Table of contentsThe rationale for the studyObjectives of the studyWhat is bullying?Types of bullyingPhysical bullyingVerbal bullyingSocial bullyingCyberbullyingSexual bullyingCauses and factors leading to bullyingGlobal prevalence rate of bullyingBully-victim relationshipsVictimTypes of victimsCauses or factors behind victimizationBullying Law and RemediesConclusionThe Rationale for the StudyIn the article “Overcoming Bullying Behavior” (Clore and Hibel , 1997), bullying was described as "one or more individuals inflicting physical, verbal, or emotional violence on others, including threats of bodily harm, weapons possession, extortion, violation of civil rights, battery and injury, gang activity, attempted murder, and murder. Nowadays, students avoid going to school and create somatic symptoms out of fear of bullying behavior. Bullying is one of those problems that seems widespread but quiet enough to go unnoticed by even the most keen eyes. This is why the researcher addressed the issue of bullying for the present study. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay In a global context, according to Sheras (2002), incidents of bullying are reported every two seconds of every school day, but they are dismissed as being "friends' madness." Every day, students try to ask for help but get none, leading them to associate emotions such as fear and loathing with the school environment; whereas in the Indian context, the picture is bleaker. From an ethical point of view, the problem of harassment seems non-existent. Reports or research on stalking in India are rare and there is widespread public awareness of the stalker-victim relationship. The seriousness of the situation is such that people engage in acts of intimidation without realizing it due to their ignorance. It is therefore imperative to spread the message and educate society about this deadly phenomenon and this article aims to work in this direction. Objectives of the study To understand the problem of bullying and victimization; its meaning, types and causes. To find out if there are laws regarding bullying behavior. To reduce ignorance and raise awareness in society about bullying. To explore preventative measures related to bullying. Adolescence can be a time of both discovery and disorientation. . According to the World Health Organization (1996), “adolescence generally describes the years between 13 and 19 years of age and can be considered the transition stage from childhood to adulthood.” However, the physical and psychological changes that occur during adolescence may begin earlier, during preadolescence or preadolescence (ages 9 to 12). This period of transition can raise questions of independence and identity. During this phase, adolescents face a series of problems such as physical problems related to growth and development, childhood illnesses. There are various psychological problems such as mental health disorders, risky or illegal behaviors including injuries, legal consequences, pregnancy, infectious diseases and addiction. Psychosocial, cognitive repugnance, and emotional coping are a hallmark of this developmental phase, as even adults struggle with issues of identity, autonomy, sexuality, and relationships, as well asother related thoughts that preoccupy them. Eating disorders, obesity, smoking, drug addiction, irrational and violent behavior, etc. lead to acute health problems, chronic disorders or morbidity later in life. Behavioral disorders are more common in adolescence, such as oppositional defiant disorder, conduct disorder, attention deficit hyperactivity disorder, and bullying, as a risk factor, may play a role important in the development of some of these disorders only during childhood, which can lead to the development of unhealthy behaviors in adolescence. What is bullying? The term "bullying" can be defined as a unique phenomenon anda complex form of interpersonal aggression that manifests itself in different patterns of relationships. DeHaan (1997) defined bullying as ranging from teasing to stealing lunch money to a group of students physically abusing a classmate. He stated that bullying is very similar to other forms of aggression, but can have certain distinguishing characteristics: (a) the intent of the bullying behavior is intentional rather than accidental, (b) the goal is actually to gain control of another child by physical or verbal aggression, (c) bullies usually launch their attack for no real reason, other than the fact that they view their victim as an easy target, (d ) bullies are generally more popular with their peers than children who are simply aggressive. learned behavior. Ryoo, Wang, and Swearer (2014) found that students took on different bullying roles across school years. Indeed, young people can observe bullying (i.e. bystanders), experience bullying (i.e. victims) and perpetrate bullying (i.e. bullies) in different situations and/or over time. In all contexts, for example, a student may be victimized by classmates at school but bully siblings at home. Importantly, these distinct modes of involvement are associated with different mental health outcomes. Physical bullying causes short and long term damage. Verbal Bullying Verbal bullying includes name calling, insults, teasing, intimidation, homophobic or racist remarks or verbal violence. Although verbal bullying may be harmless at first, it can reach levels that begin to affect the individual target. stares, making nasty jokes to embarrass and humiliate, imitating unkindly, encouraging others to socially exclude someone, harming someone's social reputation or social acceptance. , deliberately excluding others online, gossiping or unpleasant rumors, imitating others online or using their handle using digital technologies such as computers and smartphones, social media, instant messaging, SMS, websites and other online platforms. There are different types of cyberbullying: (a) overt bullying, (b) covert bullying, (c) public bullying, (d) private bullying, etc. Sexual Bullying Sexual bullying is a serious problem that needs to be addressed. We can say that sexual bullying is any behavior that degrades someone, singles them out through the use of sexual language, gestures or violence and that victimizes someone because of their appearance. For example: abusive and sexualized insults and insults, unwelcome looks and comments about a person's appearance or appearance, face to faceor behind the back, inappropriate and uninvited