Citation

Go C, Murdock S. J. extension 2003; 41(2): 2RIB1.

Copyright

(Copyright © 2003, U.S. Cooperative Extension System)

DOI

unavailable

PMID

unavailable

Abstract

In an effort to prevent tragic incidents like Columbine from recurring, bully-proofing programs are being implemented with the premise that bullies should be identified and an intervention program administered while victims are taught to defend themselves against bullies. However, our survey of middle school students showed that youth could be both bullies and victims at the same time and under variable conditions. The research results call into question the likelihood of success in bully-proofing programs. Instead, the results suggest that promoting positive youth development programs and creating a sense of safety in schools and neighborhoods may be more effective approaches.

Since the tragic Columbine school shootings, many programs have been created to prevent such incidents from recurring (e.g., Trent, Bai, Glick, Annin, & Keene-Osborn, 1999). The most popular response is the institution of "bully-proofing" programs in schools (e.g., Kanan, Nicoletti, Porter, 2000). Programs are based on the assumption that in school, youth are either bullies or victims. It is further assumed that if we identify all the bullies and provide intervention services, we will prevent a repeat of the Columbine school shooting.

Using a psycho-social theory of development (Erikson, 1950), where the focus of adolescence is identity formation, we hypothesize that it is possible for youth to be both a bully and victim as part of their developmental process (Ma, 2001). Second, a youth could have been bullied, and, in response, he/she would bully others. Both could have implications in the way we intervene and design our youth violence prevention programs. In the study discussed here, we examined the relationship between a youth's sense of safety and bullying and victimizing behaviors.

Language: en