Introduction
Definition
Types of bullying
Verbal bullying including derogatory comments and bad names.
Bullying through social exclusion or isolation.
Physical bullying such as hitting, kicking, shoving, and spitting.
Bullying through lies and false rumors.
Having money (money extortion) or other things taken or damaged by students who bully.
Being threatened or being forced to do things by students who bully, as in slave contracts.
Racial bullying.
Sexual bullying.
Cyber bullying (via celluar phone or the Internet).
Prevalence
Characteristics of students who are bullied
have torn, damaged, or missing pieces of clothing, books, or other belongings
have unexplained cuts, bruises, and scratches from fighting
have few, if any, friends with whom they spend time
seem afraid of going to school, walking to and from school, riding the school bus, or taking part in organized activities with peers, such as those of clubs or sports
take a long, "illogical" route when walking to or from school
lose interest in doing schoolwork or suddenly begin to do poorly in school
appear sad, moody, teary-eyed, or depressed when coming home from school
complain frequently of headaches, stomachaches, or other physical problems
frequently have bad dreams or trouble sleeping
experience loss of appetite
appear anxious and have low self-esteem
Characteristics of students who bully others
a positive attitude toward violence and the use of violent means.
a strong need to dominate and subdue other students and get their own way.
being impulsive, aggressive, or easily angered.
lack of empathy toward students who are bullied.
defiance and aggression toward adults, including teachers and parents.
involvement in antisocial or rule-breaking activities such as vandalism, delinquency, and substance abuse.
having greater physical strength than others in general and the students they bully in particular (especially in boys).
being more likely to report owning a gun for risky reasons such as to gain respect or frighten others.
Observers of bullying
Prevention and intervention
Role of pediatricians
A working familiarity with the main protocol
Use of a comprehensive approach for anticipatory guidance, screening, and counseling of children and families during the course of routine health maintenance
Appropriate and timely treatment and referral for violence-related problems identified
Maintenance of a database of community-based counseling and treatment resources
Adequate publicly supported, community-based, behavioral health services
Bullying awareness by teachers, educational administrators, parents, and children, coupled with adoption of evidence-based prevention programs
The role of health professionals as appropriate public health messengers through print, electronic, or online media, and incorporation of content related to youth violence prevention in electronic health records, including screening prompts and links to parent educational materials
Formal continuing medical education or professional development programs
Learning about community resources for children and adolescents
Contributing data to existing intentional injury surveillance systems