Coping with schooling bullying using the "bucket-filling' metaphor as a management strategy

Abstract

Background: Childhood bullying is a widespread global public health problem that is associated with several adverse long-term physical and mental health problems. The present case report describes the successful implementation of an intervention that focused on improving the socio-emotional skills of a victimized child. Clinical Description: SP, an 8-year-old foster boy was being bullied by his peers at school. This led to him appearing distracted, easily frustrated, scholastic deterioration, and refusal to go to school. He was brought to us by his concerned parents for the evaluation and management. Psychometric testing revealed that the child did not have any intellectual impairment or symptoms of specific learning disability, behavioral, or mood disturbances. Management and Outcome: An intervention that focused on metaphors "bucket filling" (i.e., being kind and considerate), "bucket dippers" (i.e., being mean and hurtful words) was used, the lesson being that one must learn to keep the lid of their own bucket on, so that others cannot empty it. Multiple sessions were taken and assignments given in which the parents were actively involved with the child. After 2 months, the child was better adjusted at school and had made a new friend. The bullying too had declined. Conclusions: Pediatricians need to be able to recognize the symptoms that could indicate bullying. Once recognized, appropriate referrals should be made to competent professionals. Early childhood programs that foster socio-emotional learning using novel strategies are beneficial.