writers block definition essay

Use narrative and descriptive elements to strengthen expository writing. Writers often use expository essays to report on an idea they.

According to U. Department of Education , it states that grades, attendance, self-esteem, insecurness can be affected by the bullying Who is hurt? The same reference states that people and peers that are around the bullying do not do nothing because their afraid to get in the middle of it.

The people and peers also do not like to get in the middle of the bullying because they are afraid of getting bullied themselves. Some peers might be also be bullying other people so they do not want to be discovered as well. The right thing to do is never get involved in bullying but speaks up. The best way to get a great resolution for the bullying conflict will be speaking to an adult before there are drastic things happening to the victims or bullies.

In conclusion, bullying can affect in many ways. It can affect bullies, victim of the bullies, peers, and even family members. There are very serious consequences to bullying; some consequences can even cause lifes of innocent people. Bullying victims life can be changed in an instance. A victim of bullying might look for other escapes to not feel what they feel while they are being bullied. People who see that bulling is being done towards other people or themselves should always speak up.

A person should never stay quiet when someone is being hurt. What kind of introduction did you write for your expository essay? What other types of introductions might be appropriate for this kind of essay? What makes your introduction type more effective than another introduction type for your particular essay? The type of introduction I used for this essay was an expository introduction. My introduction gives the reader the thesis statement. My introduction also gives the reader statistics of what the writing is about.

I think my introduction is very effective because it gives the thesis statement and more information of what the essay will be about. The reader can also determine what the essay will be about by just reading the introduction. What kind of conclusion did you write for your expository essay?

What other types of conclusions might be appropriate for this kind of essay?

What is Cyberbullying?

What makes your conclusion type more effective? This conclusion is to restate the thesis statement and to recap what the essay was about. My conclusion explains the effects of bulling and how it hurts the bullies, victims, peers, and family members life. Read Free For 30 Days. Much more than documents. Discover everything Scribd has to offer, including books and audiobooks from major publishers. Start Free Trial Cancel anytime.

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Jump to Page. Search inside document. Documents Similar To Introductions and Conclusions 2. Deeutza Ramona. Eray Cayli. Harini Pillari. Saami Asa. Daily Xtra. Queer Ontario. Ragaa Noor. Dallas Richmond. Studies have shown that boys identified as bullies in middleschool were four times as likely as their peers to have morethan one criminal conviction by age twenty-four.

Children who bully are more likely to engage in other criminaland anti-social behaviors, such as: ,Fighting,Vandalism,Truancy, Dropping out of school. Students may be fearful ofattending school, riding the bus, using the bathroom or beingalone in the hallway. This fear and anxiety can make it difficultfor the child to focus and engage in the classroom, makinglearning that much more difficult. Bullying can cause children toexperience fear, depression, loneliness, anxiety, low self-esteem, physical illness, and in some cases, even suicidalthoughts.

Not onlyis it written for children, in their unique language,you as the 9. Increased exposure to violence through mass media, video games,and the internet. Suffering as victims of abuse or neglect themselves, or agenerally more permissive society with a corresponding lack ofdiscipline. While certainly each of these theories has merit, there is nosingle cause of bullying behavior in children. There are however certain generalized characteristics displayedby children who engage in such behavior.

Children who are impulsive, socially dominant, confrontational,or easily frustrated may tend towards bullying behaviors. Other characteristics of children who bully may include a lackof empathy, a propensity to question authority and push limitsor break rules, idealization of violence, and the ability totalk their way out of difficult situations. Research, however, shows this is not thecase. Children who bully generally do not have a difficult timemaking friends and generally maintain at least a small group offriends who support their bullying behavior.

Some bullies mayeven be popular; although the popularity of a bully tends todecrease at higher-grade levels. Also, contrary to popularbelief, research shows that children who bully do not lack self-esteem. While boys are more likely to be bullies than girls, bothboys and girls may bully and both may become victims. Boy bulliesare much more likely to engage in physical bullying. Bullyingbetween girls is more likely to involve social exclusion, whichis harder to discover, but no less painful for the victim. Bullying generally takes place between children in the samegrade level, although many times older students may bullyyounger students.

Overlypermissive, lack of limitsand Harsh, physical discipline Peer risk factors:Engage in bullying behaviors Support bullyingbehaviors Idealize violence School risk factors:Unsupervisedbreak timesUnsupervised student areas such as lunchrooms,bathrooms, hallways, locker rooms, playgrounds Apathy towardsbullying on the part of teachers and administratorsInconsistentrule enforcement Social exclusion is the most common form ofbullying between girls. This form of girl-on-girl bullying canbe very difficult to detect.. Being difficult to detect means itis difficult for parents or school officials to intervene.

