English Writing Task - Scrapbook (group assignment)

SEMESTER 1

DE013

2021/2022
ENGLISH

KOLEJ MATRIKUASI LABUAN

ENGLISH
WRITING TASK – SCRAPBOOK

Theme : Social
Issue : The raising of bullies among teenagers in Malaysia

No. Name Matric No. Class
1. ADEN AVELYN BINTI ADARIS MS2115173701 X03
2. ERRIYA EDORA BANTASON MS2115173992 X03
3. SITI SYAMIRAH BINTI SAMIR MS2115174424 X03
4. SEBASTIAN TUAH KALONG MS2115174269 X03

What is bullying ?

One of the causes is the teenagers be friend with bullies.Teenagers
may affected by their friends’ wrong doing and start to bully other.this
is because they are afraid of become a victim of bullying by their
friends.They want to be popular like their friends and getting other
people’s attention for being stronger than others. Thus,teenagers might not
afraid to bully other people. This is because they think that they are not alone
and assume that they are strong enough to bully others.
The action or solution that should be take is parents must give attentions to their
children’s activities and with whom they are be friend.Other than that, parents
should send them to take counseling session for getting motivation to be better
person.This counseling session may help and encourage them to find the right
friend.







Last but not least,the cause of the raising of bullies is the bullies may be overly
competitive and worry about their reputation or popularity .The reason is that
bullies not only come from those people that are naughty, but also people that hardly
want to keep their reputation in a bad way .The effect of this bullying among the victims is
avoidance of school or social situations.The reason is they are too scare of the surroundings
because they are fear to be bullied. The solution to prevent this bullying issue
is by discussing with the bullies parent to make sure they give awareness to their child not
to bully .Many parents of bullies believe that it is appropriate for their children to learn
how to compete in the schoolyard and do not see bullying as an issue.Plus,there are too
many children are born into adverse family situations which is the parents are too strict in
keeping their reputation until their child is influence by their parental behavior and is
worst than their parents .So that ,the parents will together help preventing this problem of
bully .



In conclusion,bullying can affect in many ways.The peers,family
members can be victim of the bullying. Bullying are very serious issue
and should be avoid and do not let it getting worse. It can give a very
bad experience for teenagers nowadays. The teenagers that being bullied can
lead to depression, drug use, suicide. It is not a joke to make other people hurt
by physically and mentally. Victim’s life can be changed instance.A person
should never stay quiet when someone get hurt.The person that being bullied
should not stay quiet too.They should share or tell their problem with their
teachers,family members and their close friends. We do not want one by one
life were sacrificed causes of bullied.We must stand together for the person that
getting bullied and help them so that we can live by surrounding of positive
vibes at everywhere.

References : Sample Article (#1)

Bullying: It’s not just a school problem
How much attention should physicians pay to bullying? All children disagree from time to time; when does
disagreement have important consequences? Bullying has been defined as the exposure of someone repeatedly and over
time to the negative actions of one or more other persons (1). Bullying can be direct, characterized by open attacks on the
victim, or indirect, characterized by social isolation of the victim and exclusion from a group. The three key elements of
bullying are a power imbalance, negative intent and repetition (1). In a 1991 study using self-report data from children
in 22 Toronto, Ontario schools, 8% of the children reported being bullied weekly and 20% of the respondents reported
being bullied once or twice per term (2). Seventy-four per cent of those bullied reported being hit or kicked, 23% reported
being teased only, and 9% were threatened, intimidated, confined or suffered other types of bullying (2).
Bullies come from homes in which there is harsh discipline and a lack of warmth (3). There is a higher likelihood that
bullies come from single mother families with low cohesion, and that they tend to perceive their siblings as being powerful
(4). Bullying affects victims, the children who bully and even the peers who observe the bullying. An Australian study (5)
showed that bullies tend to be unhappy with school and have a higher prevalence of psychosomatic symptoms than
nonbullies. Sixty per cent of boys who were identified as bullies by their grade 6 to 9 peers had at least one court
conviction by the age of 24 years (3). Aggressive children followed to adulthood had increased risks of criminal behaviour,
spousal abuse, alcoholism, antisocial personality disorder and other psychiatric disorders (6). Children who witness bullying
have been studied through interviews and observation on the schoolyard. When interviewed, observers of bullying
responded that they disliked bullying and would assist the victim in an encounter. When observed on videotape, however,
peers spent only 25% of their time intervening on behalf of victims. Seventy-five per cent of the time, they reinforced
bullies by passively watching (54%) or actively modelling bullying behaviours (21%) (7).

