Introduction
Statistics prove that nearly one-fifth of children are bullied in school. This is a reason to develop tactics and confront the prevalence and power of bullying in schools to preserve children’s well-being. Bullying can occur because of children’s and teens’ desire to show authority, an inability to communicate with other children, or the violence instilled in the family.
This problem leads to low social well-being and a failure to communicate. In addition, bullying exacerbates psychopathic personality traits and can trigger disruptive behavior for both the victim and the bully instigators. Among the most appropriate and workable ways to deal with bullying and reduce its effects is to work with the aggressive behavior of the perpetrators.
Responding to Bullying
First and foremost, bullying needs to be stopped by working with the social skills of the group where the bullying occurs. Conducting open classes and teaching communication and cultural competencies are ways to reduce the prevalence of bullying in schools. It also encourages students to interact with each other, find common topics of conversation, and feel confident in recognizing bullying on their own. Social skills training falls on teachers, so one of the benefits of such an intervention is the ability to monitor the techniques being implemented continually. Such instruction is also positively related to instilling virtue and love of neighbor in students.
However, one disadvantage of such an intervention is the inability to encourage students to work with a teacher or other educator who could force them to attend social skills classes. This tactic is likely to be disadvantageous because it does not consider variations in background data that must be tolerated to explain social competence. Consequently, social skills training is a way of influencing the target group to impart new knowledge and understanding of the depths and outcomes of bullying.
Another solution is to work with the aggressive and violent behavior of the group that demonstrates acts of bullying and is an active participant in its conduct. This method touches on many of the forces of educational instructors and psychologists who can influence bullying behavior. It allows one to influence the target group and reduce the prerequisites for bullying and the factors that spread it. The apparent advantages of the solution are the long-term effects, as there are cognitive-behavioral strategies to correct aggressive behavior. In addition, it is more extensive than social skills training alone and includes addressing the primary factors that lead to bullying.
However, the disadvantages of the solution are the lack of a unified approach and the need to find an individualized plan to work with the target group. While this consumes more energy and effort, it also increases the effectiveness of the implemented training and makes positive results more likely. Consequently, the most effective prevention technique is dealing with the aggressive and violent behavior of students who bully other students.
Conclusion
Dealing with aggressive and violent behavior among adolescents is one of the most effective tools for dealing with bullying in a school setting. In addition, social skills training is often included in bullying management because it can address both victims and perpetrators, thereby developing social competencies. However, it is working with aggressive adolescents that can yield positive results and be reflected in bullying statistics. Countering destructive behavior is a way to manage psychopathic personality traits and help with personal growth and organization.