Childhood Bullying Research Articles

Bullying as a Destructive Communal Coping of the School Community: A New Conceptualization

School bullying has long been the subject of numerous empirical studies and applied interventions, due to its high prevalence and serious negative consequences. However, the theoretical understanding of this phenomenon, its predictors and dynamics, is not so rich. The paper examines the most established and influential theories developed by domestic and foreign scientists explaining the causes and dynamics of school bullying. The views on bullying as a result of social learning and a consequence of cognitive representations, a way to increase status and achieve popularity, a group process, the result of synergy of factors within the various social systems, as well as a form of adaptation are discussed. These theories are used to varying degrees to develop anti-bullying interventions, such as prevention programs, technologies to stop bullying, and educational activities. Based on the works on the effectiveness of various interventions, the paper problematizes the issues of the reasons for joining school bullying of children and adults, as well as the rapid return to bullying in schools after the end of anti-bullying activities. The author's concept of bullying is proposed as a communal coping strategy of the school community, where the rejection and displacement of one or more children who find themselves in the role of a victim to the periphery of a group of participants in the educational process, performs the functions of coping with stress and helps to reduce emotional stress to all other members of the community. It seems that this view of school bullying provides answers to the questions raised about the spread and stability of bullying and can be used as a basis for the development of programs addressed to the school community.

Effect of Bullying and Aggression on Social Communication of Children who Stutter

Background: Bullying and aggression in school settings have a profound impact on children, especially those with communication challenges like stuttering. Previous research has indicated that children who stutter may face increased risks of bullying, leading to adverse social, psychological, and academic outcomes. Objective: The primary objective of this study was to investigate the relationship between bullying, aggression, and social communication skills in children who stutter, and to understand the prevalence and impact of bullying on this particular group. Methods: In this cross-sectional study, data were collected from 385 stuttering adolescents aged 10-18 years, alongside their parents, at Eman Clinic, Children's Hospital, and GHQ Hospital in Faisalabad. The study utilized the Olweus Bullying Victim Questionnaire (OBVQ) and the Bus Perry Aggression Questionnaire to assess bullying and aggression. The Social Communication Questionnaire (SCQ) was employed to evaluate social communication skills. Data analysis was performed using SPSS version 25, focusing on descriptive statistics and correlation analysis. Results: The age distribution of respondents showed 38.2% (150) in the 10-12 age group, 34.6% (136) in the 13-15 age group, and 25.2% (99) in the 16-18 age group. Regarding gender, 59.0% (232) were female and 39.0% (153) were male. The correlation analysis revealed a significant positive correlation between bullying and aggression (r = .435, p < .000), while the relationships between bullying and SCQ (r = -.046, p = .371), and aggression and SCQ (r = .051, p = .323) were not statistically significant. Conclusion: The study highlights a significant correlation between bullying and aggression in stuttering adolescents, suggesting that as bullying increases, so does aggression. However, the impact of bullying and aggression on social communication skills was less clear, indicating a need for further research. These findings underscore the necessity of developing supportive measures in educational and healthcare settings for stuttering children to combat bullying and its adverse effects.

유아교육기관에서의 또래 집단 괴롭힘에 대한 유아교사의 인식

Objectives The purpose of this study was to examine the reality of bullying in the preschool and the attitude of preschool teachers toward young children’s bullying. And the purpose of this study was to investigate the perception for preventing bullying behaviors of young children.
 Methods The sample was comprised of 336 teachers of preschool children, ranging the in age from 3 to 5 years old, who resided in Korea. Preschool teachers were asked to complete a set of questionnaires. The collected data were analyzed using frequency and percent.
 Results The finding suggested bullying behavior in the classroom happened 1~3 times per week. The bullying behaviors the most frequently occurred during free play. The teachers perceived physical bullying more seriously than verbal and relational bullying. They responded that the roles of parents were the most important factor to prevent bullying behaviors of young children.
 Conclusions The results suggest that it needs a careful observation of teachers and the partnerships between teachers and parents to provide bullying of young children.

