Sociology Report: Bullying, Social Cognitive Theory and Relevance

This report delves into the issue of bullying, examining its prevalence and impact, particularly within the context of schools. It references studies and statistics, including those related to cyberbullying, and highlights factors such as low self-esteem and lack of social skills as contributing elements. The report emphasizes the significance of the Social Cognitive Theory (SCT) in understanding bullying behaviors, which considers socio-cultural gaps and the environment. The report also emphasizes the need for collaborative approaches, including school-based programs, disciplinary measures, and parental involvement, to address and prevent bullying effectively. The report also cites relevant literature and research to support its findings and analysis.

INTRODUCTION TO SOCIOLOGY

TABLE OF CONTENTS
Topic: BULLYING..........................................................................................................................1
Article's Summary........................................................................................................................1
Relevance.....................................................................................................................................1
Understanding issue through Social Cognitive Theory (SCT)....................................................2
REFERENCES ...............................................................................................................................3

Topic: BULLYING
Article's Summary
According to Menesini and Salmivalli (2017) the impact of bullying at the school levels
is becoming a global issue and menace that has hampered the children development. This
research shed light on the aggressive, intentional acts that has been carried out either at
individual or group scales to a defenceless victim. It has been demonstrated about existing issues
and challenges associated with the onset of bullying among young kids in the Western countries.
This also involved causes, ill-effects, complications and preventive measures that led to such
birth of victims. Cyber bullying has also been seen which constitute about 15 % and the
traditional type is of 35%. It focused on the forms of bullying like prejudiced bullying, gender
based, ethnic or cultural led differences and more. For instance, studies found pout that boys get
bullied more than girls. This is due to low self esteem, aggravated behavioural tendencies,
family's influence where parents tend to be unsupportive and authoritative, lack of social skills,
no standing among peers etc. are few factors that led to such behaviour. Moreover, this impacts
the well being and health of the victimised children and thus must be prevented by collaborative
approach via school based programs. For this, disciplinary methods and parent meetings/training
must be taken together by involving school's administration, parents and children.
Relevance
In recent times, this sociological concept is completely relevant due to excess
competition and additional pressure to excel in both academics and extra curricular activities.
The kids are open to social media, digital platforms and receive exposure and are more prone to
bullying vulnerabilities (Søndergaard, 2018). These include negative intent, power imbalance
etc. that brings bullying in school premises either in student-student form or teacher-student.
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Understanding issue through Social Cognitive Theory (SCT)
SCT focuses on complications and several factors that trigger such aggressive and
unemotional type of behaviour at school level. This theory helped in understanding that this
occurs due to socio-cultural gaps between individual/bully and surroundings that lack the mutual
support and respect (Swearer and et.al., 2014). This led to hostile social environment and gives
birth to such socially challenged bullies.
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REFERENCES
Books and Journals
Søndergaard, D.M., 2018. Bullying and Teachers. In Sage Encyclopedia of Children and
Childhood Studies (pp. 1-3). Sage Publications.
Swearer, S.M. and et.al., 2014. Reducing bullying: Application of social cognitive
theory. Theory into practice.53(4). pp.271-277.
Online
Menesini,E. and Salmivalli,C., 2017. Bullying in schools: the state of knowledge and effective
interventions. [Online]. Available
through:<https://www.tandfonline.com/doi/full/10.1080/13548506.2017.1279740>.
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