Risk Factors Linked with Bullying

Individual risk factors for bullying include persistent negative attitudes and early aggressive behavior (National Crime Prevention Strategy, 2004; Craig & Pepler, 2007). Some risk factors for bullying are also associated with general misbehavior, such as absenteeism, violent behavior, and a lack of respect for authority officials. Some risk characteristics are more common among children who bully, including difficulty concentrating in class and a lack of empathy and compassion for others (B.C. Ministry of Education, n.d.).

Gender disparities occur among the risk variables related with bullying conduct. Bullying activity in girls is closely associated to domestic abuse, whereas bullying behaviour in boys is closely linked to engagement with anti-social or delinquent peers and behaviour. This explains why harm done by girls is typically concealed and difficult to detect in social forms of bullying, whereas bullying behavior by boys is largely physical and evident to others.

How Often Bullying Occurs

According to studies in Canada, approximately 6% of students aged 12 to 19 report bullying others on a weekly basis, 8% report being victims of bullying on a weekly basis, and 1% report being both victimized and bullied on a weekly basis (Volk, Craig, Boyce, and King, 2003; Rivers and Smith, 1994; Haynie et al., 2001). Bullying studies also show that much more males than girls report being bullied, and virtually all boys identify male classmates as the aggressors (Totten, Quigley, and Morgan, 2004). A recent self-reported poll on delinquency among Toronto kids showed that 16% of youths in grades 7 to 9 had been bullied on more than 12 occasions during the year preceding the survey (Statistics Canada, 2007).

• Physical bullying: According to research undertaken in Canada, Europe, and the United States, around 10 to 15 percent of kids aged 11 to 15 acknowledged to engaging in weekly physical bullying (Craig and Yossi, 2004; Sourander, Helstela, Helenius, and Piha, 2000; Duncan 1999). Physical bullying peaks between grades 6 and 8, then steadily reduces. More precisely, the Canadian Public Health Association Safe School Study found that males were twice as likely as girls to report regular bullying, whereas both genders reported equal rates of victimization. An additional 25-30% of kids reported participating in monthly physical bullying, and unlike the findings for weekly bullying behaviors, more boys than girls reported being victims on a monthly basis (CPHS, 2003).

• Verbal bullying: 10-15% of all students reported engaging in weekly verbal bullying. Approximately twice as many students reported being verbally bullied as those who engaged in verbal bullying. There were no significant differences between females and boys in this sort of bullying (Solberg and Olweus, 2003).

• Students that participate in social bullying are unlikely to be caught. Instead, their damaging intentions are hidden since the effects are not always visible or audible. In one Canadian survey, 41% of all fourth- and seventh-grade kids reported being bullied or bullying others on a monthly basis. 7% of these children reported being victims of social bullying on a weekly basis, whereas 2% reported bullying other students on a weekly basis. Girls are more prone than males to engage in social bullying and be victims of it (Totten, Quigley, and Morgan, 2004).

What to do when your child is being bullied:

BUILD RESILIENCE.

Making sure our kids feel welcomed at home is the first step in giving them a strong foundation of emotional resilience, which will help them persist when they are bullied or face other traumatizing situations. No matter how different our children are from us or from what we had imagined them to be, it is crucial that we embrace them for who they are. Children are better equipped to handle stress and hardship when they feel regularly welcomed for who they are. 

As parents, we want our children to have self-assurance so that they can bounce back from bullying even if it occurs. The capacity to “bounce back” and transform from a victim to a “survivor” or even a “thriver” is shown in Resilience. The effort to teach our children these skills must start at home if we want them to be able to adjust to, manage, and overcome the challenging circumstances they face in life. These are a few DOs for helping our kids develop resilience.

Inspire Positive Emotions:

It is imperative that we provide our children the chance to experience happy feelings. (Different size font here)This may seem easy, but we frequently neglect to provide our children enough opportunity for joy because we are too preoccupied with the day-to-day tasks of parenting, such as ensuring they wash their hands, change their clothing, and do their schoolwork. It is important that we always teach our kids to enjoy and laugh at life.

Find an Area of Interest:

Finding a subject (instead of subject activity or interest) that our children are interested in and can thrive in is a gift that can change their life. Engage them in pursuits that will make them feel good about themselves. Give them a range of options so they may choose what particularly interests them.

While doing this, we should be adaptable in what we expect from them. It’s crucial to encourage them in their excitement if they would rather draw cartoons than play the cello. It’s also critical to distinguish encouragement from flattery. Children can distinguish between the two, and they frequently get perplexed when our praises don’t align with their achievements.

Teach Mindfulness:

It is important to teach kids how to control their emotions when they are upset or agitated. We may read picture books to young children, such as The Peaceful Piggy, which teaches them the value of mindfulness and how to cultivate composure in the face of bullying.

Promote Problem-Solving Skills:

We need to teach our children how to be adaptable in their reactions if we want to give them priceless problem-solving abilities. When a child is faced with a difficult circumstance, it’s crucial to have a conversation with them and help them consider all of the options and determine which will be most beneficial. What can kids do, for instance, if a buddy teases them? Does getting even actually make sense? Is the issue truly resolved by ignoring it? Should they express their feelings about the taunting to the buddy directly? And should the discussion include an adult present?