Analysing Child Bullying Case from the Perspective of Media Political Economy and Islamic Communication in Ihya Ulum Al Din by Al Ghazali

The rise of child bullying cases has not escaped the media spotlight. News about cases found and their developments grab the attention of the public, especially bullying cases involving minors as perpetrators and victims. Children associated with cases that should have privacy and protection, in reality, become media and public consumption. Bullying cases no longer only focus on the case, but also the privacy of the perpetrators and victims. Responses from various communities have also been in the spotlight. Condemnation and blasphemy against the perpetrators then become their own form of bullying outside the case. One of the cases that caught the public's attention was the bullying case of Audrey, a junior high school student in Pontianak in 2019. The case even went viral and received public support through an online petition with the hashtag #justiceforaudrey. However, it was later discovered that the case was a fabrication made by Audrey after several years of the case going viral. The audience was then made guilty of blaming the alleged perpetrator without seeing the real truth first. Content about bullying cases is then no longer a bridge of information for the public, but also a business field and a place to get public attention. This research aims to dissect how cases of child bullying in the media from the perspective of media political economy and Islamic perspective communication.

School bullying in children and adolescents with neurodevelopmental and psychiatric conditions: a systematic review and meta-analysis

Bullying is a common form of violence among children and adolescents. Young people with neurodevelopmental or psychiatric conditions might have an increased risk of bullying victimisation and perpetration. We aimed to assess the odds of bullying involvement and its association with mental health measures in these populations. In this systematic review and meta-analysis, we searched PubMed, ERIC, Psychology and Behavioural Sciences Collection, Web of Science Core Collection, PsycArticles, and PsycInfo databases from inception up to Aug 8, 2023, and included articles reporting data on bullying outcomes of current bullying (within the past year) among children and adolescents (aged 4-17 years) with a diagnosis of a neurodevelopmental or psychiatric condtion provided by a health professional. Bullying type was classified as traditional (physical, verbal, or relational) or as cyberbullying (intentional and repeated harm inflicted through electronic devices and social media), and bullying involvement was classified as victimisation, perpetration, and perpetration-victimisation. Mental health measures were collected and the associations with bullying involvement assessed. We used random-effects meta-analyses to estimate prevalence and odds ratios (ORs) for bullying involvement. Heterogeneity was assessed using the I2 statistic, and publication bias was tested with Egger's regression. This study is registered with PROSPERO, CRD42021235043. We included 212 studies in the meta-analysis. The total sample comprised 126 717 cases (mean age 12·34 years [SD 1·82], 37·6% girls) and 504 806 controls (12·5 years [SD 1·86], 47·6% girls). For traditional bullying, the pooled prevalence was 42·2% (95% CI 39·6-44·9) for victimisation, 24·4% (22·6-26·3) for perpetration, and 14·0% (11·4-17·1) for perpetration-victimisation. For cyberbullying, the prevalence was 21·8% (16·0-28·9) for victimisation, 19·6% (13·4-27·7) for perpetration, and 20·7% (8·4-42·6) for perpetration-victimisation. Compared with controls, young people with neurodevelopmental or psychiatric conditions were more likely to be involved in traditional and cyberbullying as a victim (OR 2·85 [95% CI 2·62-3·09] and 2·07 [1·63-2·61]), perpetrator (2·42 [2·20-2·66] and 1·91 [1·60-2·28]), and perpetrator-victim (3·66 [2·83-4·74] and 1·85 [1·05-3·28]). Bullying involvement was associated with higher scores in mental health measures in young people with neurodevelopmental or psychiatric conditions, particularly internalising symptoms and externalising symptoms. Our study underscores bullying involvement as a prevalent risk factor in young people with neurodevelopmental or psychiatric conditions that might add to their disease burden through its negative effects on mental health. Interventions targeting these vulnerable populations are warranted to improve their mental health and their future social integration. Instituto de Salud Carlos III, Spanish Ministry of Science and Innovation, and Consorcio Centro de Investigación Biomédica en Red.

