Bullying is defined as when one or more persons with power abuse several times a person with less power in the boat cause harm, distress or fear. Bullying may occur directly, where the aggressor attack the victim, or indirectly, where the assailant asked someone else, like a man's hand, to attack the victim. To classify an act as intimidation, the action must contain all the components of the intimidation. The act must be 1) done purposely. (2) a malicious intent; (3) conducted repeatedly over time; Et 4) involves an imbalance of power between the victim and the aggressor, where the attacker has more power.
Malicious intent is defined according to the judgment of a reasonable person. If a reasonable person believes that the Act could door hurt, embarrassment, humiliation or intimidation, the Act meets the criteria of malicious.
The concept of repeated over time means that the aggressor attacked the victim in the days, months or years. The tyrant does not always perform the same action. Different forms of attacks can be used. The bully can begin with subtle attacks, as roll their eyes with disgust and degenerate into more obvious insults, such as verbal abuse or hitting. The important point is that the victim is directed systematically over time. The attack is not a good event.
The power imbalance is an important aspect of the definition, because the imbalance of power, this is what distinguishes the similar behaviors of childhood bullying, such as the development of social skills or rough play. The imbalance of the tricks the aggressor his pretending everything's okay to hurt the other person. The attacker sees the victim as being inferior to himself, not worthy of respect and the aggressor is sent right to injure the victim. The imbalance of power is also preventing passers-by to protect the victim. Some viewers are reluctant or afraid to stand up to someone with power.
An imbalance of power
Tyrants use their power to injure the victim and to influence the reactions of spectators. If there is no difference in power, the law is bullying not.
Teen boy with a black eye
Coercive power is when someone forces another person to do some close against his will. Coercive despots can physical damage to threaten, wounds with a knife or gun, violence against movable property, pets or a loved one, or they can utilize emotional threats, such as blackmail or threat of disapproval by the peer group. The threat must be real and credible. In some cases, coercive bullies will demonstrate their nominal strength injury ahead of others. This public demonstration of force to minimize resistance of future victims and bystanders.
Legitimate power is the power given to the people because of the position they hold in society. People with lawful authority have the power to establish rules and regulations and to determine who gets resources. Examples of people with rightful authority are teachers, school administrators, police officers, judges and politicians. Legitimate power is misleading. As a way to gain favor with the person in a situation of "authority, people who surround the figure of" authority will show feigned admiration. Those who are not quite wise to discern between true respect and feigned perhaps begin to abuser of their power.
Reward power is the ability to control the actions others through our external motivational factors incentives. Teachers, parents and other child care providers often use rewards to promote behaviors desired in children. Reward power can be abused when the person giving the reward only gives awards to friends, family members or just some members of the group. If the rewards are dismissed inflicted or removed in a deliberate and intentional, the action can be intimidation.
Expert power is the ability to control other people owing to special knowledge, skills or abilities. When people have a distinct knowledge, for example how the human body, using computers fix or comment speak a second language, they can use that knowledge to help others. Anyone who uses the information to belittle or humiliate another person is intimidation. Intellectual intimidation is difficult to identify because it is very easy to conceal. When questioned, attackers often try to conceal their behavior by claiming to have high standards.
Girl is excluded from a group of peers
Referent power is the ability to make others feel good about themselves. People are social and have an inherent need to feel desired, necessary and recherchés as part of a collective group. People who make others feel that they are special and belong to the Group hold considerable power. The person that some compliments or help people feel valued has powerful referent. As with other sources of power, referent power can be used for good or evil. The bullies power uses referent. They attract naive victims into a trap through compliments and room abuse of power, when they have the victim under their influence.
Persistent and chronic
The second part of the definition of harassment, is that the act is done to intentionally injure the victim. If a person is leg its étend and someone from passage travel on foot, the action may or may not be bullying depending on whether if the first person to injury imposed. While the act out a leg has been intentional, inflicting wounds could not have been intended. In FR, the intention, it is important to consider the 'developmental age of the children involved. At recess, young children, aged 5 to 7 years often play tag, hit UN game and run. Pour this age group, hit and run are playing, not intended to hurt. Behaviors mimic bullying of the shares but not the malicious intent of real intimidation.
The next component of the definition of harassment, it is that the hateful behavior is repeated over time. The bully can change behaviour. However, actions are malicious and intended to harm the victim. In some rare cases, an incident is still sufficient to classify behavior as harassment.
Other References
BANDURA, Albert. Social learning theory. Englewood Cliffs, NJ: Prentice-Hall, 1977; Kuykendall, Sally. Intimidation. Santa Barbara, CA: Greenwood, 2012; Lorenz, Konrad. On aggression. New York: Bantam Books, 1966; Olweus, Dan Agression in schools. New York: John Wiley & Sons, 1978.
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