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Arizbel Falcon

Mr. Powers

English 1302

27 February 2024

The Cycle of Bullying: Research Analysis Essay, First Draft

Bullying is a social scourge that plagues schoolyards and digital realms alike, casting a long

shadow over the formative years of countless children. Bullying has been a recurring problem for

a concerning amount of time. In the past Annotated Bibliography, there were many responses to

bullying, the problem starters the results of bullying and even the bystanders in the situation. The

main focus of the annotated bibliography was to find the root of the problem of bullying. In the

end, there was really no way to really stop bullying as a whole because it's not really a problem

we can fix and its more so a problem that must happen once in a lifetime. It was interesting to see

the different incomes and outcomes to what bullying is.

The reason why bullying cannot be solved as a problem is because mainly it is more of a

phycological problem. The reason why it is a phycological problem is because bullying is mainly

through kids who feel neglected by parents at home and want to bash their negative energy to

other helpless victims, which in kids when one feels the need to be the “bigger person” in this

case the stronger one, they tend to pick on the weaker kids thus creating a cycle; “... those who

shifted from victimization to bullying reported more anxiety, depression, and somatization.”

(Espelage & Swearer, 2003). The repercussions of bullying extend far beyond the moments of

confrontation. The exposure to such negative interactions can deeply scar children and
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potentially grow up in a world of fear and hate. Children who grow up in an atmosphere

dominated by bullying may find it challenging to recognize or embrace the more positive and

nurturing aspects of life; “...students who bully others are also at higher risk for suicidal

ideations, antisocial personality disorder, and functional impairment” (Evans et al., 2018;

Pontillo et al., 2019). Given the psychological roots of bullying, it becomes clear that solutions

must be multifaceted and deeply empathetic. Efforts to address the issue must consider the

emotional and mental health needs of all involved both the victims and the bullies. It requires a

concerted effort from parents, educators, and mental health professionals to break the cycle,

offering support and healing to those who have been neglected and guiding them towards

healthier ways of expressing their emotions and relating to others. In the pursuit of such

solutions, it is essential to foster environments where positive relationships are celebrated, and

where there is zero tolerance for any form of bullying. Through comprehensive programs and

initiatives that target the psychological factors at play, we can aspire to create a future where

children grow up in a world marked by understanding, respect, and compassion, free from the

shadows of bullying.

When this pernicious cycle of bullying takes root, it often seems an intractable problem, devoid

of any silver-bullet solution. Some voices in the dialogue around bullying suggest that open

conversations with affected youths could serve as a panacea. They argue that by talking to the

kids about the problem, we might begin to see the tendrils of change. However, others advocate

for a more direct approach, one that involves meeting children on their own terms—engaging

with them eye to eye, role-playing, and enacting the emotional toll of bullying in a manner that is

both vivid and memorable. While there may be detractors who question the impact of such

performative strategies, it is crucial not to dismiss these methods prematurely. In the search to

stop or prevent bullying dynamic, schools have been proactive, crafting and implementing Anti-
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Bullying programs with the aim of showcasing not just the dangers, but the deep-seated harm

that bullying has. An article "Assessment of School Anti-Bullying Interventions" provides

support for these initiatives stating "Anti-bullying interventions showed statistically significant

effectiveness compared with control groups on all assessed bullying-related outcomes after the

intervention." This means there should be voices of dissent claiming ineffectiveness, it might

well be that the message is not being conveyed or received as intended. The effectiveness of

these interventions is not uniform across all demographics. It is a recognized that children's

comprehension to anti-bullying messages are heavily influenced by their age and developmental

stage. Therefore, it becomes essential that the interventions designed to combat bullying are not

only strong in their convictions but also flexible in their application. They must be crafted in

such a way that they can connect with and resonate among a wide spectrum of young minds. It is

important that these programs are not static, but rather evolving, subject to constant refinement

and adjustment to ensure they remain relevant and effective. The goal is to foster not just

prevention but a complete stop of the bullying cycle. In conclusion, the issue of bullying is an

intricate and multifaceted one, deeply rooted in psychological factors that extend beyond the

immediate environment of the children involved. It reflects underlying emotional neglect and a

misguided expression of a desire for dominance and control. The cycle of bullying, where the

strong prey upon the weak, can have a profound impact on the mental health and well-being of

all parties involved, leading to anxiety, depression, and even more severe psychological issues.

The research shows a critical need for empathetic and broad approaches to interventions. To

effectively “stop” the cycle of bullying, it is necessary to address the psychological needs of both

victims and bullies. Almost creating a supportive and humbling environment where positive

interactions are encouraged, and negative behaviors are addressed with understanding and

correcting. As we move forward, take note that collaborate to create an environment with
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empathy, respect, and inclusivity so that all feel welcome and not the need to bring others down.

By doing so we can ensure that the children will grow up in a world that is not only safe from the

harms of bullying but also encourages opportunities for positive emotional and social

development. The goal is to break the cycle of bullying once and for all and replace the bullying

with support and empowerment that enables all children to thrive, one day. As to one day break

the cycle of bullying, like what was stated in the introduction there is really no way of stopping

bullying, it is bound to happen. What we can do is try to better ourselves in hopes that others will

follow and do the same. If bringing awareness to the cause helps at least one child who is

victimized for bullying, then I think the work is being put in. Of course, it would be amazing if

bullying didn’t exist but that would only be in a perfect world and that will never exist.

Work Cited
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Lerner, Joshua C. “Burying Bullying.” Academic Emergency Medicine, vol. 30, no. 6, 2023, pp.

691–92, https://doi.org/10.1111/acem.14613.

Fisher, Helen L., et al. “Bullying Victimisation and Risk of Self Harm in Early Adolescence:

Longitudinal Cohort Study.” BMJ (Online), vol. 344, no. 7855, 2012, pp. 17–17,

https://doi.org/10.1136/bmj.e2683.

Ttofi, Maria, and David Farrington. “What Works in Preventing Bullying: Effective Elements of

Anti-Bullying Programmes.” Journal of Aggression, Conflict and Peace Research, vol. 1,

no. 1, 2009, pp. 13–24, https://doi.org/10.1108/17596599200900003.