ARTICLES ON BULLYING

Articles on Bullying: Motivating the Bystander as Promising Way to Reduce School Bullying

"Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools."
(Rigby and Johnson, 2006, Educational Psychology)

The three main ways of influencing Bystander action are:

Clear communication to children that adults expect bystanders to intervene when witnessing bullying.
Direct education about how bystanders can intervene to increase children's self-efficacy as defenders of those who are victims of bullying.
Encourage children's belief that bullying is morally wrong.

(Bystander Motivation in Bullying Incidents: To Intervene or Not to Intervene? Robert Thornberg, PhD, Laura Tenenbaum, PhD, [...], and Gina Vanegas, MEd)

O'Connell et al (1999) also writes that many studies have found that sympathy is a significant predictor of positive bystander behavior.

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Articles on Bullying: Correlation between Bullying and Self-Worth

Quite a few research articles demonstrate a strong correlation between low self-worth and bullying. There is also a strong correlation between low self-worth and number of other issues:

more severe emotional reactions to failure
magnify events as negative
perceive noncritical remarks as critical
low interpersonal confidence
lower interpersonal success
addictions
acting out and criminal behaviour
gang involvement
depression and other mental health issues
suicide

“The greatest discovery in our generation is that human beings, by changing the inner attitudes of their minds, can change the outer aspects of their lives.”
- William James

Articles on Bullying: Outcomes for Cognitive-Behavioural Strategies

Quite a few research articles also indicate outcomes for self-esteem including cognitive-behavioural strategies:

Realize their potential for change.
Encourage relatively accurate self-evaluation.
Provisions to increase approval support.
Internatlization of the positive opinions of others.
Emphasize successes rather than failures. Evaluate present performance against past performance. Encouraging a pride in accomplishments.
Focus on the child’s role in creating positive outcomes and help the child set personal goals.
Identify their strengths and work toward self-acceptance.
Competent enough to make behavioural changes.

One main focus, drawn from articles on bullying, is that when feedback from significant others is absent, damaging, or inaccurate, when the sense of identity and belief in worth is undermined or based on inauthenticity, and when competence is not evaluated realistically, large discrepencies between the authentic self and the ideal self develop. Both global and selective self-esteem will be adversely impacted , resulting in low, defensive, compensantory, false high, or narcissistic high self-esteem.