Optimizing parental care in preventing bullying behavior in children in Wonokromo Surabaya Village

Parents who do not teach or model positive behavior to their children are at risk of forming children who have a tendency to bully other children. In addition, if parents do not consistently give consequences to children when they make mistakes or break the rules, it will increase the possibility of children being at risk of bullying. The community service aims to increase parents' understanding and attitude towards parenting in preventing bullying in children. Educational activities on proper parenting in preventing bullying in children are carried out offline with hands-on practice, discussion, and questions and answers. Media PowerPoints, leaflets, and daily notebooks have been given to 20 parents in the Wonokromo Surabaya Village area. Initial and final evaluation using questionnaires distributed before and after education to determine the level of parental knowledge of bullying. Data were processed by frequency distribution. There was an increase in understanding shown by almost all participants showing positive parenting attitudes in preventing bullying behavior in children. Education is only carried out once a time, so the change in parents' attitudes is not entirely positive. Therefore, there is a need for follow-up with in-depth evaluations regarding child care that the team continues to carry out.

Kemampuan Mengelola Kelas Untuk Mengantisipasi Perilaku Bullying Melalui Model Manajemen Kelas Ramah Anak

This research aims to determine the skills of PAUD teachers and prospective teachers in managing classes to anticipate bullying behavior in PAUD institutions through the implementation of the Child Friendly Class Management Model (MKRA). This research uses quantitative descriptive methods with survey techniques for PAUD teachers and classroom action research (PTK) for prospective PAUD teachers with data collection techniques using questionnaires, tests and observations. The sample in this study was 115 teachers who taught at non-formal PAUD institutions in Pulo Gadung District and 20 prospective teachers in the PG-PAUD FIP UNJ undergraduate study program. The research results show that teachers who have the ability to manage the classroom are in the quite good category at 60.80%. Meanwhile, the teacher's ability to anticipate child bullying in the classroom is 64.30%. These results illustrate that there are still many teachers who are unable to manage the classroom to anticipate children's bullying, which is characterized by the lack of teachers in recognizing the forms and characteristics of children's bullying, as well as the learning methods used. The results of classroom action research (PTK) show an increase in the ability of prospective teachers to manage the classroom from initial conditions of 50% to 70% in cycle 1 and 95% in cycle 2, which proves that the Child-Friendly Classroom Management Model (MKRA) can help improve competency managing classes for prospective PAUD teachers.

The Role of PUSPAGA in Preventing Bullying in Children

This research discusses bullying behavior in children. The aim of this research is to determine efforts to prevent bullying among children in Tanjungpinang City. In this research, the method used is a qualitative research method. To find data in this research, interviews were conducted with PUSPAGA regarding efforts to prevent bullying among children which is rampant in Tanjungpinang City. So that prevention efforts are provided to minimize the occurrence of bullying in children. Bullying behavior can have negative impacts on children, such as mental disorders, trauma, not wanting to go to school because they are afraid of being bullied, and physical injury. The many problems regarding bullying behavior that occur among children is proof that there is still a lot of bullying occurring among children. So this research discusses cases of bullying that occur at a child's age.

The mediating effect of forgiveness on the relationship between spirituality and psychological well-being in adults with history of childhood bullying

The long-term effects of childhood bullying on psychological well-being in adulthood have recently gained attention in research. This study examines the complex dynamics of the phenomenon by investigating the role of forgiveness as a mediator in the relationship between spirituality and psychological well-being among individuals who experienced bullying during their childhood. A purposive sample of 202 participants aged 19-40, who were bullied between the ages of 6-18, were recruited. The measurements used in the study included the Ryff Psychological Well-Being Scale (⍺ = .77) to measure psychological well-being; the Heartland Forgiveness Scale (⍺ = .82) to measure forgiveness; the Daily Spiritual Experiences Scale (⍺ = .94) to measure the spirituality of the participants; and the Olweus Bully/Victim Questionnaire (⍺ = .71) as a screening tool to confirm participants' experiences of bullying. Through mediation regression analysis with 5000 bootstrap samples using Macro PROCESS by Hayes, forgiveness emerged as a significant full mediator (β = .318, p .05, 95% CI: .212, .438). The study provides evidence that forgiveness enhances psychological well-being, suggesting that implementing a forgiveness program could reduce the long-term effect of childhood bullying.

