1.

Pendahuluan
Good morning friends, today were going to discuss about Bullying ,
seperti yang kita sadari dalam kehidupan sehari hari, kita selalu menjumpai
perbuatan Intimidasi. Intimidasi adalah suatu perbuatan yang akan
menyebabkan seseorang yang pada umumnya akan merasakan "takut cedera"
atau berbahaya. Beside that, intimidation is a threat and stress/pressure given to
other person to make them do whatever we want or being afraid to us. From the
2 explanation above, .will explains more detail about our topic today. Selamat
mendengarkan.
2. Materi
a. Definition
Bullying may be defined as the activity of repeated, aggressive behavior
intended to hurt another person, physically or mentally. Bullying is
characterized by an individual behaving in a certain way to gain power over
another person. Norwegian researcher Dan Olweus says bullying occurs
when a person is: 'exposed, repeatedly and over time, to negative actions on
the part of one or more other persons'. He says negative actions occur 'when
a person intentionally inflicts injury or discomfort upon another person,
through physical contact, through words or in other ways.
b. History
The word "bully" was first used in the 1530s meaning "sweetheart", applied to
either sex, from the Dutch boel "lover, brother", probably diminutive of Middle
High German buole "brother", of uncertain origin (compare with the German
buhle "lover"). The meaning deteriorated through the 17th century through
"fine fellow", "blusterer", to "harasser of the weak". This may have been as a
connecting sense between "lover" and "ruffian" as in "protector of a
prostitute", which was one sense of "bully" (though not specifically attested
until 1706). The verb "to bully" is first attested in 1710.
c. Charateristic
High-level forms of violence such as assault and murder usually receive most
media attention, but lower-level forms of violence such as bullying have only
by the 2000s started to be addressed by researchers, parents and guardians,
and authority figures. It is only in recent years that bullying has been
recognised and recorded as a separate and distinct offence, but there have
been well documented cases that have been recorded over the centuries.
d. Intervention
Despite the large number of individuals who do not approve of bullying, there
are very few who will intervene on behalf of a target. Most people remain
bystanders, and may accept the bullying or even support the bully. In 85% of

bullying incidents, bystanders are involved in teasing the target or egging on

the bully. When the bully encounters no negative response from observers, it
encourages continuation of the behavior. There are many reasons why
individuals choose not to intervene. They may be relieved that the target of a
normal and generally-present danger is someone else, they may take
vicarious satisfaction in the bullying, or they may worry that they risk
becoming the next target through intervention. An intuitive understanding that
others will be similarly unwilling to assist them if they do become the next
target likely strengthens the motivation to remain passive. Researchers
considered the just-world belief theory in order to explore a posited decline in
anti-bullying attitudes. "This is the idea that people get what they deserve and
deserve what they get". The study determined that children do seek to
understand, justify, and rectify the different injustices they come across in
everyday life. However, further research is needed to link the two together.
e. Emotional Inteligence
Bullying is abusive social interaction between peers which can include
aggression, harassment, and violence. Bullying is typically repetitive and
enacted by those who are in a position of power over the victim. A growing
body of research illustrates a significant relationship between bullying and
emotional intelligence. Emotional intelligence (EI) is a set of abilities related to
the understanding, use and management of emotion as it relates to one's self
and others. Mayer et al., (2008) defines the dimensions of overall EI as:
"accurately perceiving emotion, using emotions to facilitate thought,
understanding emotion, and managing emotion". The concept combines
emotional and intellectual processes. Lower emotional intelligence appears
to be related to involvement in bullying, as the bully and/or the victim of
bullying. EI seems to play an important role in both bullying behavior and
victimization in bullying; given that EI is illustrated to be malleable, EI
education could greatly improve bullying prevention and intervention
initiatives.
f. Chronic Bullying Cycle
While on the surface, chronic bullying may appear to be simply the actions of
an "aggressor" (or aggressors) perpetrated upon an unwilling "targeted
individual" (or individuals), on a certain deeper level, for it to succeed, the
bullying-cycle must also be viewed as necessarily including a certain chronic
inadequate response on the part of the target (or targets). That is, a response
that is seen by both the bully and the target as insufficient to prevent the
chronic bullying-cycle from repeating itself between the given individuals. A
suitable response to any given attempt at bullying varies with the occasion,