Victims of bullying are often rejected by their peers (8), and are at risk for depression and dropping out of
school (9). The behaviour of victims during actual school bullying incidents was captured by hidden videocamera
and tape recorder in an elegant study conducted in two elementary schools in Toronto. Victims fell into two broad
groups: passive and active-aggressive. Passive victims avoided conflict, were withdrawn, and lacked the humour
and prosocial skills that would allow them to manage conflict effectively. Active-aggressive victims responded to
teasing with anger, were argumentative and persistently attempted to enter peer groups where they were
unwelcome. These aggressive responses tended to escalate bullying behaviour. Passive responses did lead to a
decrease in bullying, but at the cost of the submission of the victim to the bully and the consequent reduced self-
esteem of the victim (10).

The heartfelt concern expressed in the present issue of Paediatrics & Child Health (pages 418 to 420) by Dr
John Grant, a practising community paediatrician, highlights the importance of the bullying problem in North
American society and the impact on the lives of patients. The anecdote that Dr Grant describes is not an isolated
incident, but could be elicited in any family physician or paediatrician’s office. Dr Grant suggests a variety of useful
actions that parents, schools, paediatricians and government agencies should undertake to stop bullying. Many of
these actions are directed toward changing the school climate by promoting peace, monitoring signs of violence
and screening for potential victims. More interventions for the victims of bullying can be added to this list. The
victim must be offered a safe haven in which he or she can discuss the impact of bullying and where he or she can
be reminded of personal strengths as a counter to negative self-images. He or she must be encouraged to increase
his or her network of friends and be taught strategies to avoid or confront bullies. Unfortunately, this is easier said
than done. Victims are chosen because they are socially isolated, and lack the social skills to prevent bullying from
being reinforced or to ask for help from friends to stand up to bullies.

Although schools, agencies and paediatricians can do much at the community level to
mitigate bullying and its effects, the problem is clearly societal in scope. Bullying cannot be
stopped with a single intervention or by a single social agency. The use of violence to solve
problems is repeatedly illustrated through television and other visual media. Many parents of
bullies believe that it is appropriate for their children to learn how to compete in the schoolyard
and do not see bullying as an issue. Too many children in our society are exposed to domestic
violence directed towards parents and themselves. Too many children are born into adverse
family situations, including low maternal age at the birth of the first child, low education and
employment status of the parents, and poor parenting practices, which are documented risk
factors for chronic aggressive behaviours in children (11).

Dr Grant ( page 419) outlines several methods by which paediatricians can assist victims of
bullying who present to their offices. From a public health perspective, this is an important
tertiary preventive activity. To apply secondary or even primary preventive interventions,
physicians must act from the first encounter with a family, ideally before the birth of an infant.
Physicians who understand the relationship or lack thereof between the parents, the upbringing of
the parents themselves, their degree of love and warmth toward their children, and the methods
of discipline used will be in a better position to promote a peaceful and nurturing home
environment. Paediatricians, family physicians and organizations, such as the Canadian Paediatric
Society, must continue to advocate for increased funding and better structuring of health services
for children and youth to reduce mental health problems such as bullying and its sequelae.

UNDERSTAND THE ANTECEDENTS OF BULLYING
Several longitudinal studies have charted the developmental course of aggression from childhood to adulthood.

Unfortunately, few of these started in early childhood, and there are no published studies that recruited
participants during pregnancy or at the birth of the child. As well, relatively little is known about the interplay
between genes, and the physical and social environment on the development of the fetus, infant and toddler.
Prospective, longitudinal studies that begin with a cohort of pregnant women to ensure the collection of high
quality physical and social data prospectively are needed. Effective interventions cannot be planned without an
understanding of causation.
USE SCHOOL-BASED INTERVENTIONS THAT HAVE BEEN SHOWN TO WORK

Human and capital resources are scarce. Why waste these precious resources implementing programs that have
never been evaluated? In recent years, several effective school programs have been reasonably well evaluated. The
Internet home page of the National Center for Injury Prevention and Control at the American Centers for Disease
Control and Prevention in Atlanta <http://www.cdc.gov/ncipc/schoolviolence2001.htm> lists many of these
programs.
DESIGN HIGH QUALITY INTERVENTIONS AND EVALUATE LONG TERM IMPACT

Many intervention studies have applied a single intervention and assessed outcomes a few weeks or a few
months later. In addition to interventions for school-aged children, there is a need for intervention studies that
begin during pregnancy and infancy. The studies should extend over several years rather than several months;
apply a variety of interventions at individual, community and societal levels; and randomly select large units, such
as schools or communities, to allow for the measurement of individual and group level effects. The targets of such
interventions must include parenting practices, adolescent pregnancy and appropriate support for single mothers.
Although expensive and difficult to execute in community settings, the randomized controlled trial remains the
gold standard for evaluating such interventions.