Orient Them Toward the Future:

Orienting our children toward the future is one way to make sure they maintain their optimism. It’s not necessary to know what university they want to attend or how many kids they want to have in order to assist them in making future plans. It also doesn’t entail conjuring up an impossible-to-realize future. It’s more important to assist them in concentrating on their practical, day-to-day objectives, such as travelling to a particular place or becoming a driver.

It may entail presenting them to somewhat unusual circumstances that allow them to be open to fresh perspectives and opportunities, or it could entail telling them about a hero who inspires them. One lesson that might uplift our children is to teach them that bright and possibility-filled days are ahead.

Lead by Example:

As with all of the preceding recommendations, setting a good example is essential. Teaching our children what to do and how to behave won’t usually have the same impact as teaching them how to deal with challenging circumstances. By exposing kids to the positive methods we use to solve difficulties in our life, we might inspire them to approach situations similarly. When we whine about our jobs or feel like our employer is victimising us when we get home, we teach our children to approach their own problems with the same mindset. Approaching difficult situations with a positive attitude can help kids recognize positive attitudes and learn from your example.

Make Connections:

Teach your child the importance of listening to and engaging with peers, as well as the importance of having empathy for others. Seek ways to help kids become more connected by encouraging them to connect with peers by text, phone, and video chat, whether in person or virtually. Creating a strong family network is also essential. Developing relationships with others increases resilience and provides social support.

Help your child by having them help others:

Children who would ordinarily feel helpless could become more confident by helping others. When your kids are old enough to perform tasks, ask for assistance yourself. Alternatively, get your kids interested in volunteer activities that are of interest to them. Talk with the kids at school about ways they can support others in their class or in grades below.

Maintain a daily routine:

Routines provide comfort to children, especially the younger ones who require structure in their lives. You should create a daily schedule or a visual schedule  together that specifies certain hours for homework and play. Certain routines may need you to adjust, particularly during challenging or transitional times.  Having a routine where looking at a schedule for  consistency is  equally important for emotional regulation and transitions.

Take a break:

While a certain level of anxiety may motivate us to take action, we also need to embrace and acknowledge all feelings. Teach your kids to focus on issues they can affect or act on. To assist in getting over their unfounded anxieties, encourage them to think about the possibility of the worst-case scenario and what they could say to a friend who is worried about something similar.

Pay attention to what your child is exposed to that might be unpleasant, whether it’s through the news, the internet, or overheard conversations. Even though schools are expected to follow a certain curriculum and are held responsible for kids’ academic progress, incorporate unstructured time into the school day to allow pupils to be creative.

Teach your child self-care:

Teach your kids the importance of basic self-care. Adding additional time to your schedule for physical activity, a good diet, and sound sleep may assist with this. Ensure that your kids have time to play and enjoy the activities they like. childs who look after themselves and even enjoy themselves will be better equipped to maintain balance and deal with challenging circumstances.

Move toward your goals:

By leading your child step by step, you may assist them in developing and achieving suitable goals. Kids who have goals will be more focused on what they’re doing and will grow resilient enough to face challenges. For younger pupils, divide large school assignments into smaller, more achievable objectives. For older pupils, acknowledge your advancement toward more ambitious goals.

Nurture a positive self-view:

Help your child remember how they overcome hardship in the past and come to understand that these experiences prepare them for challenges in the future. Encourage your child to grow up with self-assurance in their capacity to overcome obstacles and make informed decisions. Help kids comprehend how their individual accomplishments impact the class’s general well-being in the classroom.

Keep things in perspective and maintain a hopeful outlook:

Even when your child is going through really stressful situations, encourage them to have a longer-term perspective and look at the situation from a larger aspect. Even though your child is too young to consider taking a long-term look on their own, help them understand that there is a future beyond the current conditions and that it may be beneficial. childs with a positive outlook on life may discover the positive aspects of life and endure through the most trying times. In the classroom, use history to show students that life carries on despite even the worst of circumstances and that they are unique and fleeting.

Look for opportunities for self-discovery:

It’s common for kids to learn the most about themselves in trying situations. Help your child understand that everything they experience has the potential to educate them on “what am I made of.” Consider leading class discussions on the lessons each student has discovered from overcoming a difficult situation.

Accept Change:

Change is always unsettling to children and teens. Teach your child that goals are subject to change and that new ones may be added in lieu of unattainable ones. Life is full of natural change. Evaluating the things that are working well and creating a strategy for the ones that aren’t are crucial tasks. As students progress through the grades, draw attention to the ways in which they have evolved and discuss the implications of these developments for the kids.

The Journey of Resilience:

Resilience building is a trip that each individual must take, and you should utilize your experience with your own children to help them along the way. A strategy for developing resilience that works for you or your child might not be appropriate for another person.

Talking to a therapist or other mental health expert might be a good idea if your child appears to be trapped or overwhelmed and is unable to apply these suggestions. Seeking advice from others might help your child develop resilience and endure stressful or traumatic situations.

At The Insight Clinic, we understand the unique challenges children and adolescents face, from peer bullying to adjusting to new learning environments. Childhood should be a time of growth and joy, but for many, it’s filled with uncertainties and stress. That’s why developing resilience is crucial. Resilience helps children bounce back from setbacks, cope with stress, and navigate emotional pain.

Our dedicated team at The Insight Clinic offers expert guidance and support to help your child build these essential skills. Don’t wait for the storm to pass; help your child learn to dance in the rain. Contact The Insight Clinic today and take the first step towards empowering your child with the resilience they need to thrive. Together, we can make a difference.