This PowerPoint addresses how bullying & harassment are not simply youth problems and behaviors, but rather, it looks at the ways that young people often acquire bullying and harassing attitudes and behaviors from the larger society through process of “social learning.”

1. SOCIAL CONTEXTS
OF YOUTH BULLYING
Warren J. Blumenfeld Ed.D.
warrenblumenfeld@gmail.com

2. Dr. Warren J. Blumenfeld is available to come
to your campus or community organization.
Contact: warrenblumenfeld@gmail.com

3. TO “OTHER”
 Other and Othering
“Othering” is something people
do – an action, a verb, not an
adjective or noun.
 “Otherness”: not static, intrinsic, immutable
characteristics or traits.
 “Other: From Noun to Verb,” Nathaniel Mackey, 1992.
Representations, 32, pp. 51-70.
Nathaniel Mackey

4. TO “MINORITIZE”
An action, a verb, not an adjective or noun.
The process of objectifying, subordinating,
marginalizing, dominating, controlling,
disenfranchising, violating “the Other”
Through the elements of
– Defining
– Stereotyping
– Scapegoating
– Tokenizing

5. “It takes a village
to raise a child.”
African proverb.

6. THE FLOW
Definitions
My Assumptions
“Messages”
What Causes Prejudice and Discrimination
Social Learning Theory and Role Modeling
Scenarios
Systems Oriented Approach
Strategies for Change
References

7. DEFINITION: Bullying
Bullying is a specific type of aggression in which
(1) the behavior is intended to harm or disturb,
(2) the behavior occurs repeatedly over time,
and (3) there is an imbalance of power, with a
more powerful person or group attacking a less
powerful one. This asymmetry of power may be
physical or psychological, and the aggressive
behavior may be verbal…, physical…, or
psychological (e.g. spreading rumors, engaging
in social exclusion, extortion, or intimidation).
Journal of the American Medical Association, 2001

8. DEFINITION: Harassment
Harassment is victimization based upon one’s real
or perceived race, color, national origin, religion,
disability, gender, sexual orientation, or marital
status, physical appearance, or personality
characteristics.
Iowa Department of Education, Sample Policy on Bullying and Harassment, 2007.

9. MY ASSUMPTIONS
1. Crucial components of bullying prevention efforts often
missing: social and cultural contexts & engagement.
2. Bullying & harassment not simply youth problems &
behaviors.
3. Young people, through process of “social learning,” often
acquire bullying & harassing attitudes and behaviors.
4. They also often learn the “socially sanctioned” targets for
their aggressive behaviors.
5. Much of bullying behaviors based on social construction of
mandatory, yet truly unattainable hyper-masculinity.

10. Social Learning Theory
Individuals learn by
observing & associating
with others (modeling).
Modeling alone — free
from reinforcements —
can be enough for
people to incorporate and
act on their own beliefs
and behaviors.
Albert Bandura

11. Social Learning Theory
Society presents many
role models,
From very positive & to
very negative, biased,
aggressive, & destructive.
Modeling process is very
influential in beliefs and
actions of young people.
Albert Bandura

12. Social Learning Theory
Modeling is more than
concrete actions
(“response mimicry”).
Also abstract concepts
(“Abstract Modeling”):
following rules, taking on
values & beliefs, making
moral & ethical judgments.
Albert Bandura

13. ROLE MODELS
1. Think back in your life to any role models
you may have. Who were they?
2. How did they serve as role models?
3. What skills, knowledge, behaviors, views,
perspectives, outlooks, feelings, etc. did you
gain from them?
4. How have they impacted the course of your
life?

14. Some of My Role Models
My Maternal
Grandparents:
Simon & Eva Mahler
Love, compassion,
identity, survival,
hope, sense of
family, sense of
history and identity

15. Some of My Role Models
Frederick Douglass
Abolitionist who escaped
from slavery
Vision of a greater nation,
a reconciler, a survivor.
“No person can place a chain
about the ankles of another
person without at last finding the
chain around their own neck”

16. Some of My Role Models
Harriet Tubman
Abolitionist who escaped from
slavery
Visionary of a greater nation,
a reconciler, a survivor.
“If you hear the dogs, keep going.
If you see the torches in the woods,
keep going. If there’s shouting
after you, keep going. Don’t ever
stop. Keep going. If you want a
taste of freedom, keep going.”