DEVELOP REASONED PUBLIC POLICY FOR BULLYING AND
AGGRESSION

A public that is knowledgeable about bullying will not minimize it on
the one hand or reach for simplistic solutions on the other. For example,
several jurisdictions are now enforcing ‘zero tolerance’ policies under
which students are automatically suspended for aggressive behaviour.
Such policies are not based on a psychobiological model of bullying that
provides a framework for understanding causation and prevention. They
ignore the factors operating throughout the development of a child that
contributed to the bullying behaviour of that child. Although such policies
may be effective in the short term, the likelihood that they will improve
the course of bullying and aggression in children as they grow does not fit
with the current understanding of why some aggressive children become
aggressive adults. Family physicians and paediatricians can work with
school officials and policy-makers to implement policies that are based on
sound science and that have been shown to work in other jurisdictions.

Sample Article (#2)

Bullying - Medical Reference
Bullying - Earn CME/CE in your profession:
Introduction
Bullying is a very common, complex and potentially damaging form of violence among children and
adolescents. Bullying is defined as unwanted, aggressive behavior, which involves a real or perceived social
power imbalance. The behavior is repeated, or has the potential to berepeated, over time (therefore, the
definition excludes occasional or minor incidents). These actions are purposeful and intended to hurt or
make the victim uncomfortable.[1]
Bullying may manifest itself in many forms. It can be physical, verbal, relational, or cyber; it can be subtle
and elusive. The most common form of bullying both for boys and girls is verbal bullying such as name-
calling. Although bullying is more common in schools, it can occur anywhere. It often occurs in
unstructured areas such as playgrounds, cafeterias, hallways, and buses. In recent years, cyber-bullying has
received increased attention, as electronic devices have become more common. Bullying through electronic
means, although prevalent, ranks third after verbal bullying and physical bullying. In general, bullying is a
common type of social experience that children refer to as “getting picked on.”
Etiology
The etiology of bullying is complex and may depend on multiple issues including individual, social, and
family issues. It is important to understanding these hidden causes that increase the risk of bullying.[2]

Victims
Although there are many causes of bullying, certain risk factors may attract bullies to their
victims.

● Children who are different from their peers
● Children who are weaker (than bullies)
● Children who are socially isolated, less popular, and have few friends
● May have underlying feelings of personal inadequacy
● Bullies
These children may have the following characteristics:
● Increasingly aggressive behavior and can be easily frustrated
● Tendency to blame others for their issues
● Unable to accept responsibility for their actions
● May be overly competitive and worry about their reputation or popularity
● May have friends who bully others
● May perceive hostile intent in the action of others
● May have a desire for power or dominance
● It is not necessary that a bully is stronger or bigger than their victim. The power

imbalance can be due to many things including popularity, strength, or cognitive ability.
Bullying behavior may be used to gain social status.[3]

Epidemiology
● According to the National Center for Educational Statistics (2013), 1 in 3 children (27.8%) report
being bullied during the school year. Bullying is reported to be more prevalent among boys than girls.
It occurs with greater frequency among middle school children. For boys, both physical and verbal
bullying is common, whereas, for girls, verbal bullying and rumors are more common. African
Americans youth report being bullied significantly less frequently than white or Hispanic youth.[4]
Bullying peaks in early adolescence and then gradually declines as adolescence progresses, although
recent research suggests that this is for more overt forms of bullying, whereas covert bullying
continues through adolescence.

Pathophysiology

● The issue of bullying in children is a complex problem that emerges from social, physical, institutional
and community contexts, as well as the individual characteristics of the children who are bullied and
victimized. A bullying interaction occurs not only because of individual characteristics of a particular
child who is bullying, but also because of actions and attitudes of peers, teachers and school staff, and
physical characteristics of that particular environment. Family dynamics, cultural factors, and even
community response also play a role in the occurrence of the bullying interaction.

