Childhood is a major developmental phase in a child’s life. Bullying occurs when a child is repeatedly targeted by verbal and physical attacks or other forms of abuse (Berk, 2006), which can be caused by numerous internal and external factors. However, despite a multitude of indicators, it is not always possible to recognize bullying and even if this is the case, adequate intervention is often not forthcoming. It is therefore important to pay attention to this much-discussed topic, because a child being bullied can be associated with long-term social and emotional problems, such as depression or poor school performance (Schwartz, D.; Hopmeyer Gorman, A.; Nakamoto , J. & Toblin, R.L., 2005). Bronfenbrenner’s model (1979) focuses on various systems around the individual: The microsystem includes interaction patterns around the child, the connections between the microsystems form the mesosystem. The formal and informal social setting apart from the child is the exosystem, while the macrosystem concerns cultural norms, values, laws and manners (Berk, 2006). Within this paper, an own model is presented based on this model that exposes a number of central psychological development theories and associated factors.
Parenting and attachment
The most direct influence on the child within the microsystem concerns the connection and interaction with one’s own parents through the child’s upbringing. From the ethological attachment theory (Bowbly, 1969), four forms of attachment relationships are distinguished: secure, avoidant, rebellious and disoriented. While a secure attachment relationship is beneficial for the normal development of the child, a disoriented attachment relationship confronts the child with insecurity and ambivalent feelings, which can disrupt the child’s development of social skills and self-regulation. In addition to attachment, acceptance and involvement are two important concepts in the upbringing of the child. Numerous research has shown that an attentive, warm approach from parents teaches the child to communicate and make decisions. However, if the parents emotionally distance themselves from the child, this can degenerate into poor emotional self-regulation, poor school performance and anti-social behavior. Possible behavior that violates norms can lead to the child being bullied. From the age of eight, the child is
able to develop long-term friendships for the first time (Berk, 2006). Having friends is very important for both the acceptance and social support of others and the child’s self-confidence. However, the lack of self-regulation and social skills due to an inconsiderate, cold upbringing can result in the child exhibiting deviant behavior and difficulty making friends, making the child a vulnerable target for bullies. In other words, there is a mesosystem between the microsystems of education and the child’s social network. Due to the lack of social support, both at school and at home, the child is more likely to react emotionally to stressful situations instead of actively seeking a solution to the problem, making the child unable to break the negative spiral of being bullied .
School climate
Not only the home climate, but also the school climate has a major influence on the child. Being bullied is rarely a one-off event. It is therefore important that a school deals well with bullying behavior. Within the microsystem, it is important that the teacher shows commitment and offers support, especially when this is lacking on a family or friendly level. If the teacher offers a listening ear and intervenes where necessary, it can take the wind out of the sails of bullies, while ignoring the child’s cry for help can have catastrophic consequences. Viewed from the exosystem, the school ideally creates a climate in which it publicly expresses its opposition to bullying and puts it into words through the involvement of counselors, care providers and parents. Not only is help provided, but both the bully and the person being bullied are confronted with each other’s behavior through mutual conversations, so that both learn to communicate and regulate their own emotions. The school’s general approach to bullying in the exosystem can therefore indirectly influence the likelihood and extent to which the child is bullied.
Social economical status
The values and expectations within the child’s upbringing correlate with the socio-economic status (SES) of the parents. In the case of low SES, parents continue to emphasize external characteristics, while with high SES more importance is placed on internal characteristics and involvement (Berk, 2006). This difference may be explained by the poverty experienced by the parents, which can have serious complications for the child’s development. For example, financial concerns can be accompanied by conflicts and frustrations, especially when there is little social support, causing the child to retreat into his or her shell or exhibit anti-social behavior. A lack of resources can also mean that parents cannot financially afford to let the child participate in sports, for example, which would prevent the child from making social contacts. A low SES of the parents can ultimately lead to distance and a lack of social skills in the child through upbringing, which can result in a withdrawn and vulnerable position at school.
Conclusion
The factors described can be both protective and risk factors. Parenting influences the child’s self-regulation and social skills, and the attachment relationship can inhibit or promote their development. Social skills are important for forming friendships. A child with a friend is better accepted and less bullied. Self-regulation is important in responding to bullying behavior, where a problem-solving response can help the child while emotional responses can worsen bullying. The teacher plays a role at school. Listening to a bullied child and intervening when necessary are protective factors, while a teacher who ignores bullying behavior will be a risk factor. Finally, a high or low SES can make a difference due to a possible difference in parenting style. In addition, poverty can disrupt the development of the child, as well as the attachment relationship with the parents, which can also lead to a vulnerable position at school.