17. Some of My Role Models
Eleanor Roosevelt
First Woman of the
USA.
Strong, committed, self
reflective, champion
for equality, equity,
cooperation, and
understanding across
apparent differences.

18. Some of My Role Models
César Estrada Chávez
Mexican American farm
worker, union
organizer, and civil
rights activist
Co-founder of United
Farm Workers
Tireless leader
defending workers
rights

19. Some of My Role Models
Leonard Bernstein
Jewish & Gay
American
Conductor, Composer,
Educator
Articulated a love of
music making it
accessible to younger
people & generations

20. Television as Positive Role Model
ABC: Extreme Makeover: Home Edition

21. Advertising as Positive Role Model
“At Liberty Mutual, our job
just isn’t about providing you
with insurance. It’s about
creating a relationship with
you based on trust and
mutual understanding. With
our advertising, we want to
engage you in what
responsibility means to you.”
http://www.whyresponsibility.com/
Responsibility:
What’s Your Policy?

22. What Causes Prejudice &
Discrimination?

23. “You’ve Got To Be Carefully Taught”
You've got to be taught
To hate and fear,
You've got to be taught
From year to year,
It's got to be drummed
In your dear little ear
You've got to be carefully taught.
You've got to be taught to be afraid
Of people whose eyes are oddly made,
And people whose skin is a diff'rent shade,
You've got to be carefully taught.
You've got to be taught before it's too late,
Before you are six or seven or eight,
To hate all the people your relatives hate,
You've got to be carefully taught!
“South Pacific,” Richard Rogers & Oscar Hammerstein, 1949

24. Bullying Prevention Ad
http://goodmenproject.com/blog-classics/this-anti-
bullying-ad-aimed-at-grown-ups-will-break-your-heart-
hesaid/

25. Social Learning Theory
Young people observe
negative role modeling
in society, home, school
Can result in young
person exhibiting
aggressive or violent
behaviors.
Albert Bandura

26. Social Learning Theory
Bobo Doll experiment
Purpose: determine if
adult modeling resulted
in either aggressive or
non-aggressive
behaviors in young
children.

27. Social Learning Theory
Participants:
– 36 boys, 36 girls
Control Group: 24 children
Average Age: 4 years
Children taken individually
in room of “non-aggressive”
toys: crayons, tinker toys,
and “aggressive” toys:
wooden mallet, Bobo doll.

28. Social Learning Theory
Children told, only adult
could play with toys,
participants must watch
adult.
Control group: no adult,
participants could play
with any toys.

29. Social Learning Theory
Half participants, adult
played with tinker toys
one minute,
For nine minutes,
attacked Bobo doll,
verbal insults, physical
violence:
– kicking, punching, hitting
the head with wooden
mallet.

30. Social Learning Theory
Other half of participants,
adult model played with
tinker toys, ignored Bobo
doll entire 10-minutes of
experiment.

31. Social Learning Theory
Each child taken into another playroom with
toys: airplane, fire engine, doll set.
To instill anger & frustration, experimenter
told children they could play with toys in room
for short time, & toys reserved for other
children.

32. Social Learning Theory
Children taken individually to 3rd room. Left
alone 20 minutes to play with aggressive &
non-aggressive toys.
Aggressive toys:
– Bobo doll, wooden mallet, dart guns, tetherball
with a face painted on it, and others.
Non-aggressive toys:
– paper and crayons, tea set, dolls, a ball, cars,
trucks, plastic farm animals.

33. Social Learning Theory
Experimenters observed each child
behind one-way mirror, evaluated
behaviors on measures of aggressive
behavior.

34. Findings
Children who observed
aggressive adult model,
much more likely to exhibit
physical and verbal
aggressive behaviors when
left alone in 3rd room.
As opposed to children
who were exposed to non-
aggressive model or no
model.

35. Research Conclusions
Children can learn behaviors, like verbal and
physical aggression, by observing & imitating
others.
Even in absence of behavioral reinforcements.
Children highly influenced by observing adult
behavior, believe that such behavior is
acceptable, freeing own aggressive inhibitions.
More likely to behave aggressively in future
situations.

