Bullying. Everyone has heard about it, witnessed it or experienced it. Many individuals, when the term “bullying” is heard, believe about the physical or verbal pickup of the classic school child lunch. Although mental and physical abuse still occurs, the widespread use of technology in this century has led to some sort of abuse. This type of bullying is termed as cyberbullying. Cyberbullying has become a consciously hazardous, brutal and frequent mode of Internet bullying.
Revenge for being victims of bullying is the first cause of bullying. Some individuals may believe that they are bullied by their relatives or older siblings. As a consequence, these people harass others as a manner to strive for equality. “The harassment of one individual can tempt someone, as per Mark & Ratliffe (2011), to assert some power through bullying instead of reaching out for assistance with their own problems in a more productive manner.” The same is true for cyberbullying prospects. Often cyberbullying takes place because the perpetrators ‘ lives are offline bullying by others. Cyber bullies, however, have no bravery to harass their victims and therefore use the instruments at their control to harass others. Moreover, “cyberbullying can also extend the bullying into a social media account, for instance, false rumors about someone else can arise by hacking” (Hoff and Mitchell, 2009).
The second reason for bullying is the offender’s jealousy or anger. If a person is an intelligent person in school and elsewhere, such as always having excellent grades or being the focus, they can be the subject of bullying. “Some things that distinguish people are usually neutral but others such as intelligent, focused or creative often represent the characteristics they want to share with the victim,” said Meyer-Adams & Conner (2008). “When bullies become jealous and therefore target their perpetrator with the objective of discrediting these excellent characteristics. Inadequate knowledge and lack of empathy are the third causes of bullying. A predictive factor of bullying is the absence of empathy or awareness due to personality addiction. As a consequence, such types of person are becoming harmful to a particular sexual orientation, ethnicity or faith. They, therefore, use their preference as a reason for the harassment of people who have these characteristics with which they disagree or hate. The fourth factor of harassment is the need for focus. Some of the criminals don’t look like bullies. In Mishna’s statement (2004), “they believe that everything they do is tinker a bit, or even attempt to interact or even make friends with the individual they bully.” They emphasize that they are trying to get their victims ‘ attention.
Ascertain, physical violence or insults are used to interact because they are unable to interact in a reasonable way. When cases of victimization grow, the threatened are compelled to be a friend to proceed bully with the perpetrators. Through the attention of their affected people, the perpetrators thus accomplish their planned objective. Dysfunctional families are the fifth factor of bullying. The existence of such a dysfunctional family may not ensure that kids from these families are bullies. But Peguero (2012) argues that “a big amount of bullies arrive from families where there was little affection as well as openness”, as such people notice that their parents or their important relatives are violent against others, friends or siblings and they are therefore violent. The sixth consequence of harassment is the need to be controlled. When people bully others, they create fear and thereby gain control over them. This provides them the strength and desire to achieve more power, leading to more violence. These events become a normal course in a manner that even the culprit plays and likes to act as a serial bully. The seventh reason for this is the reward for bullying. In most instances, people harass others to be accepted or to belong to a group by their colleagues. They commit bullying to keep recognition or affiliation for the group of peers, though it may appear morally false to them.
Both bullying and the victim are affected. Initially, the perpetrator is highly likely to become a criminal and ultimately a severe criminal. This tendency originates from continuous bullying, which leads the perpetrator to harsh delinquency. Secondly, bullying tends to put the bully at the possibility of drugs and thus turns into a drop-out from school. Thirdly, bullying brings the victim as well as the perpetrator at the danger of depression. Mishna (2004) says that “bullies, as well as victims, are more depressed than their peers who were not involved with bullying and can result to academic issues and numerous school absences, solitude and social exclusion.” The fourth impact of bullying is an enhanced danger of offenders and their victims being self-destructed. These acts of self-destruction involve suicidal thinking and dangerous behaviours, including extensive use of hazardous drugs.
“Research suggests, as Mark & Ratliffe (2011) describes it, that, regardless of the rare occurrence of intimidation, the danger of both planning and efforts to commit suicide appears to be greater for girl victims as well as bullies.” The fifth outcome of bullying is the growth of the victims ‘ nervous patterns. Bullying is a poor victim experience. They live in fear because they don’t know when they might meet a bully next. As a consequence, they build panic habits because of the risk of frequent bullying. Bad appetite, as well as sleeping disorders, are the sixth cause of bullying. When subjected to demeaning situations, like bullying, people respond differently. Some, therefore, acquire inadequate appetite, some build sleep disorders or even both.
At last, there are numerous reasons for bullying like revenge on the victim, jealousy or frustration, absence of awareness and inadequate empathy as well as the desire to manipulate. The effect of bullying, on the other side, is to increase the danger of self-destruction, nervous behaviors, and depression. There is a range of controls towards bullying, like establishing clear guidelines and anticipated codes of practice and the establishment of an open communication system.