Running head: BULLYING BULLYING Bullying Bullying literature review Name Course Tutor Date Introduction Bullying is a phenomenon that all individuals are familiar with either directly or indirectly through observing another person perpetrate or become the victim of bullying. Despite the near unanimous opinion that bullying is bad, schools and workplaces fail to stop the practice. Resent suicide deaths caused by bullying have brought bullying to the forefront of public discussion, despite this, the practice persists, and thousands of schoolchildren suffer in silence (Ortega, Mora‐Merchán, & Guarini, 2012). The use of force to intimidate and dominate others not only takes place in school hallways but also in workplaces. A significant number of adults polled in surveys revealed that they experienced some form of bullying (Woodrow & Guest, 2014). This literature review delves deeper into the subject of bullying with the aim understanding the key motivations of bullies, the impact of bullying on victims and possible solutions to the practice. Literature review Bradshaw, & Sawyer. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 361. The first peer reviewed article that I assessed to help me understand bullying in schools comes from the Journal of School and Psychology review. The tone of the Journal article suggests that the authors intended it for an audience comprising of individuals in the education sector. In writing the article, the authors set out to understand victimization of students due to bullying and the difference in perception of students and teachers. The authors note that even though their study focused on elementary schools, the lessons apply in numerous environments where many people work together in close proximity (Bradshaw & Sawyer, 2007). In their quest to understand bullying, the authors observed that one of the reasons many schools fail to adopt appropriate measures to deal with bullying is that the staff’s perception of bullying is different from that of the students. To students, bullying is a detestable activity that has serious psychological implication; however, most staff brush off bullying as innocent jostling between students. The authors note the necessity of school staff to take bullying seriously to prevent more deaths and incidences of depression (Bradshaw & Sawyer, 2007). Flaspohler, Elfstrom, Vanderzee, & Birchmeier. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 636-649. The second peer reviewed paper that helped me better understand the issue of bullying in schools is from the Journal of psychology in schools. The authors of the peer-reviewed journal focused their research on the impact of teacher and peer intervention in reducing instances of bullying in schools. The authors intended the article towards ...

1. Running head: BULLYING
BULLYING
Bullying
Bullying literature review
Name
Course
Tutor
Date
Introduction
Bullying is a phenomenon that all individuals are familiar
with either directly or indirectly through observing another
person perpetrate or become the victim of bullying. Despite the
near unanimous opinion that bullying is bad, schools and
workplaces fail to stop the practice. Resent suicide deaths
caused by bullying have brought bullying to the forefront of
public discussion, despite this, the practice persists, and
thousands of schoolchildren suffer in silence (Ortega,
Mora‐Merchán, & Guarini, 2012). The use of force to intimidate
and dominate others not only takes place in school hallways but
also in workplaces. A significant number of adults polled in
surveys revealed that they experienced some form of bullying

2. (Woodrow & Guest, 2014). This literature review delves deeper
into the subject of bullying with the aim understanding the key
motivations of bullies, the impact of bullying on victims and
possible solutions to the practice.
Literature review
Bradshaw, & Sawyer. (2007). Bullying and peer victimization at
school: Perceptual differences between students and school
staff. School Psychology Review, 361.
The first peer reviewed article that I assessed to help me
understand bullying in schools comes from the Journal of
School and Psychology review. The tone of the Journal article
suggests that the authors intended it for an audience comprising
of individuals in the education sector. In writing the article, the
authors set out to understand victimization of students due to
bullying and the difference in perception of students and
teachers. The authors note that even though their study focused
on elementary schools, the lessons apply in numerous
environments where many people work together in close
proximity (Bradshaw & Sawyer, 2007). In their quest to
understand bullying, the authors observed that one of the
reasons many schools fail to adopt appropriate measures to deal
with bullying is that the staff’s perception of bullying is
different from that of the students. To students, bullying is a
detestable activity that has serious psychological implication;
however, most staff brush off bullying as innocent jostling
between students. The authors note the necessity of school staff
to take bullying seriously to prevent more deaths and incidences
of depression (Bradshaw & Sawyer, 2007).
Flaspohler, Elfstrom, Vanderzee, & Birchmeier. (2009). Stand
by me: The effects of peer and teacher support in mitigating the
impact of bullying on quality of life. Psychology in the Schools,
636-649.
The second peer reviewed paper that helped me better
understand the issue of bullying in schools is from the Journal
of psychology in schools. The authors of the peer-reviewed
journal focused their research on the impact of teacher and peer

3. intervention in reducing instances of bullying in schools. The
authors intended the article towards an audience comprising of
education professionals. In the article, the authors assessed
several schools that have taken proactive steps to reduce
bullying by involving students and teachers (Flaspohler,
Elfstrom, Vanderzee, & Birchmeier, 2009). The authors noted
that bullying mitigation strategies that involved peers had a
high chance of success as compared to strategies that involved
school staff only. Students in schools that implemented bullying
mitigation strategies responded high in quality of life. The
conclusion of the peer-reviewed article suggests that peer
mitigation strategies work best in preventing bullying.
Mills, & Carwile. (2009). The good, the bad, and the borderline:
Separating teasing from bullying. Communication Education,
276-301.
The third peer reviewed article that helped me to
understand the issue of bullying comes from the Journal of
Communication Education. The authors intended the article to
educational institutions and workplaces. The authors intended to
delineate teasing from bullying by asking the question; when
does teasing cross the line and turn into bullying? By
conducting a research, the authors found out that there is no
simple way to delineate teasing from bulling. However, the
authors found out that in bullying, the victim often feels
humiliated and angry towards the bullies while in teasing the
victim is ambivalent (Mills & Carwile, 2009). Knowing the
difference between bullying and teasing enables school staff
and policy makers to address bullying more efficiently (Mills &
Carwile, 2009).
Ortega, Mora‐Merchán, & Guarini. (2012). The emotional
impact of bullying and cyberbullying on victims: a European
cross‐national study. Aggressive behavior, 342-356.
The fourth article used to help me further understand the issue
of bullying comes from the Journal of Aggressive behavior. The
authors of the peer reviewed article set out to document the
emotional impact of bullying on victims. The article, intended