36. National Civility Survey
KRC Research & Weber Sandwick, 2010
Erosion of civility in modern life:
– In human relationships
– Government
– Business
– Media
– On-line
65% - Major Problem
71% - Worsened Recently

37. Adults Construct the Rules;
Youth Forced to Follow

38. Implications?
What types of modeling
and messages are we
sending our young
people in the following
scenarios?

39. The “Trickle Down” Effect
“I can remember adults in my mostly White town
talking about how the Dutch were cheap, or the
Norwegians were just a bunch of Vikings that stole,
and the Germans were just dirty krouts. The ideas
trickled down to the youth, where they would call
others the same things their parents called people
as well.”
University Teacher Education Student

40. Popular Movie
Movie parody of high
budget war films.
“Simple Jack,”
portrayed by Ben
Stiller.
“Once upon a time there
was a retard.”
R-word used 17 times.

41. Popular Radio Talk Show Host
Don Imus April 4, 2007
edition of MSNBC's
Imus in the Morning
Referred to the Rutgers
University women's
basketball team,
composed of eight
African-American and
two white players, as
"nappy-headed hos."

42. Advertising as Negative Role Model

43. Advertising as Negative Role Model
V8 Juice “Punch” in the Head

44. Business

45. Business

46. Business: WHAT IF…?
Cocks & Balls

47. Government
UC-Davis
Nov. 18, 2011
Occupy
Movement
Police Mace
Peaceful
Protesters

48. Gun Club Christmas Photo
Children and parents are able to choose between
grenade launchers, assault rifles, and AK-47s

49. Nations Truck Sales, Sanford, FL
Free Assault Rifle voucher with each truck purchased
“We started on Veterans Day. Hey, so many have given so much
for this right.” Nick Ginetta, General Sales Manager

50. Holy Smoke Bullet Urns
Stockton, Alabama
Your Ashes into Bullets
Thad
Holmes
& Clem
Parnell,
owners

51. Bushmaster Guns

52. ADULT CYBERBULLYING
Andrew Breitbart Shirley Sherrod

53. Andrew Breitbart
– “Big Journalism” Blog
– Commentator, Washington Times
Selectively edited Shirley Sherrod’s inspirational
speech delivered March 2010 to a local NAACP
chapter in an attempt to impugn the
extraordinary reputation and career of Ms.
Sherrod

54. ADULT CYBERBULLYING
Andrew Shirvell
Assistant Attorney General,
Michigan
Attacking on-line and stocking
outside residence of Chris
Armstrong, the first openly-gay
student body president at the
University of Michigan
Shirvell accused Armstrong of
“promoting the radical
gay agenda”

55. ADULT CYBERBULLYING
Lori Janine Drew Megan Meier

56. Drew, mother of Meier’s friend
Dardenne, Prairie, Missouri
Drew posed as 16-year-old boy on MySpace named
“Josh Evans”
“Evans” turned on Meier
She committed suicide, Oct. 2006, 13 years old.
Drew indicted, three counts of accessing protected
computers to inflict emotional distress, and one
count of criminal conspiracy.

57. College students throughout the world were asked
to go 24 hours without digital media:

58. Product Marketing
NO MORE
WIMPY CHIPS!
Tired of chips that go mush when
you bite ’em or go to pieces when
you dip ‘em?
Chomp on Krunchers! the extra thick
and hearty chips bursting with
big potato taste.
Don’t fool around with those
weak-kneed chips anymore.
Sink your teeth into
Krrruuunchers!

59. Political Leader
Governor Arnold
Schwarzenegger, 2004,
referred to political
opponents as “girly-men.”
Legislators who opposed
his budget plans.
Called on voters to
“terminate” them.

60. Political Leader
Sharron Angle
Republican Senatorial
Candidate, Nevada,
2010
“Man up, Harry Reid”
calling his manhood
into question.

61. Political Leader
Senate Republican
Majority Leader, 1998,
Trent Lott proclaimed
homosexuality a disease
and sin:
“It is [a sin]….You should
try to show them a way to
deal with that problem, just
like alcohol…or sex
addiction…or
kleptomaniacs.”

62. Oklahoma State Representative
Sally Kern

63. Oklahoma State Representative
Sally Kern
“Studies show, no society that has totally
embraced homosexuality has lasted for more than,
you know, a few decades….I honestly think it’s
the biggest threat our nation has, even more so
than terrorism or Islam. . . It spreads! This stuff
is deadly and it is spreading. It will destroy our
young people and it will destroy this nation.”

64. Columnist & Author
Ann Coulter, at Republican
Party Conservative Political
Action Conference, 2007
Called Democratic
presidential candidate, John
Edwards a “faggot.”
Loud and sustained
applause and laughter from
most of the conference
delegates.

