Children, Parents and School Bullying (continued)

Of course, it would be best of all if children could be ‘parented’ in such a way that they would never become involved in bully/victim problems at school, either as a victim or as a bully or as the child who is bullied but also bullies others. Research does in fact suggest ways in which the risk of such involvement can be reduced.

Long before a child goes to school, early childhood experiences can help a child to be less vulnerable:

• Becoming securely attached to a caregiver during infancy can instill feelings of confidence that protect a child from being a ready target for bullies (3). The overuse of inadequate child care centers can have long term negative and disturbing consequences for the social development of some children (4).
• Hence parents should examine closely the quality of care being provided by particular centers, for instance whether they have fully trained staff and an acceptable child:caregiver ratio. (A widely accepted standard is not more than 4 children per staff member). Care should be taken not to place their children in care at too early an age or for excessively long periods during the day. We now know that how parents relate to their children after infancy can help them to develop a confident, outgoing manner that enables them to relate positively to their peers.
• On the other hand, dominating and frustrating children in a cold, authoritarian way can lead them to bully their peers at school (5). This is not to say that parents should not seek to control their children’s undesirable or anti-social behavior; in fact, failing to do so can also contribute to them bullying others. It is when parents continually demand instant obedience without providing explanations that the most harm is done.
• ‘Overprotecting’ a child and restricting a child’s contacts with others to a close knit family can result in a child failing to develop social skills that are needed to cope effectively with ‘different’ sorts of children at school (6).

In general, then, positive parenting can reduce the risk of a child’s involvement in bullying, but it cannot guarantee it. Under some circumstances anybody can be bullied.

What then are parents to do if their child tells them that they are being bullied?

• First, listen; gauge the seriousness of the incident and whether there is a history of such bullying
• Then find out what has been tried and with the child work out options – such as being more assertive, avoiding people and places, and seeking help.
• It is tempting to confront the bully’s parents or even the bully. Don’t. It seldom pays and commonly makes matters worse.
• When help is needed, call on the school. It has the prime responsibility for keeping their students safe. Schools can help, especially if parents work closely with them. If we are to significantly reduce bullying, it will be done through effective parent-educator collaboration.

Bullying in schools is now recognized as a serious social problem that concerns the entire community. Over the last 15 years or so a great deal of research has been done to understand its causes and consequences and how it can be most effectively addressed. This body of knowledge is becoming increasingly accessible to educators and parents. It needs to be read and digested by everyone who cares about the safety and wellbeing of children. Much of it is summarized at www.kenrigby.net where references can be found to major contributions in this field.

References

1. Rigby, K (2008) Children and Bullying: How parents and educators can reduce the risk of bullying in schools Boston: Blackwell.Wiley.
2. Smith, P.K & Shu S (2000) What good schools can do about bullying. Childhood 7, 193-212.
3. Troy, M. & Sroufe, L. A. (1987). Victimization among preschoolers: Role of attachment relationship history. Journal of the American Academy of Child & Adolescent Psychiatry, 26, 166-172.
4. Manne, A. (2005). Motherhood: How should we care for our children? Allen & Unwin.
5. Baldry, A.C & Farrington D.P (1998) Parenting Influences on Bullying and Victimisation Journal of Legal and Criminological Psychology, 32 pp. 237-254.
6. Bowers, L. Smith, P. K & Binney, V. (1992). Cohesion and power in the families of children involved in bully/victim problems at school. Journal of Family Therapy, 14, 371-387.
7. Rigby, K. (1993) School children's perceptions of their families and parents as a function of peer relations. Journal of Genetic Psychology, 154(4), 501-514.