4. towards psychologists, social health workers and individuals
working in the education sector, provides some valuable
pointers to help victims. The authors note that bullying has
serious psychological impact on victims; feelings of
helplessness can quickly turn into depression and suicide
(Ortega, Mora‐Merchán, & Guarini, 2012). Individuals helping
victims of bullying should create a safe environment. The
article helped me understand the emotional impact of bullying
(Ortega, Mora‐Merchán, & Guarini, 2012).
Thornberg, Tenenbaum, Meyers, & Vanegas. (2012). Bystander
motivation in bullying incidents: To intervene or not to
intervene? Western Journal of Emergency Medicine, 13.
The fifth peer-reviewed article comes from the Journal of
Emergency medicine, it focuses on the factors that motivate
bystanders to intervene or fail to intervene in bullying cases.
The authors note that the decision of whether to intervene or not
to intervene depends on the connection between the bystander
and the victim; generally, people only intervene when they
know or have an association with the victim (Thornberg,
Tenenbaum, Meyers, & Vanegas, 2012). People with a strong
moral conviction also tend to intervene and help bullying
victims. The implication of the authors’ research is that creating
closer bonds between students or workmates helps to alleviate
bullying (Thornberg, Tenenbaum, Meyers, & Vanegas, 2012).
Wachs. (Emotional and Behavioural Difficulties). Moral
disengagement and emotional and social difficulties in bullying
and cyberbullying: Differences by participant role . 2012, 347-
360.
The sixth peer-reviewed journal focusses on the
disengagement of morality among bullies and the inadequacy of
the society to stop the practice. The authors note that a large
number of bullies and cyberbullies have strong moral
convictions but nonetheless choose to set aside morals and
humiliate their victims; the authors opine that one reason for
this is poor self-esteem among bullies (Wachs, 2012). Simply
increasing vigilance will not stop bullies; instead, the society

5. should focus on psychological counselling. The article provides
some useful pointers on bullying.
Williams, & Guerra. (2007). Prevalence and predictors of
internet bullying. Journal of adolescent health, S14-S21.
The seventh per reviewed journal on bullying focusses on the
issue of internet bullying. In 2007, the authors wrote the article
to document an alarming new trend, online bullying. The article
notes that people active in forums and social media networks
are at high risk from bullying, usually perpetrated by
acquaintances. The article also notes that cyberbullies attack an
individual’s insecurities in a flurry of messages and
embarrassing posts intended to humiliate the victim and make
them feel worthless (Williams & Guerra, 2007). Cyberbullying
leaves deep emotional scarring that can lead to depression and
suicide. The increasing popularity of the internet necessitates
proper oversight from social medial companies, school staff,
and parents to identify cases of online bullying and prevent
them from claiming any more lives (Williams & Guerra, 2007).
Woodrow, & Guest. (2014). When good HR gets bad results:
exploring the challenge of HR implementation in the case of
workplace bullying. Human Resource Management Journal, 38-
56.
The final peer reviewed article that helped me better
understand the issue of bullying comes from the Journal of
Human resource management. The article delves into the topic
of bullying in workplaces. The article, intended towards human
resource professionals, notes that there are many similar
patterns between workplace bullying and school bullying.
Human resource departments usually do not take bullying
seriously because it is masked as teasing or competition; this is
despite the fact that workplace bullying has a serious impact on
employee productivity (Woodrow & Guest, 2014). The article
notes that most workplace bullying targets women. The best
approach to deal with bullying in schools and in workplaces is
to involve peers and encourage them to intervene whenever they
encounter an incident of bullying (Woodrow & Guest, 2014).

6. The insights contained in the article helped me further
understand the issue of bullying.
References
Bradshaw, & Sawyer. (2007). Bullying and peer victimization at
school: Perceptual differences between students and school
staff. School Psychology Review, 361.
Flaspohler, Elfstrom, Vanderzee, & Birchmeier. (2009). Stand
by me: The effects of peer and teacher support in mitigating the
impact of bullying on quality of life. Psychology in the Schools,
636-649.
Mills, & Carwile. (2009). The good, the bad, and the borderline:
Separating teasing from bullying. Communication Education,
276-301.
Ortega, Mora‐Merchán, & Guarini. (2012). The emotional
impact of bullying and cyberbullying on victims: a European
cross‐national study. Aggressive behavior, 342-356.
Thornberg, Tenenbaum, Meyers, & Vanegas. (2012). Bystander
motivation in bullying incidents: To intervene or not to
intervene? Western Journal of Emergency Medicine, 13.
Wachs. (Emotional and Behavioural Difficulties). Moral
disengagement and emotional and social difficulties in bullying
and cyberbullying: Differences by participant role . 2012, 347-
360.
Williams, & Guerra. (2007). Prevalence and predictors of
internet bullying. Journal of adolescent health, S14-S21.
Woodrow, & Guest. (2014). When good HR gets bad results:
exploring the challenge of HR implementation in the case of
workplace bullying. Human Resource Management Journal, 38-
56.