Bullying and the Psyche

In a way, bullying is an ordinary evil. It’s hugely prevalent, all too often ignored — and being ignored, it is therefore condoned. — Trudie Style

Bullying, a prevalent and pressing issue in many societies, is a complex behavior with roots that delve deeply into the psyche of the bully and the victim. At its core, bullying is a manifestation of power dynamics, often fueled by the bully’s own unresolved emotional and psychological issues. This article delves into the psychology underlying bullying behaviors and the potential long-term impacts on both the bully and the victim.

The Mind of the Bully

Understanding the psychology of a bully begins with understanding the motives behind their behavior. Olweus (1993) defines bullying as “repeated negative actions towards one or more individuals” and emphasizes the power imbalance present in these scenarios. More than just physical aggression, bullying can encompass verbal harassment, social exclusion, and digital torment, all aimed at asserting dominance over the victim.

One driving force behind bullying is the bully’s own feelings of inadequacy. Contrary to the stereotype of the bully as confident and dominant, research has shown that many bullies suffer from low self-esteem and use bullying as a coping mechanism (Perren et al., 2010). By targeting those perceived as weaker or different, bullies can temporarily alleviate their own feelings of insignificance and establish a sense of control.

Another factor influencing bullying behavior is the desire for social dominance. In group settings, especially during adolescence, there is a natural hierarchy that emerges (Rodkin et al., 2015). Bullies often use aggression and intimidation to establish their position at the top of this hierarchy. These individuals may have learned that being aggressive leads to social rewards, such as popularity or respect.

The Victim’s Experience

The psychological impact of bullying on the victim can be profound. Victims often experience feelings of isolation, anxiety, and depression. A study by Brunstein et al. (2007) found that adolescents who were victims of bullying were at a higher risk for depression and suicidal ideation. Furthermore, the repetitive nature of bullying can lead to chronic stress, which in turn has been linked to various physical health problems, including sleep disturbances and decreased immune function (Gini & Pozzoli, 2009).

The trauma experienced by bullying victims can also have long-term consequences. A longitudinal study by Copeland et al. (2013) revealed that the effects of being bullied during childhood can persist into adulthood, resulting in increased rates of depression, anxiety, and even post-traumatic stress disorder.

Intervention and Prevention

Recognizing the deeply ingrained psychological factors that contribute to bullying is crucial for designing effective intervention and prevention programs. Empathy training, for instance, can be beneficial in teaching bullies to understand and appreciate the feelings of others, thereby reducing their aggressive tendencies (Fonagy et al., 2005). For victims, it’s essential to provide supportive environments where they can share their experiences, receive validation, and learn coping mechanisms to handle future bullying incidents.

Schools play a pivotal role in preventing bullying. Implementing comprehensive anti-bullying programs that involve educators, students, and parents can create a unified front against bullying. Such programs should also focus on fostering a positive school culture where respect, empathy, and acceptance are emphasized.

Bullying, while often dismissed as a regular part of growing up, has deep-seated psychological implications for both the bully and the victim. By recognizing the emotional and mental factors that drive such behaviors and their impacts, society can better address this issue, ensuring a safer and more nurturing environment for all.

References

Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419–426.

Fonagy, P., Twemlow, S. W., Vernberg, E., Sacco, F. C., & Little, T. D. (2005). Creating a peaceful school learning environment: The impact of an antibullying program on educational attainment in elementary schools. Medical Science Monitor, 11(7), CR317-CR325.

Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123(3), 1059–1065.

Brunstein Klomek, A., Marrocco, F., Kleinman, M., Schonfeld, I. S., & Gould, M. S. (2007). Bullying, depression, and suicidality in adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 46(1), 40–49. https://doi.org/10.1097/01.chi.0000242237.84925.18

Olweus, D. (1993). Bullying: What we know and what we can do. Blackwell.

Perren, S., Dooley, J., Shaw, T., & Cross, D. (2010). Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents. Child and adolescent psychiatry and mental health, 4, 1–10.

Rodkin, P. C., Espelage, D. L., & Hanish, L. D. (2015). A relational framework for understanding bullying: Developmental antecedents and outcomes. American Psychologist, 70(4), 311.