Factors affecting social phobia among Chinese college students in the context of COVID-19 pandemic: a cross-sectional study.

Social phobia (SP) refers to excessive anxiety about social interactions. College students, with their exposure to academic, familial, and job-related pressures, are an ideal population for early screening and intervention of social phobia. Additionally, COVID-19 prevention measures including keeping social distance may further impact social phobia. This study aims to investigate the influencing factors of social phobia among Chinese college students and to tentatively explore the impact of COVID-19 prevention measures on social phobia. Respondents were recruited through Chinese Internet social platforms for an online survey. College students' social phobia scores in pre- and early-COVID-19 periods were measured using Peters' short form of the Social Interaction Anxiety Scale and Social Phobia Scale (SIAS-6/SPS-6). Demographic information, family information, social relations, self-evaluation, and subjective feelings regarding the impact of COVID-19 preventive measures on social phobia were collected. A multivariable logistic regression model was used to analyze the influencing factors. A total of 1859 valid questionnaires were collected, revealing that the social phobia scores increased from 12.3 ± 11.9 to 13.4 ± 11.9 between pre- and early-COVID-19 periods, with an increase of 1.0 ± 6.4 (p < 0.001). Low GPA rank, mobile phone dependence, distant family relationships, indulgent parents, childhood adversity, and childhood bullying were risk factors for social phobia among Chinese college students. Female gender, being a senior university student or postgraduate, satisfaction with physical appearance, self-reported good mental health and high level of interpersonal trust were protective factors for social phobia. Although most respondents believed that COVID-19 prevention measures (e.g., mask wearing and social distancing rules) reduced their social phobia, these measures were not significantly associated with social phobia levels in the multivariable analyses. In conclusion, Chinese college students' social phobia was widely influenced by diverse factors and warrants increased attention, with early intervention aimed at high-risk individuals being crucial for their mental health. Additional research is necessary to understand the impact of COVID-19 preventive measures on social phobia among college students.

A reciprocal relationship between parental maltreatment and child bullying perpetration in China.

This study aimed to examine the longitudinal reciprocal relationship between parental maltreatment and child bullying perpetration from middle childhood to early adolescence in China and the associated gender differences. Eight hundred ninety-one children completed a battery of questionnaires at four time points. A random-intercept cross-lagged model was established. The results indicated that at the between-person level, child bullying perpetration was positively associated with physical and psychological maltreatment. At the within-person level, there was a significant association between an increase in bullying perpetration and an increase in parental psychological and physical maltreatment across the four time points. Conversely, an increase in physical maltreatment led to an increase in child bullying perpetration from T1 to T2, while an increase in psychological maltreatment resulted in an increase in child bullying perpetration from T1 to T2 and T2 to T3. Furthermore, an increase in physical maltreatment increased boys' bullying perpetration but decreased that in girls from T2 to T3. These findings provide inspiration for future family education and anti-bullying interventions in schools.

The Role of Parents in Preventing Bullying in Early Childhood

Bullying is a form of aggressive activity who hurts psychologically and physically those who are "weaker" than him. However Bullying yet handled in a way maximum to child early age . Therefore _ That this research intends For understand the role of parents in preventing bullying in early childhood. This research uses the method qualitative with approach review literature study namely by collecting data obtained from articles and journals related to the topic discussed. The findings show that parents can do several things in educating young children to avoid bullying behavior, namely parents must take a more intensive role in order to Prevent bullying behavior in children. Parents must provide a good parenting style well so that no deviant behavior occurs in children, one of which is by playing the right role as a parent who is the first party in building children's character. This role can of course be taken if there is knowledge Parents regarding bullying behavior are also good at carrying out effective communication, being good role models, instilling a sense of self-confidence and responsibility, and monitoring more of what their children do. outside and outside. house or inside the house.