and can range from ignoring a bully to turning a prank around so that it makes
a "pranksteree" out of the would be prankster, to even summoning legal
intervention. In any case, the targeted individual must necessarily somehow
demonstrate to the would-be bully that one will not allow one's self to be
daunted, intimidated, or otherwise "cowed" by the bully. Those individuals or
groups who are capable of reacting to initial bullying attempts in ways that
tend to sufficiently discourage potential bullies from repeated attempts are
less likely to be drawn into this destructive cycle. Those individuals or groups
who most readily react to stressful situations by perceiving themselves as
"victims" tend to make the most suitable candidates for becoming the
"targets" of chronic bullying. Under some circumstances, targets may be
chosen in what may be a completely random or arbitrary process, especially
in groups in which the "bully mentality" may have already succeeded in
achieving domination within the group. In such groups, the defense
mechanisms of the entire group may have already been "broken down", and
therefore the targeting of individuals no longer requires the seeking out of
"certain personality types" to become the "next target". The reversal of such
chronic and well entrenched bullying behavior in such groups sometimes
requires a much more carefully planned, coordinated, determined, and multiindividual response from a would-be target than in a group in which either the
"bully mentality" may not (yet) prevail, or ideally in a group thalready taken a
pro-active preventative approach towards bullying. Typically, the bullying-cycle
must include both an act of aggression on the part of a potential bully, and a
response by a potential target that is perceived by both as a certain sign of
submission. The cycle is only set in motion when both of these two essential
elements are present. Once both of these two elements manifest themselves,
the bullying cycle often proceeds to feed on itself over time, and may last for
months, years, or even decades. The cycle is most easily broken at its initial
onset; however, it can also be broken at any later point in its progression by
simply removing either one of its two essential ingredients. While group
involvement may seem to complicate bullying activities, the act is most often
an implied agreement in principle between a chief bully or instigator and the
target that the one has "submitted" to the other. In the act of bullying, the bully
attempts to make a public statement to the effect of: "See me and fear me, I
am so powerful that I have the ability to inflict pain upon the intended target at
the time and manner of my choice without having to pay any consequences".
Should an intended target exhibit a "defeated attitude" in response to chronic
bullying, then the bullying is likely to continue. In circumstances where a
"bullying pattern" has not yet fully established itself, should the intended
target respond with a clear attitude of self-confidence that somehow
demonstrates that the bully's attempt to dominate is futile, then the bullying

attempt will often quickly diminish or end all-together. Established patterns of

bullying may require greater and more persistent effort to reverse. Institutions
and organs of society often reinforce bullying, often by implying to or telling
targets of bullies that they are responsible for defending themselves, and then
punishing targets if they fight back
g. In Different Content
1. Cyberbullying
Cyber-bullying is any bullying done through the use of technology. This
form of bullying can easily go undetected because of lack of
parental/authoritative supervision. Because bullies can pose as someone
else, it is the most anonymous form of bullying. Cyber bullying includes,
but is not limited to, abuse using email, instant messaging, text
messaging, websites, social networking sites, etc.
2. Disability bullying
It has been noted that disabled people are disproportionately affected by
bullying and abuse, and such activity has been cited as a hate crime. The
bullying is not limited to those who are visibly disabled such as
wheelchair-users or physically deformed such as those with a cleft lip but
also those with learning disabilities such as autism and developmental
coordination disorder. In the latter case, this is linked to a poor ability in
physical education, and this behaviour can be encouraged by the
unthinking physical education teacher.
3. Gay bullying
Gay bullying and gay bashing are expressions used to designate verbal or
physical actions that are direct or indirect in nature by a person or group
against a person who is gay, lesbian, bisexual, transgendered (LGBT), or
of questionable sexual orientation, or one who is perceived to be so,
because of rumors or fitting gay stereotypes. Gay and lesbian youth are
more likely to report bullying.
4. Legal bullying
Legal bullying is the bringing of a vexatious legal action to control and
punish a person. Legal bullying can often take the form of frivolous,
repetitive, or burdensome lawsuits brought to intimidate the defendant into
submitting to the litigant's request, not because of the legal merit of the
litigant's position, but principally due to the defendant's inability to maintain
the legal battle.
5. Military bullying
In 2000, the UK Ministry of Defence (MOD) defined bullying as: "... the use
of physical strength or the abuse of authority to intimidate or victimize
others, or to give unlawful punishments. Some argue that this behaviour
should be allowed, due to ways in which "soldiering" is different from other
occupations. Soldiers expected to risk their lives should, according to
them, develop strength of body and spirit to accept bullying.
6. Parental bullying