History and Physical
● Certain signs may indicate that a child has been a victim of bullying, including:

Injuries or illness without a physical explanation
● Lost or damaged belongings, such as books or clothes
● Frequent somatic symptoms, changes in habits, and/or difficulty sleeping or frequent
nightmares
● Avoidance of school or social situations
● Feelings of helplessness or decreased self-esteem
● Hurting himself/herself or expressing suicidal intent
● Evaluation
● Bullying is a serious problem for both the bully and the victim. The first step is recognizing
bullying as a problem for a child. It is also important to identify bullying interactions at an
early stage.

Treatment / Management
● Since bullying is a very complex problem there is no “quick fix” to prevent or intervene
with this issue. It is important to understand the issues that are unique to the individual
and the context in order to develop and implement interventions. Here we describe
important elements for intervention to address this issue.

To stop bullying, remember prevention is the best intervention.
● Assist child and family in providing a supportive and safe environment
● Provide assurance to the child that bullying is not his or her fault
● Work with school and other agencies as applicable to protect the victim
● Defuse or de-escalate an acute situation
● Addressing bullying is a multi-step process.[5]

Teach children not to bully; discourage bullying
● Improve supervision in commonly under-supervised areas such as playground, cafeteria, hallway and bus
● Bullying prevention strategies should be clear and visible to other children
● Educate children about consequences of bullying and letting him/her know that bullying is wrong and a
serious act.
● Apply consistent disciplinary consequences (e.g., removal of privileges, reparation).
● Enforce penalties such as requiring community service as “payback” for unacceptable behavior
● Be aware that punishment based strategies (suspension and expulsion) should be reserved for severe
disruptive and aggressive behavior. These may not be the most effective strategies.

Engaging the Victim
● Empathetic listening to the child; trying to understand child’s view
● Provide emotional support to child and family
● Obtain permission for a discussion with school officials
● Discuss when to contact parents; consider parents as partners
● Psycho-educational counseling
● Long-term support and intervention
● Engaging Bullies

Explore the basis of bully’s behavior: it is also important not to label them as a bully.
● Listen to their perspective. Remain non-confrontational; share concern for the victim, ask for
suggestions for improvement.
● Set the boundaries between acceptable and unacceptable behavior; communicate that this behavior is
unacceptable
● Children may quit bullying when they become aware of the hurt they have caused and learn
alternative ways of coping
● Team approach: Many researchers believe that bullying is a group process and therefore interventions
against bullying should be targeted at the peer-group level rather than at individual bullies and
victims. Research has shown that the most successful programs are those that use multi-level
interventions.[6]

Involve parents; determine the best time and most effective method of involving parents
● Family therapy is one effective method of reducing anger and improving interpersonal relationships
● Encourage schools to develop an anti-bullying policy that should be included in the student code of
conduct
● Pediatricians should consider screening children for their potential involvement in bullying activities
and encourage youth to prevent and intervene with bullying in safe ways (even as bystanders)
● Bullying is a learned behavior that may be preventable. School-based interventions have shown a
significant reduction in bullying by up to 20%. These interventions included the following[7]:

Changes in the school and classroom climate to increase awareness about bullying
● Increase teacher and parent involvement
● Improved supervision
● Setting clear rules against bullying
● Providing support and protection for bullied children
● Differential Diagnosis
● Antiphospholipid syndrome and pregnancy
● Atherosclerosis
● Frostbite
● Giant cell arteritis
● Bullying is not primarily a law enforcement issue, but because of its ramification, all fifty states in the
United States have developed school anti-bullying legislation or policies. Bullying may also appear in
the criminal code of a state, or may relate to other crimes, such as aggravated harassment or
stalking, and may apply to juveniles.

Enhancing Healthcare Team Outcomes
● Bullying is a serious societal problem, often very difficult to diagnose. The
entire interprofessional team must be aware of signs and symptoms.
Often a child will open up to a nurse that opens the communication to
the entire team. Usually, social workers, nurses, and clinicians need to
work together to assist the child or adolescent. Usually, parents and
sometimes school officials will need to become involved. The best outcome
is achieved with an interprofessional team. [Level V]

Article Details: Muhammad Waseem
Article Author: Muhammad Waseem
Article Editor: Amanda Nickerson

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