Bullying, Peer Victimization, and Quality of Life in Pediatric Hearing Loss Patients: A Pilot Study.

The primary objective of this pilot study is to describe the impacts of bullying and peer victimization (BPV) in children with hearing loss. Prospective clinical survey study. This pilot study enrolled children between 8 and 18 years who were administered validated surveys at an outpatient clinic between July 2020 and March 2022. Surveys included health-related quality of life questionnaires (PedsQL and EQ-5D-Y), along with bullying and peer victimization questionnaires ("My Life in School" and the multidimensional peer victimization scale). Responses were scored with multivariate analysis. Clinical histories and active ICD-10 codes were also collected. About 105 patients were recruited with a mean age of 13.1 years (SD = 3.15) and hearing loss (n = 30) among the top otolaryngological diagnoses. When surveying patients with hearing loss, 50.0% (n = 15) actively used a hearing aid device. Children (ages 8-12 years) with hearing loss reported a significantly lower psychosocial health-related quality of life than their peers without hearing loss (P = .007), though this was not the case for adolescents (ages 13-18 years) with hearing loss (P = .099). These trends did not change significantly before or after students resumed in-person classes. Children who wore hearing aids did not report a different BPV level than their peers. In this small sample of school-aged children, any hearing loss, even with mild severity, was associated with diminished health-related quality of life; however, this was unrelated to hearing aid use. Wearing a hearing aid did not appear to be linked to higher bullying and peer victimization rates. Along with further studies on BPV with larger sample sizes, the findings in this study may help physicians counsel parents and children on the psychosocial aspects of hearing loss treatment and guide care decisions. 3.

Violent Experiences and Patterns of Firearm Ownership From Childhood to Young Adulthood

Young adults in their 20s are at high relative risk for self- and other-directed firearm injury, but little is known about gun access patterns for this group. To describe the longitudinal patterns of firearm access from childhood to young adulthood and to estimate whether violence experienced as a child or as an adult is associated with gun ownership in young adulthood. The Great Smoky Mountains Study included participants from 11 contiguous, mostly rural counties in the Southeastern US. The first wave was completed in 1993 and the most recent in 2019. Periodic survey data were gathered in adolescence through participants' late 20s. In 2023, adjusted Poisson regression with incident rate ratios (IRRs) and 95% CIs were used to estimate associations between violence and gun ownership in young adulthood in 3 age cohorts from the original sample. Violent experiences in childhood (bullying, sexual and physical abuse, violent events, witnessing trauma, physical violence between parents, and school/neighborhood dangerousness) or adulthood (physical and sexual assault). Initiating gun ownership was defined as no gun access or ownership in childhood followed by gun ownership at age 25 or 30 years. Maintaining gun ownership was defined as reporting gun access or ownership in at least 1 survey in childhood and ownership at age 25 or 30 years. Among 1260 participants (679 [54%] male; ages 9, 11, and 13 years), gun access or ownership was more common in childhood (women: 366 [63%]; men: 517 [76%]) than in adulthood (women: 207 [36%]; men: 370 [54%]). The most common longitudinal pattern was consistent access or ownership from childhood to adulthood (373 [35%]) followed by having access or ownership in childhood only (408 [32%]). Most of the violent exposures evaluated were not significantly associated with the outcomes. Being bullied at school was common and was associated with reduced ownership initiation (IRR, 0.76; 95% CI, 0.61-0.94). Witnessing a violent event was significantly associated with increased probability of becoming a gun owner in adulthood (IRR, 1.24; 95% CI, 1.03-1.49). In this cohort study, gun ownership and access were transitory, even in a geographic area where gun culture is strong. Early adulthood-when the prevalence of gun ownership was relatively low-may represent an opportune time for clinicians and communities to provide education on the risks associated with firearm access, as well as strategies for risk mitigation.

