Peer relations can be described as the interactions that take place between people of a similar age group, hierarchy or occupation. In an academic setting, peer relations describe the relationship between class or school mates. Such interactions are one of the main contributors to healthy emotional and social development. This is especially important during the middle years of childhood. There are several factors that affect the quality of peer relations. They include a healthy communication style, openness, courtesy and cordial relations. Bullying adversely affects peer relations as it hampers a child's emotional development and limits their chances of a healthy mental state as an adult.
Bullying is defined as the deliberate segregation of supervision certain child by one or other people. The segregated child or children may then be the target of open ridicule through insults, labeling, rumor mongering, physical assault, cyber bullying among many other forms of aggression ( Ferráns & Selman, 2014). Bullying may be carried out by a person in a higher position or level. For example, a student may bully other students who are in lower grades or levels than him. The bully may also be bigger in physical stature. This facilitates the bully especially in cases where physical violence is involved. However, according to National Center for Education Statistics (2016), it has been reported that must cases of bullying that are documented occur within peers. It is increasingly common to find children bullying members of their class who maybe of the same age.
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Over the years, the prevalence of bullying has been on the increase. A report from the National Center for Education Statistics (2016) indicates that the number of children who have experienced bullying stands at 1 in every 5 school going children. This represents about 20% of the population. The figure is thought to be lower than the real situation on the ground. This is largely attributed to the large number of bullied students who stay quiet and do not report the situation to the authorities. Such students fear further displays of aggression. They are not confident that the authorities will deal with the bully conclusively (McCormac, 2015). The victims may have also observed increased bullying among friends who have reported their predicament. The worst case scenario would be extreme physical violence and fear that is extended to the few friends and family members that the victim has in school ( Ferráns & Selman, 2014). This creates a bigger problem because the bully further secludes and isolates the victim. Ultimately, the bully rallies others around him so that he can get peer acceptance
Bullying affects the psychological and emotional stability of all those who are involved. According to the U.S. Department of Health and Human Services (n.d.), the actions influence the development of the children who are directly bullied, those who intervene or defend the victims, those who reinforce or assist the bully, and those who actually bully their peers. Each of these players goes out of their way to rally support towards their own personal inclinations ( Berk & Meyers, 2016) . This may be fuelled by a belief on right or wrong or on an experience that shapes the current behavior.
According to the U.S. Department of Health and Human Services (n.d.), a child in middle school is likely to adopt the dominant behavior of the peers that he or she spends most time with. For example, a child may have friends who bully others by using insults and verbal intimidation. Reports from National Center for Education Statistics (2016) further show that this child may pick up such habits in order to fit into the group or clique. He may then feel pressurized to carry out these unkind acts in the presence of his peers. With time, the child will feel more comfortable and less guilty carrying out such acts ( Ferráns & Selman, 2014) . Eventually, this will become a habit where he will always single out those who appear to be weaker. A bullying habit will form from the need to be accepted among peers.
Bullying also adversely affects the bully and his victims. The behavior of a bully can be described by two theories. The first is the Conflict Theory by Karl Marx. It borrows heavily from Freud’s psychodynamic theory. Conflict theory states that the diversity of people in society lead to a scramble for the resources in society. This can be replicated in a school setting where the currency of trade is popularity or peer acceptance. The bully is observant enough to observe the differences in the school setting ( Ferráns & Selman, 2014) . He may then exploit one of the differences he sees in order to elevate himself in the eyes of his peers. The continuity of bullying is as a means to maintain the popularity or superiority status. This partly explains why the bully begins these acts.
The second theory further describes what else drives the bully and why the habit persists. According to the U.S. Department of Health and Human Services (n.d.), the Social Ecological theory states that development is as a result of the multi layered aspects of society. A child therefore picks up social behaviors from the different aspects of society that he is exposed to. The child explores his boundaries by testing the authority put in place ( Berk & Meyers, 2016) . For example, a child may pick on his younger brother. The mother may intervene by punishing this child and protecting the younger sibling (U.S. Department of Health and Human Services, n.d.). In this circumstance, both children may learn some thinking different from the same experience. The older child may learn that their There are certain habits that cannot be tolerated. He will then change his behavior to adopt socially acceptable habits.
However, the younger sibling may not feel that his mother's defense was timely. He may have experienced bullying from other children outside his family. This instances where no one defended him may create a sense of fear within him (McCormac, 2015). The mother who rescues him from his older sibling will take on two roles. She will be his hero. But her most important persona will be that of the bigger bully who can deal with the small bully. This may drive him to think that his options are limited to being the victim or the bully (McCormac, 2015). The young boy then chooses to grow up as a bully, so that he never feels the helplessness or fear of being a victim. Basically the social ecology theory explains the reaction of each child based on his experiences. In this theory, the child continues to exhibit his bullying tendencies if he gets away with it. This may be accomplished by further bullying, laxity or general reluctance at enforcing discipline.
The society should do more to eliminate or discourage bullying in a school setting. Bullying interference with a child's emotional and social development in several ways. A bullied child will try to avoid the presence of bullies by withdrawing from the environment where they are present. The symptoms will begin by including excuses for truancy such as fake illnesses (McCormac, 2015). This will limit his social interactions and lead to a life of solitude.
The acts of bullying may also lead to feelings of inadequacy and low self worth. This may result in adults with a limited sense of self importance. They may resort to anti social behaviors such as drug or alcohol abuse or even violence so as to avoid the presence of others. They may also become bullies in order to protect themselves ( Berk & Meyers, 2016). Schools and community heads may apply more stringent rules and proactive strategies so as to lead to a more effective change. Parents and teachers should always take reports of bullying seriously (U.S. Department of Health and Human Services, n.d.). Reported cases should get investigated and measure put in place to address the core or root issue. Lastly, the community must make it easier to seek help by avoiding judgmental reactions. Victims of bullying should also have access to counseling services to help them move on from the trauma.
References
Berk, L. E., & Meyers, A. B. (2016). Infants and children: Prenatal through middle childhood (8th ed.). Boston, MA: Pearson. Available from the bookstore. Chapter 13, "Emotional and Social Development in Middle Childhood," pages 472–515.
Ferráns, S. D., & Selman, R. L. (2014). How students' perceptions of the school climate influence their choice to upstand, bystand, or join perpetrators of bullying. Harvard Educational Review, 84(2), 162–187, 278.
McCormac, M. E. (2015). Preventing and responding to bullying: An elementary school's 4-year journey. Professional School Counseling, 18(1), 1–14.Anti-Bullying Network. (n.d.). Retrieved from http://www.antibullying.net/
National Center for Education Statistics. (2016). Indicators of School Crime and Safety: 2015. U.S. Department of Education. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=719
U.S. Department of Health and Human Services. (n.d.). Stopbullying.gov. Retrieved from http://www.stopbullying.gov/
