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“Many of school teens experience problems that remain secretive and never blow up to be solved. In schools, these problems occur in terms of harassment and unfair treatment. About 80 percent of school teens or students are bulled by their older colleagues or teachers based on physical power or social standing of an individual (Lyness, 2010). Thousands of teens and kids wake up every day anxious to attend school and experience most of the terrifying day’s activities. According to statistics about 40 percent of the acts are out of victimization and bullying (Ericson, 2001). Moreover, out of the 40 percent around 15-20% percent suffer enduring bulling and victimization. Actually, as noted by Pepler, & Craig, (2000) most of teens bullying practices upset their education life or their adaptive progress in schools. In modern life, bullying is a problem that need be solved with appropriate measures and approaches. In some instances, it has been observed that bullying effects end up prolonged. Interceding will help the victims adapt to learning environment or move them to a positive attitude in life (Lyness, 2010). Everybody in schools’ category ranging from students, teachers, and parents to school administrations are worried on the increasing cases of bullying. It’s with great concern that most cases go unattended leaving victims on a severe end. Usually, bullying occurs when one person uses more and inappropriate power to harass an individual either physically or on social approaches (Lyness, 2010).
Bullying differ from one category of teens, schools and the status of individuals. Some people especially older teens view the act of bullying as a way of developing and making their young colleagues grow. Others view the act as making them popular, remain tough and possess power to rule over others. In fact, bullying or victimizing behavior leave observes mouth agape. This is because reasons or the purpose of bullying or the effects of the act have never being understood. Many of bullied teens have complained that, there has never been a reason to been bullied by their age group. In most of the cases, students/teens argue that, bulling is based on some characteristics or social standings they possess within the age groups. Perhaps most causes can be seen based on sex/gender, skin color, physical abnormalities, their body size, names, parents, social status among others. Particularly, bullying occurs to individual because of the inability to fight back or do things to reiterate back.
All in all, bullying is harmful in one way or the other. In fact, bullying can be harmful to all the parties including families or erode schools reputations. Bully teens understand the act as a process of making their friends fit or stick in the environment. Some of the consequences or effects of bulling include loneliness, terror, isolation, torment, and unhappiness to name but a few (Lyness, 2010). In many instances, bullied teens or the victims feel frustrated, sick, lose self-confidence in learning and some quit school or transfer. Studies done in schools indicate that the victims of the act are at a risk to mental health problems that include stress, frustration and depression (Lyness, 2010). This further causes timidity to parents and the school administration. In addition, teens may find difficult to accompany others for lunch, walk, or play. Though coping with the act is difficult, one should understand he/she is not the problem, but the bully is the problem.  Bulled teens have a right to remain safe, confident, happy, and protected at all cost.
              Bullies are also at a risk of becoming a trouble to the society. Studies usually show that criminal records of individual are correlated to the teenage life behaviors. Once a bully, the behavior recuperates in future and one becomes a criminal. As suggested by Pepler, & Craig, (2000) out of 4 elementary school bullies 1 of them will have a criminal record at nearly 30 years of age. Also, some bullies are rejected by their friend as they grow up. This drastically translates to other effects of rejection, lose their colleagues, or fail in their careers. In addition, the bullies may continue the problem throughout adulthood life, has negative reputation, or early life aggression. As noted by Ericson (2001), within communities or societies, there are numerous examples that bullies try to imitate as role models. Some are like politicians, wars films, movies or games that make bullies increase aggression ending up bullying others.
              The vice is violence and it’s against human rights. For this purpose, the issue need be addressed appropriately and with deep concern at family, society, school and government levels.
Before trying to solve the problem, it is important to understand that most school staffs and parents are involved in tolerating the issue. School staffs are usually unaware of the extent of the vice in their institutions. As reported by Ericson, (2001) survey report, 42% of bullies and 46% of victims report to their teachers on the vice. This prompts the teacher to solve and talk about the issues to both bully and the victim. Conversely, staffs and parents may encourage the vice in one way or the other. Teachers or staffs, mostly encourage bullying by perceiving it as normal to teens, or when children are left to solve problems. In some cases the victims may provoke the bullying attack by teasing and fighting back leaving no harm on both parties. I believe bullying must be tackled from a logical approach. For the purpose of intervening or ending the issue in schools, and among teens, actions must be taken from all ranks. Essentially, interceding in the problem need all institutions and participants in interventions to focus on the vice beyond the victim and bully. The logic approach must include parties such as age mates, schools, parents, government and the community (Ericson, 2001).  Moreover, bullying has an effect on bullies, victims, school staffs, parents, peer relationships, and community at large. Therefore, systematic principles need to be developed to solve the vice successfully. Changing the attitude and behaviors can be a cornerstone to addressing the vice (Ericson, 2001). Leadership may play a crucial role in solving and interceding on the problem from all perspectives. Thus, behavior changes are pronounced to be effective. This will change school learning and interaction climate, and also reduce antisocial attitudes and behaviors”.

Ericson, N. (2001). “Addressing the Problem of Juvenile Bullying.” Office of Juvenile Justice and Delinquency Prevention. Retrieved from http://www.ncjrs.gov/pdffiles1/ojjdp/fs200127.pdf
Pepler, D. J. & Craig, W. (2000). “Making a Difference in Bullying.” LaMarsh Centre for Research on Violence and Conflict Resolution. Retrieved from http://www.melissainstitute.org/documents/MakingADifference.pdf
Lyness, D. (2010). Dealing with bullying. Retrieved from http://kidshealth.org/teen/your_mind/problems/bullies.html#

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