To what extent are depressive or other mood disorders a consequence of earlier traumatic experiences?

The potential relationships between traumatic experiences and the onset and course of major mood disorders have always been controversial. Some experiences, most notably physical or sexual abuse, as well as substantive bullying in childhood, are clearly recognised as major risk factors for a range of mental disorders, as well as a range of linked phenomena including self-harm and suicidal behaviours (McKay et al., 2021; Zatti et al., 2017). There is considerable interest and ongoing research into how these adverse experiences come to be ‘encoded’ via neurobiological or genetic mechanisms that then transmit those effects into later-onset major mental disorders, substance misuse or other self-harming behaviours (Maddox et al., 2019).

Parents' Understanding About Children's Bullying: Fall ConsumerStyles Survey, United States, 2017, 2018, and 2019.

The purpose of this study was to explore U.S. parents' and caregivers' understanding about children's bullying-what bullying is and how to address it. We analyzed 2017, 2018, and 2019 Fall ConsumerStyles online panel survey data from U.S. parents/caregivers of children ages 10 to 17 years (N = 1,516), including 20 items representing statements consistent or inconsistent with the bullying prevention evidence and best practices. Percentage of endorsement for each item and a summary measure of understanding about bullying were calculated. The association between low overall understanding about bullying and sociodemographic characteristics was explored. Most parents identified bullying as harmful (77%), repetitive (63%), and involving power imbalance (51%). At least half of parents answered 13 or more items (20 total) consistent with the bullying prevention evidence or best practices. Being male, non-Hispanic Black or Hispanic, having high school or less education, and small household size were associated with higher odds of low overall understanding about bullying. Awareness of parents' understanding about bullying and how to appropriately address it is vital for bullying prevention. Findings can inform the strategic development of bullying prevention health messages for parents.

Childhood bullying victimization, emotion regulation, rumination, distress tolerance, and depressive symptoms: A cross-national examination among young adults in seven countries.

Existing research suggests a robust association between childhood bullying victimization and depressive symptoms in adulthood, but less is known about potential mediators of this link. Furthermore, there is limited cross-national research evaluating similarities and differences in bullying victimization and its associations with mental health. The current study addressed gaps in the literature by evaluating cognitive and affective responses to stress (i.e., emotion regulation, rumination, and distress tolerance) as potential mediators of the link between recalled bullying victimization and current depressive symptoms among 5909 (70.6% female) college students from seven countries. Results revealed specific indirect associations of bullying victimization through distress tolerance and three out of four facets of rumination, as well as a persistent direct association of childhood bullying on adulthood depression. Emotion regulation strategies were not significantly associated with bullying victimization and did not mediate its association with depressive symptoms. Constrained multigroup models indicated that results were invariant across country and gender. Findings provide evidence of statistical mediation in a cross-sectional sample and await replication in prospective studies. Rumination and distress tolerance may be promising targets for resilience-promoting interventions among children experiencing peer victimization. Ongoing research is needed to clarify cross-national patterns in childhood bullying, identify additional mediators accounting for the remaining direct association, and evaluate emotion regulation as a potential moderator of associations between bullying victimization and adult mental health.

Health Impact of School Built Environment on Children

School-built environment impacts mental health, physical health, obesity, bullying, learning disorder, and respiratory disorders in children. The built environments of schools have a direct implication on the health of children. Indoor air quality in school buildings will play a role in children's exposure to pollution. One of the most consistently reported factors associated with children's active travel rates to school is the distance to school, with children more likely to walk or cycle to school the closer they live to the school. An evidence base regarding the built environment factors that shape decision-making and behavior related to active modes of travel in adults is emerging for policymakers. Functional aspects of the built environment include the distance between places; street design and geometry; street connectivity; path infrastructure, aesthetic qualities; safety; the mix of land uses; and the proximity and quality of destinations. Regarding architecture, the primary goal should be to create a space that maximizes natural light, airflow, and captivating aesthetics. Students spend their most important and developing years on school campuses; it is essential to consider their mental and physical health to create an environment where they can learn and develop their personalities in comfort. This paper discusses the health impacts that school-built environments have on children from a public health professional's perspective as well as an architect's viewpoint, as both institutions are crucial for children and adolescents to grow up in environments that encourage more active, safe, and sustainable lifestyles.

