L'intimidation chez les enfants : Une discussion sur la façon dont les victimes peuvent faire face et surmonter le traumatisme causé par l'intimidation| par by Elsie Ofori
Texte en anglais.

Bullying is defined as aggressive behaviour or intentional harm carried out repeatedly and over time in an interpersonal relationship characterized by an actual or perceived imbalance of power or strength (Paré, et al., 2016, p. 543). Bullying is a problem that is probably as old as humanity and it affects a lot of children around the world. Bullying can take place in many forms including physical, verbal, or emotional and can have long-lasting effects on both the victim and the bully. In this discussion, we will focus on the victim of bullying and how they can cope with and overcome the trauma caused by bullying. Experiencing victimization, especially during childhood and adolescence, may increase one’s likelihood to have a relationship with violence in the future continuing the cycle of bullying all over again (Paré, et al., 2016, p. 547). However, if early interventions are introduced, the victim can grow up and end the cycle of generational trauma caused by bullying whether in a traditional or virtual space. Through the use of a child rights approach, specifically the United Nations Conventions of the Rights of the Child (UNCRC) as a guideline, duty bearers (i.e. parents and caregivers, institutions and state parties) can help victims of bullying.

Parents and teachers need to work together to create a safe and inclusive school environment. Article 2 of the UNCRC acknowledges that state parties shall respect and ensure that children are not discriminated against on any grounds including race and gender. School boards can implement anti-bullying policies and programs, promoting positive relationships between students and providing support to victims and bullies alike. This constitutes not discriminating against both parties (the bully and the victim) because ostracizing any of the parties would create an environment that is not inclusive. Article 3 of the UNCRC also admonishes duty bearers to consider the best interests of the child in all actions concerning children. Therefore, when authorities in the school environment are trying to curb bullying, they should consider the best interests of both parties when implementing policies and programs to not leave one party behind. Teachers can also help victims of bullying by creating opportunities for them to build their self-esteem such as giving them leadership roles in the classroom or offering praise and positive reinforcement for their achievements. This is important considering that studies tend to show victims of bullying as usually those who lack assertiveness and self-esteem (Bullying | Psychology Today, n.d.).

Another way victims of bullying can cope with trauma from bullying is to have a strong support system. This can include friends, family members and teachers who are willing to listen to the victim’s concerns and provide emotional support. Because victims of bullying often feel isolated and alone, having someone to talk to and confide in can make a significant difference in their recovery. Therefore, parents and caregivers need to keep an open line of communication with their children to regularly check in with them and ask how they are feeling, and validate their emotions. Traumas associated with bullying can leave a child with negative thoughts, emotions or beliefs about themselves feeling worthless (Spinazzola et al., 2017).

In addition to having a support system, victims of bullying should seek professional help from those who can assist them in navigating the perils of bullying, working through trauma, and developing coping strategies. Victims can also join support groups or online communities where they can connect with others who have experienced similar situations. This enables victims to be aware that they are not alone and that there are resources and support available to them. In many pieces of literature, bullying is shown to have serious long-term effects on a child’s mental health including increased anxiety, depression and post-traumatic stress disorder (PTSD) (Spinazzola et al., 2017).

Resilience is also important in helping victims overcome the trauma associated with bullying. Resilience is the ability to bounce back from difficult situations and it is an important quality for victims of bullying to develop. This can include practicing self-care, engaging in activities that bring joy, and developing a positive outlook on life. Victims of bullying can benefit from learning mindfulness techniques such as deep breathing or visualization exercises. They can also find hobbies or activities that they enjoy such as art. Even though this can be difficult to develop, it helps them express themselves and build the self-confidence necessary to manage stress and anxiety brought up through bullying.

In conclusion, bullying is a serious issue that affects many children. While both the victim and the bully need support, it is important to focus on the victim and provide them with the tools they need to cope with and overcome the trauma caused by bullying. This includes having a support system, developing resilience, and seeking professional help if necessary. It is also important for parents, caregivers, and teachers to work together to create a safe and inclusive environment, and to promote positive relationships between children. With the right support and resources, victims of bullying can build resilience and move forward with their lives.

References

• Bullying | Psychology Today. (n.d.). Retrieved March 27, 2023, from https://www.psychologytoday.com/us/basics/bullying
• Green, L. (2021). The Routledge companion to digital media and children. Routledge.
• Paré, M., Collins, T., & Ranjbar, M. (2016). Taking Stock of Bullying and Cyberbullying Research and Introducing a Child Rights Perspective. In The United Nations Convention on the Rights of the Child: Taking stock after 25 years and looking ahead (pp. 541–563). Brill/Nijhoff.
• Spinazzola, J., Habib, M., Blaustein, M., Knoverek, A., Kisiel, C., Stolbach, B., Abramovitz, R., Kagan, R., Lanktree, C., and Maze, J. (2017). What is complex trauma? A resource guide for youth and those who care about them. Los Angeles, CA, and Durham, NC: National Center for Child Traumatic Stress.
• United Nations Centre for Human Rights. (1990). The rights of the child. Centre for Human Rights.