This behavior maybegin as early as grade school, but probably peaks in juniorhigh. It entails social isolation, vicious lies and rumors, andconstant harassment. This type of bullying is focused onhumiliating the victim and is generally carried out over longperiods of time. It can be psychologically devastating for thevictim. The bully in this situation is generally very popular,smart, charming, and attractive — generally viewed positively byadults. This girl usually has a clique of girls at her beck andcall eager to join in on the harassment of the chosen victim.

This form of bullying is slow, drawn-out, calculated,manipulative torture of the victim. The effects on the victimcan be so severe as to result in depression, eating disorders, It is not as easy to recognize as the black eyes andplayground brawls of more traditional, physical bullying, but itis certainly no less significant. Local LiteratureBullying is the activity of repeated, aggressive behaviorintended to hurt another person, physically or mentally.

Bullying is characterized by an individual behaving in a certainway to gain power over another personNorwegian researcher Dan Olweus defines bullying as when aperson is"exposed, repeatedly and over time, to negative actions on thepart of one or more other persons. Bullying behavior may include name calling, verbal or writtenabuse, exclusion from activities, exclusion from socialsituations, physical abuse, or coercion.

They may bully out of jealousy or be acting outbecause they themselves are bullied. National Center for Education Statistics suggests thatbullying can be classified into two categories: 1.

Teenage bullying

Direct bullying, and 2. Thisisolation is achieved through a wide variety of techniques,including spreading gossip, refusing to socialize with thevictim, bullying other people who wish to socialize with thevictim, and criticizing the victims manner of dress and othersocially-significant markers including the victims race,religion, disability, sex, or sexual preference, etc. Ross[19]outlines an array of nonviolent behavior which can be considered The UKbased childrens charity, Act Against Bullying, was set up in to help children who were victims of this type of bullyingby researching and publishing coping skills.

It has been noted that there tend to be differences in howbullying manifests itself between the sexes. Males tend to bemore likely to be physically aggressive whereas females tend tofavour exclusion and mockery, though it has been noticed thatfemales are becoming more physical in their bullying. ControversySome researchers have suggested that some bullies are"psychologically strongest" and have "high social standing" Juvonen Otherresearchers also argued that a minority of the bullies, thosewho are not in turn bullied, "enjoy going to school, and areleast likely to take days off sick.

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Helene de Castro a child development academic,sparked controversy when she argued that being a victim ofbullying can teach a child "how to manage disputes and boosttheir ability to interact with others," and that teachers shouldnot intervene, but leave children to respond to the bullyingthemselves: Besag, "[I]f boys or girls are able to stand up for themselves, being attacked by enemies can help their development. Studies have shown that children become more popular among, and respected by, teachers and fellow pupils if they repay hostility in kind.

They remember such experiences more vividly than friendly episodes, helping them to develop healthy social and emotional skills. Most victims report In the s and s, a cultural movement againstbullying gained popularity in the English-speaking world. The Suicide of Joven Macaraig in brought attention to the issue in Nueva Ecija , and sparkedreforms in state education. Bullying can causeloneliness, depression, anxiety, lead to low self-esteem andincreased susceptibility to illness.

There is evidence that bullying increases the risk of suicide. It is estimated that between 15 and 25 children commit suicideevery year in the UK alone, because they are being bullied. Research indicates that adults who bully have authoritarianpersonalities, combined with a strong need to control ordominate. It has also been suggested that a prejudicial view ofsubordinates can be a particularly strong risk factor.

Some haveargued that a bully reflects the environment of his home,repeating the model he learned from his parents. Further studies have shown that envy and resentment may bemotives for bullying. Research on the self-esteem of bullies hasproduced equivocal results. While some bullies are arrogant andnarcissistic, others can use bullying as a tool to conceal shameor anxiety or to boost self esteem: by demeaning others, theabuser feels empowered. Researchers have identified other risk factors such asdepressionand personality disorders,[41] as well as quickness toanger and use of force, addiction to aggressive behaviors,mistaking others actions as hostile, concern with preservingself image, and engaging in obsessive or rigid actions.

Acombination of these factors may also be causes of thisbehavior. In one recent study of youth, a combination of It is often suggested that bullying behavior has its origin inchildhood. As a child who is inclined to act as a bully ages,his or her related behavior patterns will often also become moresophisticated.

Schoolyard pranks and rough-housing may developinto more subtle, yet equally effective adult-level activitiessuch as administrative end-runs, well-planned and orchestratedattempts at character assassination, or other less obvious, yetequally forceful forms of coercion. Often bullying takes place in the presence of a large groupof relatively uninvolved bystanders.

In many cases, it is thebullys ability to create the illusion that he or she has thesupport of the majority present that instills the fear ofspeaking out in protestation of the bullying activities beingobserved by the group. Unless the bully mentality iseffectively challenged in any given group in its early stages,it often becomes an accepted, or supported, norm within thegroup.