Developing a Coalition Against Bullying and the Bully Blocker

Objectives: School-based bullying in children and adolescents is a problem with one in five children and adolescents (20.2%) being bullied in the United States. Developing a collaboration of agencies has helped to provide awareness, intervention and training local school administrators, nurses, counselors, teachers, and parents. This paper will describe a Coalition Against Bullying and the Bully Blocker. Methods: Steps included: Formation of the coalition; finding a responsible leader organization; choosing a bullying prevention program; funding the program; training faculty, staff, teachers, and volunteers; implementation of program pilot testing, kick off with a bullying prevention walk and community education efforts. Intervention: Olweus Bullying Prevention Program Results: The first and second cohort of students bullying scores were very similar for the first two questions and were above the national average. These results are related to more awareness of bullying in the local schools an intervention with affected students. Conclusion: A specific bullying prevention program is outlined as well as the funding received for this program. A local organization for children and adolescents as well as the district attorney’s office who established the Bully Blocker has been key to the long-term success of this coalition which has been in existence since 2011.

Deskripsi Pelaku Perundungan pada Anak Usia Didik Sebagai Isu Psikologi Sosial di Indonesia

Abstract: Bullying is an effort or action carried out by individual human beings, both personally and collectively that attacks a target repeatedly physically, psychologically, socially or verbally, which is carried out in a situationally defined position of strength for their own benefit or satisfaction (Elinda Emza, 2015). Another opinion defines bullying as the use of aggression in any form that aims to hurt or corner other people physically or mentally.Purpose: To describe and explain the perpetrators of bullying in school-aged children as a social psychological issue in Indonesia. In terms of (1) the perpetrators of bullying, (2) the causes of bullying, (3) the process of bullying behavior, (4) excesses of bullying behavior. Methodology: This research is a research with a descriptive qualitative approach, namely a research method that utilizes qualitative data which is described according to the existing conditions and facts. Descriptive method is a method in examining the status of human groups, an object, condition, a system of thought or a class of events in the present. The strength of this method lies in the facts that are happening now. Data collection by means of interviews, journals, digital books, mainstream media such as mass media, social media (XL nodes), libraries, data agencies or organizations. Data Collection Techniques use the Fishbone Technique, which emphasizes collecting data from various sources and collectors. The data analysis technique uses the Morphology Technique, which is a technique that describes the quality of a problem that explains it comprehensively.Implication: Bullying in Student Age Children as a Social Psychological Issue is a reality whose phenomenon occurs everywhere. In the case of perpetrators of bullying, this is a big problem that must be handled together. Data on bullying in Indonesia, especially on students in their teens, is still very high. The perpetrators of bullying continue to carry out their actions because there are still many reproaches that are open to repetition. Students are the main perpetrators of bullying on other students. Teachers, parents and the community either directly or indirectly have played a role in bullying. The process of bullying; Social media is the most powerful tool for perpetrators of bullying that can continue in the real world. Educational institutions and systems do not clearly handle cases of bullying, especially for perpetrators. The government and schools have not been firm in terms of bullying rules and laws. The perpetrator commits bullying in verbal and non-verbal ways. Causes of bullying behavior; there are problems that arise from the perpetrator who is mentally unstable; Another cause is the existence of problems in the social psychology of society which indirectly help perpetrators commit bullying. The excesses of bullying behavior include: The excesses for the bully are legal issues, negotiations, revenge and repetition of acts that can turn them into criminals, radicals and terrorists. Victims of bullying can become perpetrators in the future. If the perpetrators of bullying are not prevented, they can become predators for the next victims. That bullying is a behavior that can be modified through the education process.