Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...

CHAPTER I:
INTRODUCTION TO THE PROBLEM
Bully victimization is one of the most common forms of youth violence. In recent years,
bully victimization has received widespread attention from researchers interested in how bully
victimization affects children (Conners-Burrow, Johnson, Whiteside-Mansell, McKelvey, &
Gargus, 2009; Flashpohler, Elfstrom, Vanderzee, Sink, & Birchmeier, 2009). Research has
shown that bullying is a major social problem for school-aged children (Olweus, 2003). Bully
victimization is a repeated behavior (e.g., physical or relational) that occurs over time in a
relationship characterized by an imbalance of power (Huitsing, Veenstra, & Wallien, 2007;
Monks & Smith, 2006; Olweus, 1994; Veenstra et al., 2007). Less is known about children’s
bullying and victimization that takes place in the United States than in other countries because
much of the existing research has been conducted in Europe, Australia, and Canada (Espelage &
Swearer, 2004). However, we know that bully/victim problems are prevalent in the United
States. A study of 15,686 students in grades 6 through 10 in public and private schools
throughout the United States estimated that 30 percent of American students are involved in
bully/victim problems as either a bully, a victim, or both (T. Nansel et al., 2001a).
The National Education Association (NEA) (2008) argues that in order to provide quality
education for America’s children, bullying and victimization can no longer be treated lightly or
regarded as a normal growing-up experience. Bullying has only harmful effects for the victim,
the bully, and the bystander who witnesses others being victimized by bullies. The NEA (2008)
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