Introduction
Bullying is another person’s intentional physical, verbal, or psychological harm. Bullying is frequently repeated and implies an imbalance of authority. Bullying behaviors include pushing, hitting, or other unwanted physical contacts, teasing and name-calling, repeated marginalization of a person from games and activities, and transmitting intimidating or hateful messages via text, chat, or email, as well as distributing hurtful messages (Gaffney et al., 2019). Bullying and online abuse, or online bullying, are sensitive topics for several students, families, and educators. As Van der Kolk (2014) indicates, neglect and emotional abuse resulting from bullying can have the same effects as sexual molestation and physical abuse. Some students may be ashamed that they have experienced bullying or harassed others. Therefore, it is critical to maintain a better environment in which they feel comfortable sharing their feelings. This paper will discuss the effects bullying has on students and the mindful intervention that should be considered to deal with bullying and alleviate its effects on the victims. In particular, Mindfulness-Based Cognitive Therapy for Children (MBCT-C) is highlighted as a critical intervention. Can the MBCT-C model be applied to out-of-school bullying scenarios?
According to studies, approximately 15-25% of US students are bullied regularly. 15-20% of students report that they berate others regularly (Gaffney et al., 2019). Many of these incidents of bullying go unreported. Bullying is likely to have occurred in a child’s school or community. A bully may steal or break another person’s valuables. They may also constantly exclude others from participating in games and activities. Bullying is also defined as sending a frightening or mean-spirited conversation, voicemail, text message, picture, video, or email. Children who are bullied may feel terrified or humiliated. They must realize they are not the first. They have no reason to be embarrassed. When individuals experience distress, the most likely option is to find people they like and trust for assistance and the way forward (Van der Kolk, 2014). When a child experiences bullying, they should inform a trusted adult, for instance, a teacher, counselor, or caregiver.
Children should be taught that reporting an abuser who torments them and other children does not make them snitch. Children could confront a bully if they feel safe doing so. It is critical that they choose not to attack but instead use their words. They must also make it clear to the bully that they must stop, then move away and disregard them. Reminding children of what a bully desires are critical to seeing others upset or angry. As a result, when informing an abuser to stay away, they should appear confident and calm (Gaffney et al., 2019). If the bully persists, pupils should continue to disregard them and disclose the bully to someone of authority. Children can avoid bullies by choosing a different walking route or changing their location on the school playgrounds. This does not imply fleeing the bully but instead seeking to avoid an altercation while enjoying the moment during leisure time or after studies. Victims of abuse could also stick with their friends because an abuser will be less likely to initiate chaos in a group of individuals. Some pupils may not be bullied themselves. Nevertheless, they may observe companions or schoolmates being bullied (Van der Kolk, 2014). They can assist fellow students by presenting bullies as responsible adults.
Some abusers may be unaware that they are bullies. Youngsters should be taught to be respectful of one another. Also, they should be enlighted that individuals are unique and have diverse interests. No one should feel bad about it. It is critical to inform students of the Golden Rule, which states that they should treat others how they prefer to be handled (Gaffney et al., 2019). Arguments will eventually emerge in whatsoever relationship. Children should realize that it is acceptable to take issues with others. However, it is not appropriate to mistreat others out of rage. They ought to relax before speaking with anyone or working on challenges. It can be beneficial to brainstorm varying ways to relax. Children should be encouraged to be self-assured, capable individuals who treat others with dignity. An abuser is no match for someone with a robust support system and a strong sense of right and wrong. Parents can enable their children to be great friends and schoolmates who acknowledge and help each other. Strategies to cool off include going for a walk, taking deep breaths, or exercising.
Considering Mindfulness
Despite the significant impact of cyberbullying and bullying on psychological health, health services are frequently unprepared to handle these cases. Interventions are frequently left to the school, and it is the duty of the teachers and the larger school society to put an end to bullying (Foody & Samara, 2018). Although this may reduce bullying, Liu et al. (2021) noted that school personnel are not always adequately equipped to cope with severe mental health problems. The individuals involved frequently lack follow-up regarding mental health and coping strategies (Foody & Samara, 2018). According to the literature, such interactions can have a long-term impact on victims, and their psychological health may suffer long after the events.
Anti-bullying programs are currently unable to offer personalized psychological assistance to victims. This scenario is because they depend on a whole-school strategy and conventional care packages. Also, on the other hand, there are developed therapeutic packages, including mindfulness, that may offer themselves to such contexts. These packages have already been developed in classroom settings (Foody & Samara, 2018). In recent years, mindfulness techniques and concepts have received much attention in academic and school-based studies. The main advantages of applying mindfulness in the classroom are that they are relatively simple and quick to implement. Also, the techniques have ramifications for enhanced well-being and resilience in learners of all ages.
Though several definitions of such a broad concept exist, it is widely accepted that mindfulness is a state of being conscious that arises from paying close attention to intent, in the present moment and without judgment. Mindfulness is defined as observing, explaining, acting with consciousness, and acknowledging without judgment (Foody & Samara, 2018). As a result, mindfulness strategies aim to promote present-moment awareness and acceptance. In the process, it reduces the influence of psychological content, such as thoughts, sentiments, and emotions, on behavior. This may have a significant positive impact on behavior, particularly in the case of bullying. Mindfulness, for example, has been associated with compassion and perspective-taking (Faedda et al., 2019). Moreover, empathy has been related to positive bystander behavior and attitude, which has been linked to decreased bullying.
