Alya Fauziyyah 1610117320004
The teaching-learning process should be conducted in well and conducive atmosphere. The students in the class feel at home in taking part, every of them should support good learning. Nevertheless, the class can be bad condition while the students feel depressed. One of the triggerer is bullying that is done by among them consciously or unconsciously. Their intention is for cheerfulness, but it can be exaggerating so that this condition creates the problem in their learning in the class. Bullying itself is seen as a subset of aggressive behaviour (Olweus, 1999), that is expressed in an open, direct way. For those who feel stress because of bullying, it will give bad effect for them ending with suicide.
There are several reasons which tend to make bullying in society. First, according to Bronferbrenner (1979) that have conceptualize about human development as a two-way interaction between individuals and the multiple systems in which they conducted from home, neighborhood, school, community, and society. They do bully to get attention and wanting to be popular. For the case of bullying, they think can get what they want. And also, they may come from families where everyone is angry and shouting all the time that trigger them as bullies.
Second, it can be a serious case by bullying someone that can cause physical injury, emotional stress and in some cases actually can result in death. Victims are risk of depression, anxiety and psychosomatic complaints such as headaches, belly pain and poor school performance. Peer witnesses to bullying are also at risk for negative outcomes (Rivers, Poteat, Noret, & Ashurst, 2009), even after controlling for involvement as bullies or victim (Bonanno & Hymel, 2006). Kids who bully are at a risk too, they are more likely turn to substance abuse to struggle in school and engage in violent behaviour as adults. There are kids out there who are both the victim of bullying and the bullies themselves. It is these children who are at the highest risk of mental health problems.
Third, in specific case of bullying that it can bother students’ learning development. When bullying is left unchecked, it can have significant impact on school climate. Moreover, students’ feel less safe, they have difficulty building positive relationships and more likely to exhibit problem behaviour. Students are also less likely to report bullying if they see their school climate as negative (Unnever & Cornell, 2004). These effects can last well into adulthood but these negative effects are not inevitable. A bystander can choose to do something and become an ally to the student being bullied.
There are several reasons which tend to make bullying in society. First, according to Bronferbrenner (1979) that have conceptualize about human development as a two-way interaction between individuals and the multiple systems in which they conducted from home, neighborhood, school, community, and society. They do bully to get attention and wanting to be popular. For the case of bullying, they think can get what they want. And also, they may come from families where everyone is angry and shouting all the time that trigger them as bullies.
Second, it can be a serious case by bullying someone that can cause physical injury, emotional stress and in some cases actually can result in death. Victims are risk of depression, anxiety and psychosomatic complaints such as headaches, belly pain and poor school performance. Peer witnesses to bullying are also at risk for negative outcomes (Rivers, Poteat, Noret, & Ashurst, 2009), even after controlling for involvement as bullies or victim (Bonanno & Hymel, 2006). Kids who bully are at a risk too, they are more likely turn to substance abuse to struggle in school and engage in violent behaviour as adults. There are kids out there who are both the victim of bullying and the bullies themselves. It is these children who are at the highest risk of mental health problems.
Third, in specific case of bullying that it can bother students’ learning development. When bullying is left unchecked, it can have significant impact on school climate. Moreover, students’ feel less safe, they have difficulty building positive relationships and more likely to exhibit problem behaviour. Students are also less likely to report bullying if they see their school climate as negative (Unnever & Cornell, 2004). These effects can last well into adulthood but these negative effects are not inevitable. A bystander can choose to do something and become an ally to the student being bullied.
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