Bullying is an aggressive anti-social behavior found in the imbalance of power, which it perpetuates. The emotional and physical effects of bullying are registered in the brain equally, which means verbal bullying is perceived as physical harm. Bullying consists of repetitive acts of harassment which are deliberate, eliciting an emotional response in the victim which disturbs and affects the victim's sense of belonging and his or her basic needs. Ostracism is both a form of bullying and a frequent result of it. It is perceived as shame and "social punishment" by the victim, causing anxiety and anger. When this anger is turned outward, the most vulnerable type of victim is created, a bully-victim. When it is turned inward, the victim feels disgraced and "deformed." Indeed, such a victim is unable to pass through normal, wholesome identity crises and form fulfilling relationships. Self-mutilation and death may be the victim's ultimate recourse.
Bullying is an exercise in cruelty, aiming at the psychological (sometimes physical) annihilation of the victim. Unable to form adequate, self-respecting Self-Image and Ego-Identity, the victim often turns the anger inward and perpetrates violence on herself, such as the acts of cutting, starving (or gorging) oneself, even taking her own life. Self-harm corresponds to the degree of despair and hopelessness, and results in further inability to socialize into typical gender roles. Inability to cope with bullying may produce or be connected to gender-identity issues.
A limited number of effective anti-bullying programs exist in our schools, most notably perhaps the OBPP, Olweus Bullying Prevention Program. Such programs differ in approaches, rules and applications: some are punitive in style, while others encourage peer mediation and group responsibility (Wood, 2012, p. 39). There is an equally limited number of studies assessing efficiency of these programs. Swearer, Espelage, Vaillancourt, and Hymel (2010) found multiple inconsistencies and no clear indicators of reduced bullying. In some cases, there was even an increase in bullying after the program was introduced, almost as if shining light on the abusive conduct offered it credence and importance (Swearer et al., 2010; Wood, Id.).
This study intends to define and analyze the psychology of bullying, and its impact on students' development, their self-image and a sense of self-worth, but also how such individualized affects may be socially detrimental and lasting, thus damaging the entire society. Childhood bullies, when unchecked and uncorrected, grow up into adult bullies, and though they may sometimes succeed, finding a niche in the profession where bullying is tolerated and even admired (such as law or real estate), they will suffer a life without true friends, divorced, surrounded by callous family members, and, what is more, they will always be unhappy and unable to fulfil their existence with honesty and a socially meaningful purpose. The Author's goal is to compare and assess various measures, both individual and organizational, that are commonly taken to prevent bullying, and outline a possible curricular strategy (program) to address bullying as part of a whole-school approach (Futureswithoutviolence, 2021). Special consideration is paid to: Self-Image; Anger and Violence (empathy being key to all anti-bullying measures); School Culture and Climate; Diversity, Inclusion, and Marginalization; Leadership; and Anti-Bullying Programs and their alternatives.