65. Columnist & Author
CNBC show “The Big
Idea,” 2007, Ann Coulter
said everyone on earth
should be Christian and
that Jews needed to be
"perfected….It is better if
we were all Christians.”

66. Alabama Governor Robert Bentley
January 2011:
"So anybody here today
who has not accepted
Jesus Christ as their
savior, I'm telling you,
you're not my brother and
you're not my sister, and I
want to be your brother."

67. Movie Star & Director
Mel Gibson, arrested for
drunk driving, 2006,
ranted:
“F*****g Jews….The
Jews are responsible for
all the wars in the world.”
Gibson then asked the
arresting officer, “Are you a
Jew?”

68. Political Figure Donald Trump
"[Mexico is] sending
people that have lots
of problems, and they
are bringing those
problems to us. They
are bringing drugs,
and bringing crime,
and they’re rapists."

69. Political Figure Donald Trump
I am calling for the
“total and complete
shutdown of Muslims
entering the United
States until our
country's
representatives can
figure out what is going
on.”

70. September 11, 2001

71. ISLAMOPHOBIA
Islamophobia: prejudice and discrimination
toward the religion of Islam and Muslims who
follow its teachings and practices.
Muslims Sikhs

72. Islamophobia

73. Political Divisions

74. Political Divisions

75. Shell Gas Station, Texas, Nov. 2012

76. Political Divisions

77. Political Divisions

78. GOP Platform, 2012
Preserving and Protecting Traditional Marriage
The institution of marriage is the foundation of civil society. Its
success as an institution will determine our success as a
nation….The success of marriage directly impacts the economic
well-being of individuals. Furthermore, the future of marriage
affects freedom…. We recognize and honor the courageous
efforts of those who bear the many burdens of parenting
alone, even as we believe that marriage, the union of
one man and one woman must be upheld as the national
standard, a goal to stand for, encourage, and promote
through laws governing marriage. We embrace the
principle that all Americans should be treated with respect
and dignity.

79. “Religious” Justifications

80. Orthodox Judaism
Statement of Principles on the Place of Jews with
a Homosexual Orientation in Our Community:
“Judaism views all male and female same-sex sexual
interactions as prohibited...[and] cannot give its
blessing and imprimatur to Jewish religious same-sex
commitment ceremonies and weddings, and halakhic
values proscribe individuals and communities from
encouraging practices that grant religious legitimacy to
gay marriage and couplehood.”

81. ROMAN CATHOLIC CHURCH
CATECHISM 1995
“Basing itself upon Sacred Scripture, which presents
homosexual acts as acts of grave depravity,
tradition has always declared that homosexual acts are
gravely disordered. They are contrary to natural law.
They close the sexual act to the gift of love [i.e., children]. They
do not proceed from a genuine affective and sexual
complementarity. Under no circumstances can they
be approved.”

82. Religion on Trans* Identities
Alex Salinas
21-year-old transman, Cadiz, Spain
Applied, Godparent, of nephew
Vatican denied request.

83. Catholic Church: Congregation for the Doctrine of the
Faith:
Transgender status "reveals in a public way an attitude
opposite to the moral imperative of solving the problem of
sexual identity according to the truth of one's own sexuality.
Therefore it is evident that this person does not possess the
requirement of leading a life according to the faith and in the
position of godfather and is therefore unable to be admitted to
the position of godfather or godmother."

84. Southern Baptist Convention
2010 “Resolution on Homosexuality and the United States Military”
“RESOLVED, That the messengers to the Southern Baptist
Convention…affirm the Bible’s declaration that
homosexual behavior is intrinsically disordered and
sinful, and we also affirm the Bible’s promise of forgiveness,
change, and eternal life to all sinners (including those engaged in
homosexual sin) who repent of sin and trust in the saving power of
Jesus Christ (1 Corinthians 6:9-11).”

85. Church of Jesus Christ
of Latter-day Saints
Homosexual behavior violates the
commandments of God, is contrary to the
purposes of human sexuality, distorts loving
relationships, and deprives people of the
blessings that can be found in family life and in
the saving ordinances of the gospel. Those who
persist in such behavior or who influence others to do so are
subject to Church discipline. Homosexual behavior can be
forgiven through sincere repentance.
From Handbook of Instructions

86. Evangelical Covenant Church
Resolution on Sexuality” adopted 1996:
“We human beings misuse God’s creation of sexuality and distort
its role in our lives. In I Corinthians 6:9-10 and Romans 1:24-27,
Scripture succinctly declares this sin and God’s judgment on it.
Throughout the Scriptures we see how sin in sexual relationships
damages relationship with God and others. We live in a society
characterized by imperfect and sinful sexual relationships of many
kinds….Evangelical Covenant Church resolution to
care for persons involved in sexual sins such as
adultery, homosexual behavior, and promiscuity
compassionately recognizing the potential of these
sins to take the form of addiction.”