Parents who may displace their anger, insecurity, or a persistent need to

dominate and control, upon their children in excessive ways have been
proven to increase the likelihood that their own children will in turn become
overly aggressive or controlling towards their peers. The American
Psychological Association advises on its website that parents who may
suspect that their own children may be engaging in bullying activities
amongst their peers, should carefully consider the examples which they
themselves may be setting for their own children, regarding how they
typically interact with their own peers, colleagues, and children. Do the
parents typically motivate their peers and their children with positive and
self-confidence building incentives, or do they most often attempt to
motivate their peers and children with certain "threats" of one form of
"punishment" or "reprisal" or another (emotional or physical blackmail)
7. Prison bullying
Another environment known for bullying is a country's prison service. This
is almost inevitable when many of the people incarcerated are there for
aggressive crimes and many were bullies at school. An additional
complication is the staff and their relationships with the inmates. Thus the
following possible bullying scenarios are possible :
a) Inmate bullies inmate (echoing school bullying)
b) Staff bullies inmate;
c) Staff bullies staff (a manifestation of workplace bullying);
d) Inmate bullies staff.
8. School bullying
Bullying can occur in nearly any part in or around the school building,
though it may occur more frequently in physical education classes and
activities, recess, hallways, bathrooms, on school buses and while waiting
for buses, and in classes that require group work and/or after school
activities. Bullying in school sometimes consists of a group of students
taking advantage of or isolating one student in particular and gaining the
loyalty of bystanders who want to avoid becoming the next target. These
bullies may taunt and tease their target before physically bullying the
target. Bystanders may participate or watch, sometimes out of fear of
becoming the next target. Bullying can also be perpetrated by teachers
and the school system itself: There is an inherent power differential in the
system that can easily predispose to subtle or covert abuse (relational
aggression or passive aggression), humiliation, or exclusion even while
maintaining overt commitments to anti-bullying policies. However, a lot can
be done with regards to school bullying. Such an act can be prevented, or
kept to a minimum, through a series of actions than run the gamut from
"taking it seriously to realizing that many forms of school bullying are also
criminal or civil offenses which are either punishable by law or grounds for
civil court actions. If kids, as well as parents and community members, all
understand that bullying is wrong and that some are legal issues, perhaps
many of these incidents can be stopped before they get out of control.
9. Sexual bullying

Sexual bullying is "any bullying behaviour, whether physical or nonphysical, that is based on a person's sexuality or gender. It is when
sexuality or gender is used as a weapon by boys or girls towards other
boys or girls - although it is more commonly directed at girls. It can be
carried out to a person's face, behind their back or through the use of
technology."
10. Workplace bullying
The Workplace Bullying and Trauma Institute defines workplace bullying
as "repeated, health-harming mistreatment, verbal abuse, or conduct
which is threatening, humiliating, intimidating, or sabotage that interferes
with work, or some combination of the three". Statistics show that bullying
is 3 times as prevalent as illegal discrimination and at least 1,600 times as
prevalent as workplace violence. Statistics also show that while only one
employee in every 10,000 becomes a target of workplace violence, one in
six experiences bullying at work. Bullying is a little more common than
sexual harassment but not verbal abuse which occurs more than bullying.
Unlike the more physical form of school bullying, workplace bullying often
takes place within the established rules and policies of the organization
and society. Such actions are not necessarily illegal and may not even be
against a firm's regulations; however, the damage to the targeted
employee and to workplace morale is obvious.
11. In academia
Bullying in academia is workplace bullying of scholars and staff in
academia, especially places of higher education such as colleges and
universities. It is believed to be common, although has not received as
much attention from researchers as bullying in some other contexts.
12. In blue collar jobs
Bullying has been identified as prominent in blue collar jobs including on
oil rigs and in mechanic shops and machine shops. It is thought that
intimidation and fear of retribution cause decreased incident reports. In
industry sectors dominated by males, typically of little education, where
disclosure of incidents are seen as effeminate, reporting in the
socioeconomic and cultural milieu of such industries would likely lead to a
vicious circle. This is often used in combination with manipulation and
coercion of facts to gain favour among higher-ranking administrators.
13. In information technology
A culture of bullying is common in information technology (IT), leading to
high sickness rates, low morale, poor productivity, and high staff-turnover.
Deadline-driven project work and stressed-out managers take their toll on
IT workers.
14. In medicine
Bullying in the medical profession is common, particularly of student or
trainee doctors and of nurses. It is thought that this is at least in part an
outcome of conservative traditional hierarchical structures and teaching
methods in the medical profession, which may result in a bullying cycle.
15. In nursing

Bullying has been identified as being particularly prevalent in the nursing

profession although the reasons are not clear. It is thought that relational
aggression (psychological aspects of bullying such as gossipping and
intimidation) are relevant. Relational aggression has been studied
amongst girls but not so much amongst adult women
16. In teaching
School teachers are commonly the subject of bullying but they are also
sometimes the originators of bullying within a school environment.
17. In other areas
As the verb to bully is defined as simply "forcing one's way aggressively or
by intimidation", the term may generally apply to any life experience where
one is motivated primarily by intimidation instead of by more positive goals
such as mutually shared interests and benefits. As such, any figure of
authority or power which may use intimidation as a primary means of
motivating others, such as a neighborhood "protection racket don", a
national dictator, a childhood ring-leader, a terrorist, a terrorist
organization, or even a ruthless business CEO, could rightfully be referred
to as a bully. According to psychologist Pauline Rennie-Peyton, we each
face the possibility of being bullied in any phase of our lives.
Conclusion : bullying is a bad behaviour, so we have to avoid it. As a well
educated person, we should control our emotion and our attitude. Do not
underestimate and hurt another person.
Pertinyiinyi:
A= how if theres one of our friends is being the victim of bullying, how do we supposed
to act?
Q= try to help or stop it if you could. If it doesnt work, report the bullying to the authority.
A= what is the worst impact of bullying?
Q= physically hurts and mentally ill. Someone could have trauma, anxiety and and it will
disturb their mind so they couldnt live peacefully.