Unfortunately, bullying has been lumped together in many basic prevention programs and attempts. While this approach may deal with the occasional low level problem, it often won’t catch more complicated cases, particularly involving those characters that actually serious thinking and planning into their activities versus just opportunistic bullying. As a result, schools that meeting minimum criteria of having anti-bullying marketing and programs often miss the boat and still can have serious problems with bullies, to the point of a student victim committing suicide to get away from the attacks.
Bullying, whether in school or in other environments, often occurs in both predictable and uncommon patterns. The more predictable patterns include:
Unpredictable or uncommon approaches are often the result of planning and intentional acts that take time to develop.
Not every negative child behavior constitutes bullying, however. There are some aspects that can easily confused. These behaviors can be distressing, unwanted and unpleasant, but they are not bullying per se. Such situations often include:
As noted earlier, bully personas often vary and don’t follow a default template. Some bullies have multiple persona sets, often incorporating multiple causal factors. These personas include:
Bullies are unique individuals and do not follow one set template. Their persona and characteristics are often built and established from multiple causal factors, including home life and environment as well as how they were treated themselves in previous years. While some bully personas are easily reversible, others can be far more calculating and even dangerous, manifesting early signs of serious psychological issues harmful to others. Parents, schools and teachers all have to cooperate in monitoring and watching out for these issues to better understand how to prevent bullying in the first place.