87. St. Patrick’s Day Parade:
South Boston

88. Banned Books

89. Government

91. Boy Scouts
“Boy Scouts of America believes that
homosexual conduct is inconsistent with the
obligations in the Scout Oath and Scout Law
to be morally straight and clean in thought,
word, and deed….”

92. Professional Hockey

93. Professional Wrestling

95. Ultimate Fighting

97. Youth Fight Clubs

98. Violent Movies

99. Violent Video Games

100. Bias-Related Victimization
Each year, the Federal Bureau of Investigation (FBI) tracks incidents of hate
crimes throughout the United States. In 2006 alone 7,722 criminal incidents
involving 9,080 offenses “as a result of bias against a particular race, religion,
sexual orientation, ethnicity/national origin, or physical or mental disability.”
  51.8% were motivated by racial bias
  18.9% were motivated by religious bias
  15.5% were motivated by sexual-orientation bias
  12.7% were motivated by ethnicity/national origin bias
  1% was motivated by disability bias
(U.S. Department of Justice, 2006)

101. LGBT MURDERED
Gwen Araujo
Brandie
Coleman
Sakia Gunn
Lawrence King
Delilah Corrales
Ukea DavisTyra Hunter
Mark
Bingham Allen Schindler
Harvey Milk
Eric Plunkett
Matthew Shepard
Brandon Teena

102. Suicide
Third leading cause of death
among adolescents, &
responsible for more deaths
than all illnesses combined.

103. Youth Suicide from Bullying
Tyler Clementi, 18
Seth Walsh, 13
Billy Lucas, 15
Asher Brown, 13
Raymond Chase, 19
Megan Meier, 13
Phoebe Prince, 15
Carl Joseph Walker
Hoover, 11
Bobby Griffith, 20
Belinda Allen, 14

104. SYSTEMS ORIENTED
APPROACH:
BEYOND THE
“DYADIC VIEW”

105. Systems Oriented Approach
Bullying and harassment not simply
involving people who bully and people
who are bullied (the “dyadic view” ),
Rather, involves a number of “actors” or
roles across the social, community, &
school environments.
Some researchers define the roles:

106. Systems Oriented Approach
Sutton and Smith (1999) identified six distinct though overlapping
roles.
– 1. The “Ringleader Bully” active role in initiating the bullying
behaviors:
– 2. The “Assistant to the Bully” very active in the bullying
process, but a follower to the ringleader bully;
– 3. The “Reinforcer to the Bully” acts in ways that encourage the
bullying behavior;
– 4. The “Defender of the Victim,” engages in behaviors to
protect and help the target of the bullying;
– 5. The “Outsider,” sometimes called the “Bystander,” aware of
the bullying behaviors but does nothing and attempts to stay
away from the bullying episodes
– 6. The “Victim,” the person or persons targeted by those who
bully.

107. Systems Oriented Approach
Olweus (2000) eight roles in the bullying process.
– 1. “Children Who Bully,” similar to Sutton and Smith’s “Ringleader Bully”;
– 2. “Followers/Henchmen” actively engaging in the bullying process with
the children who bully, similar to Sutton and Smith’s “Assistant to the
Bully”;
– 3. “Supporter, Passive Bully/Bullies,” similar to Sutton and Smith’s
“Reinforcer to the Bully”;
– 4. “Passive Supporter, Possible Bully,” those who are on the fence
whether to engage in bullying behavior or simply observe;
– 5. “Disengaged Onlooker,” sometimes referred to as a “Bystander”;
– 6. “Possible Defender,” those who are on the fence whether to become
involved to support and defend those targeted by bullying behaviors;
– 7. “Defender of the Child Who Is Bullied,” similar to Sutton and Smith’s
“Defender of the Victim”;
– 8. “Children Who Are Bullied, The One Who Is Exposed,” similar to
Sutton and Smith’s the “Victim.”

