Social Control and Criminal Deviance: Bullying

Social Control and Criminal Deviance: Bullying

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The essential stage in the student guide that needs research in order to analyze and research bullying is marshaling solid studies, perpetrator testimonies, and casualty as illustrated in the Coloroso video. That is the perpetrator as well as victim testimonies will assist in analyzing whether bullying did or did not take place. Therefore, from the video, Coloroso makes good use of her experience in conflict management in order to analyze bullying. My definition of the most important step of research is defined as getting to the fundamental basis of bullying. This implies that asking tough questions with the intention of getting truthful information concerning the act.

The relationship of bullying to agents of socialization such as family, school, and peers.

Socialization is a long life process where people learn about social expectations as well as how to associate with other people in the society. Therefore, almost all behaviors that people consider as human are learned through socialization. It is during this stage where we learn how to talk, and feed ourselves with behavioral norms that enable us to fit in the society. That is socialization always occur throughout our life. However, some of the most important social events occur during childhood stages. This is because they are the people that are responsible for socialization including school, peers, mass media, and family.

In the past twenty years, the phenomenon of bullying has drawn an extensive attention from researchers, and practitioners. Bullying is an intentional act that is always repeated in a set of behaviors. It is aimed at taunting, hurting, socially violating, isolating and humiliating the victim (Nikiforou, Georgiou & Stavrinides, 2013). That is it is a distinct form of systematic aggression that usually involves the power imbalance. Therefore, it seriously affects the lives of the significant minority of children. According to researchers, bullying may be accompanied by external issues such as poor social adjustment, the risk of substance use, and psychological problems in later stages of life (Nikiforou, Georgiou & Stavrinides, 2013). Additionally, victimization is associated with internalizing problems such as depression, anxiety, low self-esteem, and adulthood problems.

The studies have provided an extensive body of evidence concerning the predictors and results of bullying as well as victimization. Consequently, it is believed that the contextual factors like maladaptive parental characteristics and peer relations may boost the chances of involving children in bullying. Other reports have also suggested that the authoritarian style of parenting is related to high levels of bullying. Similarly, the permissive parental style is related to victimization. However, the authoritative parenting is negatively connected to the involvement of children in bullying. The parents who always talk to their children and meet most of their friends are likely to have children with low bullying odds.

It was also found that parents that are always angry with their children and feels that such children bothered them are likely to have children with high bullying odds. Moreover, the suboptimal maternal mental health is also associated with higher involvement of bullying. According to the parental reports, any intimate partner violence predicts higher offspring over victimization by the peers. The severe intimate partner violence also predicts high offspring relational peer bullying and overt peer victimization. This shows that an extra parental factor which seems to be an important predictor of bullying behavior is maternal depression. It is associated with children that are involved in bullying as well as other forms of externalizing behaviors.

In conclusion, this paper provides evidence that indicates the connection between bullying and the attachment of equality with parents and peers. Therefore, bullying and victimization are linked to low parenting and peer equality levels. Possibly, this is an essential prevention and intervention area that parents, teachers, and school psychologists should put in their focus to creating a healthy and quality attachment both parents and peers.

References

Nikiforou, M., Georgiou, S., & Stavrinides, P. (2013). Attachment to Parents and Peers as a Parameter of Bullying and Victimization. Journal of Criminology, 2013(2013). http://dx.doi.org/http://dx.doi.org/10.1155/2013/484871