Bullying in Schools Connected with Family Violence - CDC Research
By Duke Medicine News and Communications
DURHAM, NC - Bullied children grow into adults who are at increased risk of developing anxiety disorders, depression and suicidal thoughts, according to a
study led by researchers at Duke Medicine.
The findings, based on more than 20 years of data from a large group of participants initially enrolled as adolescents, are the most definitive to date in establishing the long-term psychological effects of bullying.
Published online Feb. 20, 2013, in JAMA Psychiatry, the study belies a common perception that bullying, while hurtful, inflicts a fleeting injury that victims outgrow.
School Bullying: Do Adult Survivors Perceive Long-Term Effects?
Carlisle, Nicholas. No Bully, San Francisco, California, Nicholas@nobully.com
Rofes, Eric. Department of Education, Humboldt State University, California
This is a pilot study of 15 adult males, older than age 23, who were bullied at schools in the United States, the United Kingdom, and Australia. All but 1 of the 15 participants reported having been bullied at school on average once a week or more, the majority for at least 5 years. Six of the participants were bullied at boarding school. The study is qualitative, with quantitative evaluation of survey data. The participants attribute significant and lasting effects to their school bullying, notably in high levels of shame, anxiety, and relational difficulties as adults. This pilot study suggests that in some cases school bullying is perceived as causing more wide-ranging long-term effects than commonly understood and that these effects may be similar to those experienced by survivors of child abuse.
The relationship between childhood bullying and young adult self-esteem and loneliness.
Duncan, Renae D.
Journal of Humanistic Education & Development. Sep97, Vol. 36 Issue 1, p. 35
Examines the levels of self-esteem found in young adults who were bullies during their childhood. Reference to the results of a study which looked at the self-esteem of such persons; How data was collected and analyzed for the study; Results of the study.
Sexual Harassment in School: The Public Performance of Gendered Violence
Stein, Nan; Wellesley College Center for Research on Women, Wellesley, Massachusetts
Harvard Educational Review
In this article, Nan Stein argues that sexual harassment in schools is a form of gendered violence that often happens in the public arena. She presents the narratives of girls and boys about their experience of sexual harassment in schools and finds parallels with cases documented in court records and depositions. While highly publicized lawsuits and civil rights cases may have increased public awareness of the issue, inconsistent findings have sent educators mixed messages about ways of dealing with peer-to-peer sexual harassment. The antecedents of harassment, she suggests, are found in teasing and bullying, behaviors tacitly accepted by parents and teachers. Stein makes a case for deliberate adult intervention and the inclusion of a curriculum in schools that builds awareness of these issues.