108. STRATEGIES FOR CHANGE

109. Bystander Behavior in Bullying Incidents
©The Olweus Prevention Group, 2004
38%
27%
35%
% of students who do
nothing
% of students who
wantto help, but
don't
% of students who
try to help

110. Empowering the By-Stander
to Become the Up-Stander
Peer mediation and student leadership training
empowering and assisting students in developing
ways to successfully reduce bullying incidents,
Include in anti-bullying policies language
protecting allies from retaliation for taking action,
Ongoing support from adult family members,
school faculty and staff, community members,
Social Justice type student clubs,
Include students in school climate policy
decisions.

111. What should students
have learned by the
time they graduate
high school?

112. Strategies for Change
In addition to teaching the 3 Rs (reading, writing,
and arithmetic),
Self Awareness: To “Read” the Self
Solve Social, Emotional, and Ethical Problems
Social, Emotional, Ethical, & Academic Education
(SEEAE)
Jonathan Cohen, 2006

113. Theory of Multiple Intelligences
Howard Gardner

114. Theory of Multiple Intelligences
8 “intelligences”
that are involved in
solving problems
and fashioning
products
He believed all 8
can be TAUGHT in
school.

115. Theory of Multiple Intelligences
Logical / Mathematical
Verbal / Linguistic
Musical / Rhythmic
Visual / Spatial
Bodily / Kinesthetic
Interpersonal
Intrapersonal
Naturalist
[Existentialist]

116. Home-School Partnerships
Long-Term and Continuous Home & School
Coordination & Cooperation
Emphasize and Reinforce Efforts through
common understanding, goals, and terminology
(to be on the same page)
Home and School Emphasizing Teaching and
Learning of…

117. Home-School Partnerships
Community Living Skills (cooperation, sharing)
Responsible & Caring Participation in a
Democracy (John Dewey)
Find Sense of Meaning & Purpose in Life
Critical Thinking Skills
Critical Media Literacy
Life-Long Learning Skills
Social, Emotional, and Ethical Competencies

118. Mental Health-Home-School
Partnerships
Sex Education
Drug Education
Health Promotion
Bullying Prevention Efforts
School-Based Physical & Mental Health Centers

119. School Climate Assessment
Structural Issues (size of
school, etc.)
Environmental Issues
(physical condition, etc.)
Social-Emotional, Physical
Order, Safety
Expectations for Student
Achievement
Quality of Instruction
Collaboration &
Communication
Sense of School
Community
Peer Norms
School-Home-Community
Partnerships
Student Morale
Extent to Which the School
is a Vital Learning
Community
Johathan Cohen, 2006

120. Policy
Develop and enforce comprehensive Bullying
Prevention Statewide Laws
Implemented into every school.
However…

121. Policy
“No Child Left Behind,” while attempting to raise
academic standards and levels,
Does not fund initiates to improve Social,
Emotional, and Ethical skill improvement.
Illinois State Board of Education, 2004, for
example, mandated school districts statewide to
develop policies related to Social-Emotional
Learning into educational programs.

122. Teacher Education
Colleges & Universities offering Teacher
Education Certification & Degrees, emphasize:
– Self-Awareness of Pre-Service Teachers
– Classroom Management Techniques
– Bullying Prevention Strategies
– Conflict Resolution Skills
– Culturally Responsive Pedagogies

123. References
Bandura, A. (1965). Influence of models’ reinforcement contingencies on the
acquisition of imitative responses. Journal of Personality and Social Psychology, 1,
589-595.
Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggressions through
imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-
582
Cohen, Jonathan. (2006). Social, Emotional, Ethical, and Academic Education:
Creating a Climate for Learning, Participation in Democracy, and Well-Being. Harvard
Educational Review. 76 (2), 201-237
JAMA: Journal of the American Medical Association, April 25, 2001. Vol. 285, No. 16
Olweus, Dan. (2000), Bullying at School. Oxford: Blackwell Publishers, Ltd.
Rogers, Richard & Hammerstein, Oscar. (1949). “You’ve Got To Be Carefully
Taught,” from South Pacific.
Sutton, J., & Smith, P. K. (1999). Bullying as a group process: An adaptation of the
participant role approach. Aggressive Behavior, 25, 97-111.

124. CONCLUSION
"Never doubt that a
small group of
thoughtful committed
individuals can
change the world. In
fact, it's the only
thing that ever has.“
Margaret Mead

125. The
End