Bullying in Schools: Definition and Intervention

Subject and Section
Professor’s NameDate
Reflection Paper
Bullying in Schools, Let’s Discuss the Definition and Intervention
Our classmate, Chunmen Gong, defined bullying and its potential effects on the well-being of the students. Gong suggested that there is no exact definition that can wrap up all the features of bullying. However, it is generally defined as the willingness of one person to inflict stress toward the other through many forms of abuse, such as physical (i.e., punching, hitting), verbal (i.e., shouting, using ill-fitting words), or emotional (i.e., inciting fear toward the bullied classmate through dreadful actions).
Contrary to Gong’s statement, I believe that bullying can be a conscious or subconscious action. Conscious bullying entails knowing precisely the reason for it and wanting the rewards that come after it. By contrast, subconscious bullying refers to the urge of the mind to inflict pain or stress on another individual secondary to previous experiences that allow the person to feel less vulnerable. I have personal experience of being the bully and the bullied. The first that happened was I was the bully in the class, and the reason behind this is that I want to be the boss in the class. Soon, my classmates understood my intentions and wanted to bring down my ego. Therefore, everyone else turned against me and began to bully me. As I grew up, I have this persistent urge to bully other people the way I experienced it before.
Giddens’ Structuration Theory supports my perception and experiences, which enumerates both conscious and subconscious factors that lead to the long history of bullying. Initially, the urge to bully begins with the need for security that the world shall remain unchanged, allowing an individual to gain stability without losing self and social identities. This is related to another factor, the unconscious motives, which is the pressure that forces a person to commit something unknown to one’s perc...