Due to the increasing incorporation of mindfulness techniques and concepts into school programs and school-based well-being projects, teachers are comparatively experienced and knowledgeable in providing mindfulness initiatives to their students. School-based mindfulness initiatives have been associated with successful effects on teachers’ stress levels and students’ well-being (Foody & Samara, 2018). These initiatives have been connected to reduced inattentive and hyperactive behavior, stress reduction, and better classroom behavior in the school-aged population (Faedda et al., 2019). For example, a previous study of Chinese youth discovered that mindfulness reduced the impact of depression on bullying victims (Foody & Samara, 2018). Although research into mindfulness techniques to reduce the consequences of cyberbullying incidents is limited, some investigations have found an inverse relationship between an empathetic attitude and problematic social media use.
Mindfulness-Based Cognitive Therapy for Child (MBCT-C)
School aggression is a significant concern for all principals, teachers, and school officials. Bullying, a subset of aggression, represents one of the most severe issues confronting schools today. The severity of this problem is such that being a victim of bullying by others in school is one of the most common problems for students. 10% of middle and elementary students are victims of ferocity and aggressive behavior by their fellow students on average (Talepasand et al., 2019). As a result, bullying has become a worldwide issue in psychology. MBCTC (mindfulness-based cognitive therapy for children) is expected to reduce bullying successfully. This concept fosters a unique quality of being in people and supports them in compliant personal opinions established in their heads and events around them (Talepasand et al., 2019). According to Wright et al. (2019), mindfulness is centered on ancient Buddhist traditions, and modern mindfulness methods are based on a wider outline. Mindfulness is the awareness that arises from paying enough attention to intent, in the current moment and without judgment.
The emphasis on the sniff, the capacity to tune into things happening within the mind and body, and the act of becoming a testimony to one’s observation are three main components of mindfulness. These interpretations emphasis on attention, which is central to traditional Buddhist meditation and relaxation practices. According to the Mental Health Foundation, the advantages of mindfulness in social interactions are that these practices induce individuals to curb their poor personal behaviors, such as nervousness and aggression (Talepasand et al., 2019). This reduction is achieved through replying instead of countering. Presenting this practice to children may adequately position them for challenges and opportunities. Many children’s honesty and willingness to study may make them receptive to studying mindfulness.
The efficiency of mindfulness-based cognitive behavioral therapy on harassment reduction among elementary school students was investigated in a study. The findings showed a significant disparity in harassment variables between the control and experimental groups. As a result, MBCTC successfully decreased bullying behavior among students (Talepasand et al., 2019). The most crucial component of mindfulness practices that effectively reduce bullying is; influencing behaviors and emotions caused by emotions. Individuals recognize mindfulness as having positive effects on their independence and emotional regulation of emotions (Talepasand et al., 2019). However, when used suitably and regularly, mindfulness strategies can be a powerful way to promote student well-being.
On the one hand, concentrating children on the current moment and being nonjudgmental and attentive to their feelings and thoughts may boost people’s understanding of their positive feelings (Talepasand et al., 2019). Doing so will help cultivate these feelings, which in turn aid in developing behavioral patterns with compassion, affection, and empathy (Talepasand et al., 2019). Also, it functions to break the pattern of instantaneous reactions through negative thoughts, which leads to less aggressive and inappropriate behavior. Emotional maturity and recognition of the present situation are two benefits of mindfulness. Students are taught mindfulness strategies to feel more relaxed, safer, and less stressed (Talepasand et al., 2019). They are also less likely to engage in physical aggression since they observe inner strength and peace, which significantly contributes to peaceful interactions.
Conclusion
Parents and educators are becoming more aware of the widespread destruction that a single instance of bullying or cyberbullying can cause to their children and students. Increased media coverage of suicides, in particular, has prompted adults to rush to safeguard teenagers from cyberbullying. Some metrics are more effective than others. For the overwhelming part, academic institutions focus more on their students’ well-being and initiatives that can significantly raise positive coping behaviors and reduce mental health issues.
It is common for schools to implement a single anti-bullying initiative on a whole-school threshold without connecting it to separate psychological health or well-being initiatives. Such a specific view on bullying behavior overlooks that much bullying happens due to a lack of appreciation for differences, decreased empathic skills, and a lack of civic responsibility. It can be deduced that MBCTC may be beneficial in decreasing violence and harassment behaviors by influencing the degree of consciousness of emotions at the time. It also increases the ability to control it. Moreover, these practices elicit good feelings such as empathy, kindness, and compassion, reducing people’s predisposition to engage in bullying. As a result, it is discovered that the essential element of mindfulness in harassment reduction is its influence on emotions.
References
Faedda, N., Natalucci, G., Baglioni, V., Giannotti, F., Cerutti, R., & Guidetti, V. (2019). Behavioral therapies in headache: focus on mindfulness and cognitive behavioral therapy in children and adolescents. Expert Review of Neurotherapeutics, 19(12), 1219–1228. Web.
Foody, M., & Samara, M. (2018). Considering mindfulness techniques in school-based anti-bullying programmes. Journal of New Approaches in Educational Research, 7(1), 3–9. Web.
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45(45), 111–133. Web.
Talepasand, S., Faraji, M., & Boogar, I. (2019). Effectiveness of mindfulness-based cognitive therapy for a child on bullying behaviors among children. International Archives of Health Sciences, 6(1), 52. Web.
Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking
Liu, X., Xiao, R., & Tang, W. (2021). The impact of school-based mindfulness intervention on bullying behaviors among teenagers: Mediating effect of self-control. Journal of Interpersonal Violence, 37(22), 088626052110520. Web.
Wright, K. M., Roberts, R., & Proeve, M. J. (2019). Mindfulness-based cognitive therapy for children (MBCT-C) for prevention of internalizing difficulties: A Small randomized controlled trial with Australian primary school children. Mindfulness, 10. Web.