Bullying

Bullying can be physical.

School bullying, school marriage, school bullying, school bullying or English bullying is any form of
psychological, verbal or physical abuse that occurs repeatedly in school children over a period of
time in the classroom. Through social networks, with the specific name of cyberacross.1
Statistically, the dominant type of violence is the emotional type and is mostly given in the
classroom and the school playground. The protagonists of cases of bullying are usually boys and
girls in the process of entering adolescence, with the percentage of girls in the profile of victims
being slightly higher.

Bullying is a characteristic and extreme form of school violence.

Bullying is a kind of torture, methodical and systematic, in which the aggressor is a victim, often
with the silence, indifference or complicity of other partners.2

This type of school violence is characterized, therefore, by a reiteration aimed at achieving

intimidation of the victim, implying an abuse of power insofar as it is exercised by a stronger
aggressor (and to sea this real strength or perceived subjectively) than that . The abused subject
is thus physically and emotionally exposed to the abusive subject, generating as a consequence a
series of psychological sequels (although they are not part of the diagnosis); It is common that the
harassed live terrified with the idea of attending school and that he is very nervous, sad and lonely
in his daily life. In some cases, the harshness of the situation may lead to thoughts about suicide
and even its materialization, the consequences of harassment towards people with no age limit.

They are often more prone to bullying than children with functional diversity, including Down
syndrome, autism, Asperger syndrome, and so on.

Types of bullying

Professors Iaki Piuel and Zabala and Araceli Oate have described up to 8 types of bullying,
with the following incidence among victims: 4

Social blockade (29.3%)

Harassment (20.9%)

Manipulation (19.9%)

Constraints (17.4%)

Social Exclusion (16.0%)

Intimidation (14.2%)

Aggression (12.8%)

Threats (9.3%)

Social block

It groups bullying actions that seek to socially block the victim. All of them seek social isolation and
their marginalization imposed by these blocking behaviors.
They are examples of the prohibitions of playing in a group, of talking with others, of which nobody
can relate to him, because they are indicators that point to an attempt on the part of others to
break the social network of supports of the child.

It is included within this group of actions to get involved with the victim to make him cry. This
behavior seeks to present the child socially, among the peer group, as someone loose, unworthy,
weak, helpless, stupid, crying, etc. The crying of the child triggers socially in its surroundings a
phenomenon of secondary stigmatization known as the mechanism of goat Expiatorio Of all the
forms of school bullying is the most difficult to combat to the extent that it is a very frequently
invisible and that leaves no trace. The child himself identifies no more than the fact that no one
speaks of what nobody wants to be with him or of the other systematically exclude him from
games.

Harassment

It groups bullying behaviors that consist of actions of harassment and psychological harassment
that show contempt, disrespect and disregard for the dignity of the affected. Contempt, hatred,
ridicule, ridicule, contempt, motes, cruelty, gesture of contempt, imitation burlesque are the
indicators of this scale.

Social manipulation

It groups those bullying behaviors that attempt to distort the child's social image and "poison"
others against him. With them it tries to present a negative, distorted and negatively charged
image on the victim. The inks are charged against everything the victim says or does, or against
everything he has not said or done. No matter what you do, everything is used and serves to
induce the rejection of others. Because of this manipulation of the social image of the harassed
victim, many other children join the harassment group involuntarily, perceiving that the harassed
person deserves the harassment he receives, incurring a mechanism called a "basic attribution
error."

Coercion

It groups those bullying behaviors that pretend that the victim acts against his will. Through these
behaviors those who harass the child intend to exercise a mastery and a total submission of their
will.

The fact that the victim does these things against his will provides those who force or distort that
will different benefits, but above all social power. Those who harass are perceived as powerful,
above all, by others who witness the victim's bowing. Often, coercion means that the child is a
victim of abuse, abuse or unwanted sexual behavior that must be silenced for fear of reprisals on
himself or his siblings.

Social exclusion

It groups bullying behaviors that seek to exclude from participation the harassed child. The "you do
not" is the center of these behaviors with which the harassing group socially segregates the child.
To ignore it, to treat it as if it did not exist, to isolate it, to prevent its expression, to prevent its
participation in games, the social emptiness in its surroundings takes place.
Intimidation

It groups those school bullying behaviors that seek to intimidate, intimidate, intimidate or consume
the child through an intimidating action. With them those who harass seek to induce fear in the
child. Its indicators are actions of intimidation, threat, intimidating physical harassment,
harassment upon leaving school.

Threat to integrity

It groups bullying behaviors that seek to amilanar through threats against the physical integrity of
the child or his family, or through extortion.

Causes

The aggressor: psychological characteristics and family environment

Main article: Stalker # El_acosador_escolar

Although the school bully does not have to suffer any mental illness or serious personality
disorder, it usually presents some kind of psychopathology. Fundamentally, it shows lack of
empathy and some kind of cognitive distortion, and usually it is a person who has seen violence
regularly, is accustomed to it or at home his subjects are treated aggressively and treated
improperly to him.

The lack of empathy explains his inability to put himself in the place of the harassed and be
insensitive to the suffering of this and that can lead to suicide

The school environment

It may be the case that the absence in class (or, in general, in the educational center) of an
adequate climate of coexistence can favor the appearance of bullying. The responsibility in this
respect varies between the figure of some teachers who have not received specific training in
matters of intermediation in conflicting school situations, and the reduction of their profile of
authority within the current society.

Consequences

School bullying, like other forms of psychological abuse, produces biological (gene expression)
and mental sequelae. Specialists from the Center for Studies on Human Stress (CSHS) of the
Louis-H Hospital. Lafontaine of Canada suggest that harassed victims are more vulnerable to
mental problems such as post-traumatic stress disorder, depression, and mood disorders as they
age.6

Homophobic school bullying

Main article: Homophobic school bullying

Homophobic or gay bashing refers to any kind of harm to people, both psychologically, physically
and morally because they have or appear to have a different sexual orientation. Obstacles and
isolations define school violence, - Angela Gabs Gasa states in "The phenomenon of social
exclusion" the obstacles that certain people encounter in order to participate fully in social life,
being deprived of some or several of the options considered as fundamental to Their human
development. "
Prevention

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It is estimated that simultaneous intervention on individual, family and socio-cultural factors is the
only possible way of preventing bullying. Prevention can be done at different levels.

Primary prevention would be the responsibility of the parents (commitment to a democratic and
non-authoritarian education), society as a whole and the media (in the form of self-regulation for
certain content).

A secondary prevention would be the concrete measures on the population at risk, that is, the
adolescents (fundamentally, to promote a change of mentality with respect to the necessity to
report cases of bullying even if they are not victims of them), and on the population Directly linked
to this, the teaching staff (in the form of training in skills suitable for prevention and resolution of
school conflicts).

Finally, tertiary prevention would be the measures to help the protagonists in cases of bullying.

The aid can be grouped into information for parents, 7 teachers8 and students.9