BULLYING AND VIOLENCE                    

 BULLYING AND VIOLENCE

Abstract

Bullying and violence among the young and youth generation is a common phenomenon. However, the aspect of being ordinary does not justify its necessity whatsoever. Bullying and violence in our schools, workplace and even in public environments have a strongly negative impact on both the perpetrators and the victims. Both parties are affected psychologically and even physically. This advocate for the need to come up with techniques that can be used to eradicate bullying and violence from all aspects of society. For that reason, this paper is a summary of two articles. One is on the two patterns of behaviour during bullying and the bullying phenomenon among the new generations. There will also be a compare and contrast written on the articles as well to see the similarities and/or differences between the two studies completed. The first article on patterns of behaviour during bullying shows insight on how attachment with parents suggest that there are better relationships among social interaction with other children. The second article, “The bullying phenomenon among the new generations”, shows a study that was conducted to see the association between the infant-parent attachment style as well as the behaviour of the infant/parent during a storybook reading. Both articles provide information regarding the attachment styles between a parent /infant and how that affects the infant/parent to a specific aspect.

The concept of bullying is one that has attracted the attention of scientific researchers over the past years. The study of violence and the phenomenon of bullying has had a significant contribution to understanding the aggressiveness of human beings. It has been so especially for children and young adults in college levels of education. According to this article, aggressive behaviour fin human beings takes two forms or patterns. On pattern is proactive aggressiveness, and the other is reactive aggressiveness (Jara & Ortega-Ruiz, 2017). Reactive aggression takes place in the event of the actual threat. It could be crying due to insult or physical abuse.

Similarly, proactive aggression is usually objective or designed to achieve a particular goal that is beyond bullying or acts of violence. Both both patterns of aggressive behaviour are evident during bullying. The purpose of this article is to make a connection between both proactive and reactive aggression. And their involvement in bullying during schooling. From the findings of the research, the primary personality characteristics have a direct impact on the two patterns of behaviour during bullying — an excellent example of fundamental personality characteristic the neuroticism (Jara & Ortega-Ruiz, 2017). More so, factors such as social and personal issues such as self-esteem and moral values also have an impact on these patterns. In other words, all variables that affect individual and social values have a direct influence on both proactive and reactive patterns for the victims of bullying. However, the research concludes that proactive aggression is more evident on aggressors while victims of bullying often develop responsive patterns of behaviour. Reactive aggression occurs more frequently when compared to proactive patterns of behaviour.

Bullying has been in existence since ancient times. However, its magnitude and the capability to deal with the effect of bullying varies from one generation to another. In most circumstances, most adult perceive that bullying is a way of nature to help students and young individuals from taking harassment as a real problem (Tunde & Ramona, 2019). However, the modern generations have found it more challenging to deal with the phenomenon of bullying. The current generations are referred to as the millennial generation, the Y generation or even the Z generation. Various factors contribute to the intensity of the difficulty to manage to bully. Some of these factors include issues such as hypersensitivity to disregard, narcissism, and the highly regarded norms of self-identity (Tunde & Ramona, 2019). Other factors the contribute to this level of difficulty include the feeling of value for oneself and the acute desire for freedom. More so, the willingness to disobey every predefined rule and disrespect for responsibilities exposes the modern generations to bullying.

As a consequence, exposure to bullying has a significant influence on how these generations evolve. The article has applied the method of qualitative research. The technique is also known as the focus group technique. It is one of the most compelling research methods for collecting non-numerical data, and it focuses on the various features and characteristics of the target group. Such features include meanings and concepts, and also definitions of objects. According to the study, both groups of students from universities and secondary schools are convinced that the phenomenon of bullying has a strong and negative impact on the victims (Tunde & Ramona, 2019). It is much stronger when the event is repeated over a long time on the same victim. The two groups identified that bullying could take various forms. It can be physical bullying where there is the use of violence don the victims. It can be verbal where the bully uses insults and other offensive words on the victims. Lastly, bullying can also be social. Social bullying can be through acts of marginalization or even public humiliation. The purpose of the article is to address the phenomenon of bullying and how different generations perceive it. The study should come up with recommendations for techniques that could be used to curb and reduce bullying and its effects. The results or advice could be used to the culture of educational processes in all the learning institutions.

The two articles summarized above have several similarities. The similarities between the two pieces are spread across three dimensions. The three dimensions include

the purpose of the article,

the method of research applied during the process of conducting the study and lastly, the results of the investigation. In terms of the purpose of the paper, the two articles have demonstrated reasonable levels of similarities. They are all addressing the same concept but using different words and approach. The two articles are discussing the issue of violence and bullying among children and young adults in our societies. In terms of the method applied to conduct the research, it is quite evident that two articles have used the qualitative research method. The fact that the two articles have a common purpose makes it possible to use similar research method when conducting the study. The two articles are dealing with non-numerical data, and in such a case, the most efficient and effective approach to apply for the study is that or qualitative (Tunde & Ramona, 2019). The other form of similarity between the two articles is demonstrated in terms of the findings. The results are obtained from the study. The two authors have used different words and approaches to present the same concept, they both converge at a common point that the phenomenon of bullying has an overall negative effect on the victims and the perpetrators of the vice.

We have discussed some similarities between the two articles above, it is also undeniable to claim that there is evidence of some differences as well. Two different authors cannot publish an identical article regardless of writing about the same topic or concept. For this reason, this part of the article seeks to discuss the differences between the two articles. The differences are presented in terms of

the purpose of the article,

the methods used to conduct the research and the findings from the study. In terms of the goal, the first article bases its objective on identifying and understanding the two types of behaviour patterns that are associated with bullying and violence in learning institutions. The article further seeks to identify the kind of connection between both proactive and reactive modes of behaviour to their involvement in bullying in learning institutions. In other words, the article has discussed bullying with an orientation of understanding proactive and reactive aggression (Jara & Ortega-Ruiz, 2017). On the other hand, the second article has tackled the issue of bullying with the sole purpose of understanding how different generations perceive the phenomenon of bullying. The article has also shown the purpose of devising ways of regulating bullying and its effects. In terms of the methods used for the study, the article on proactive and reactive behaviour patterns has combined two methods as opposed to the second article. IN terms of the findings from the two articles, there is a distinguishable difference. The first article based its conclusions on the scientific data obtained from the research. The second article based its findings from the individual opinion of secondary school and university students.

References

Jara, N., Casas, J. A., & Ortega-Ruiz, R. (2017). Proactive and reactive aggressive behaviour in bullying: The role of values. International Journal of Educational Psychology, 6(1), 1       24. doi:http://dx.doi.org/10.17583/ijep.2017.2515

Tunde, G., & Ramona, B. (2019). The bullying phenomenon among the new           generations. Journal of Educational Sciences and Psychology, Ix (lxxi)(1) Retrieved from https://search.proquest.com/docview/2302389651?accountid=3588.