touching without consent, sending obscene images to others without consent is a form of sexual behavior. bullying, inappropriate, persistent and unwelcome sexual innuendo, sexism in all its forms and stereotypical gender roles of men and women, graffiti with sexual content or the display/circulation of inappropriate material of a sexual nature, such as pornography, badges or clothing depicting sexual innuendo or language, etc.Causes and factors behind bullyingBullying behavior is not only the result of individual characteristics, but is influenced by multiple relationships with peers, families, teachers, neighbors and interactions with societal influences. Toddlers regularly grab other children's toys, bite and push them when they are angry and refuse to take turns. Much bullying behavior has its origins in normal childhood development. Teenagers who gang up on others explore similar social issues on a more sophisticated level, and those who engage in sexual bullying are often reacting to a hormonal surge. Fried and Fried (1996) believe that even environmental factors can lead to the development of bullying behaviors. According to Ross (1996), social or economic status plays no role in the qualifications of a bully. He clearly feels that something deeper than economic disadvantage or lack of popularity is at work when a child feels compelled to mistreat others. For example, overbearing and anxious bullies often come from homes where issues of power dominate and where sibling interactions are more powerful than child-parent relationships. Additionally, parents who rarely speak as equals with their children and expect their demands to be met without question often encourage bullying behavior in their child. A child who becomes accustomed to dominating his or her sibling and whose parents do not intervene may also grow up believing that physical, verbal, social, or sexual abuse is both effective and normal. A number of studies have shown that the most common reaction to victimization is anger. Without the help of an adult to channel their anger in positive ways, such as getting their bullies to stop, expressing their feelings through positive words or actions, victims of bullying shed their sense of victimization by attacking other children. Global Bullying Prevalence Rate Statistics have demonstrated the daily incidents of bullying behavior in schools. This can happen for several reasons, such as a child trying to gain a specific social status or fear of being bullied themselves. Studies have found that the majority of bullying cases take place on school grounds, but 50% of elementary school students and 35% of secondary students seek help from their parents, and very few see any teacher. It is estimated that one-third of victims have contact with a school counselor, social worker, psychologist, or psychiatrist (Harvard Mental Health Letter, 2001). Fried and Fried (1996) also felt that children who bully are at greater risk of having problems in the future. It concluded that by the age of thirty, 25 percent of adults identified as bullies as children had a criminal record. Statistics demonstrate the need for parents and teachers to have a clear understanding ofcharacteristics of bullying and victims as well as intervention techniques, which would help defuse the situation. Victims of bullying are often physically weaker than those who bully them, but are almost always physically stronger than their own victims. They get excited easily and sometimes provoke other people who are clearly weaker than them. Victims of bullying are generally unpopular with their peers and are more likely than other types of bullies to be both anxious and depressed. Peskin et al. (2006) identify victims of bullying as those who are both bullied by others and who bully others. Very often, children can be victims at home and bullies at school. Bully-victim relationships fit well into this depiction of conflict and aggression. As bullies and victims clash over differences resulting from perceived or actual power or hierarchy, it is highly likely that they will use competitive methods of conflict resolution, not collaborative methods. Bully-victim relationships will involve short-term negative conflicts in which participants use strategies such as aggression, giving in, or withdrawal to resolve the conflict. Bullies often choose aggressive conflict resolution methods, while their victims often use avoidance strategies. A child may have been a victim throughout their childhood, and as they enter adolescence or adulthood, they decide it is time to take control, to control others. Rigby (1993) also indicated that the predisposition to bully others and to be victimized may possibly be correlated. Bully-victim-witness relationships must be viewed in a bidirectional context. Thus, bullies impact the behaviors and thoughts of victims; conversely, victims have a bidirectional impact on the behaviors and thoughts of their bullies. Indeed, the bully-victim relationship is often composed of multiplayer interactions and is further complicated by influences such as other peers (witnesses), school personnel, and children's families. VictimWe can say that a victim is often a person who suffers from destructive disorders. acts out, whether emotionally or physically. They are mostly random, undeserving people who simply happened to be in the wrong place at the wrong time. However, research has found that victims often find themselves in the same situation over and over again. Bullies don't attack their peers randomly; rather, they target a specific subgroup of students who are often victimized over multiple years. Types of Victims Olweus (1996) describes three types of victims: the passive victim, the provocative victim, and victims of intimidation. provoke bullies. They face social isolation, often appear anxious, depressed and fearful, and have a very poor self-image. They have few friends; feeling alone and sad, and more nervous about new situations. This set of symptoms makes them attractive targets for bullies who are particularly skilled at detecting vulnerability. According to Swearer and colleagues (2001), “victims' behaviors and emotional states can make them vulnerable to bullying. Bullying behavior towards them can perpetuate their issues with low self-esteem, depression, anxiety and loneliness, which can make them more vulnerable to bullying. increasingly vulnerable to bullying. » Provocative victims represent a small group..