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