In such groups where the bully mentality has been allowed tobecome a dominant factor in the group environment, injustice andabuse often become regular and predictable parts of the groupexperience. Bystanders to bullying activities are often unableor unwilling to recognize the true costs that silence regardingthe bullying can have, both to the victim or victims, and to thegroup.

Bystanders often feel unwilling to empathize with thevictim, regardless of their feelings towards the bully. Thereversal of a culture of bullying within a group is usually aneffort which requires much time, energy, careful planning,coordination with others, and usually requires some undertakingof risk by group members.

It is the general unwillingness of bystanders to expend thesetypes of energies and to undertake this type of risk thatbullies often rely upon in order to maintain their power. Unlessaction is taken, a culture of bullying is often perpetuatedwithin a group for months, years, or longer. Bystanders who have been able to establish their own friendshipgroup or support group have been found to be far more likelyto opt to speak out against bullying behavior than those whohave not.

Despite the large number of individuals who do not approve ofbullying, there are very few who will intervene on behalf of avictim. Most people remain bystanders and tend to accept thebullying or to support the bully. In most bullying incidents, bystanders do not intervene torestrain the bullying. When the bully encounters no negativeresponse from observers, it provides social approval for thebullying and encourages continuation of the behavior.

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There aremany reasons why individuals choose not to intervene. They maybe relieved that the victim of a normal and generally-presentdanger is someone else, they may take vicarious satisfaction inthe bullying, or they may worry that they risk becoming the nextvictim through intervention. An intuitive understanding thatothers will be similarly unwilling to assist them if they dobecome the next victim likely strengthens the motivation toremain passive.

Researchers have been considered the just-world belieftheory to explore a posited decline in anti-bullying attitudes. However, further research isneeded to link the two together. While on the surface, chronic bullying may appear to be simplythe actions of an aggressor or aggressors perpetrated uponan unwilling targeted individual or individuals , on acertain deeper level, for it to succeed, the bullying-cycle mustalso be viewed as necessarily including a certain chronicinadequate response on the part of the target or targets.

Thatis, a response that is seen by both the bully and the target asinsufficient to prevent the chronic bullying-cycle fromrepeating itself between the given individuals. A suitableresponse to any given attempt at bullying varies with theoccasion, and can range from ignoring a bully to turning a prankaround so that it makes a pranksteree out of the would beprankster, to even summoning legal intervention. The number of youths who experience bullying is alarming.

Bullying- Introduction (Part 1)

In a recent survey of 1, students in seventh through twelfth grades, 48 percent reported being harassed in some way Anderson, Since many cases of bullying include violent actions intended to create fear name-calling; physical attacks; acts of humiliation, denigration, and mistreatment , bullying can cause traumatic stress responses. Understanding Why Bullying Occurs Numerous researchers, educators, and psychologists have theories about why bullying occurs. Although these groups have different semantics for explaining why bullying occurs, there is always a common theme: power and control.

By the time intervention occurs, the psychological damage and pain has become almost indelible. This damage affects not only the bully and the target s , it also affects the bystanders.

It puts one into an uncomfortable psychological state known as cognitive dissonance to witness a bullying incident and do nothing about it. Cognitive dissonance occurs when our actions do not match our internal code of ethics and morality. Bullying needs to be addressed swiftly. The consequences should include recommendation for counseling for the bullies. As noted earlier, many bullies have themselves faced terrible difficulties of their own. Some of these difficulties may be abuses physical and verbal , violent episodes at home, chaotic lifestyles, and other disturbing experiences.

As a result of these factors, these individuals displace their pain on others. Such factors, incidentally, are also linked to self-harm behaviors. It is also powerful for school officials and counselors to perform reflective interviews with bullies. Reflective interviews can involve placing the bully in the shoes of his victim and asking him to think about how his actions have affected the victim.

I have found it especially helpful as a school principal to meet with the bully first, and to have him process and reflect on the situation. I then invite the victim to my office and have the bully and the victim meet. This process also allows me to empower the victim and provide him with new tools of confidence and assertion.

Victims must be encouraged to report the acts and actions of bullies. They must also send a clear message to victims that failure to report a single act of bullying will ultimately give bullies the notion that it is okay to continue to bully. About the Author Dr. Terry Ehiorobo is a school principal at an alternative school in Kenosha, WI.

He also serves as an adjunct professor at National-Louis University in the education leadership department. He has over ten years of school administrative experience and has taught for over five years at the University of Wisconsin-Milwaukee school of continuing education in the area of youth development. If you remain mindful about your ability to control your own behavior, you can make constructive choices that can promote the best possible outcome instead of the worst-case scenario. Subscribe to Prevention Perspectives and get information and strategies that will help you respond to challenging behavior that you face every day.

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