BULLYING PART 2

Sep 28, 2025 Features / Columnists, News

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By Dr. Telford Layne Jr. PsyD, MSc. Postgrad, BSc.
Clinical and Developmental Psychologist – Psychoanalyst
Unwrapping Gift -Clinic

Kaieteur News – Bullying is considered a form of interpersonal trauma.  And yes, bullying is a form of abuse, specifically the abuse of power to cause repeated psychological, emotional, or physical harm to another person. Yes, Bullying is widely considered a form of violence. And in Guyana, there is no ZERO TOLERANCE approach, structure and programme in place to address bullies and the bullied.

TYPES OF BULLYING

Bullying manifests in various forms, yet the repercussions remain uniformly detrimental. Bullies employ these distinct forms to further their destructive agenda and inflict harm on others.

Physical bullying encompasses the use of physical actions to intimidate or injure an individual.

Verbal bullying relies on language to distress or threaten a person. This includes name-calling, ridicule, persistent teasing, mocking, and threats. This behavior is often observed within parliamentary discussions, which subsequently influences interpersonal relations within homes, educational settings, and communities.

Social (or relational) bullying involves actions that damage an individual’s social standing or reputation. This may include disseminating false information, ostracizing an individual from a group, or revealing compromising details.

Cyberbullying occurs through digital platforms and involves sending malicious or threatening messages, sharing embarrassing images or videos, or propagating false narratives on social media.

Additionally, other forms of bullying can be classified under the previously mentioned categories, which include:

Emotional or psychological bullying, characterized by actions intended to intimidate, humiliate, or manipulate an individual.

Prejudicial bullying targets individuals based on protected characteristics such as race, religion, or sexual orientation.

CONSEQUENCES OF BULLYING

The consequences of being subjected to bullying encompass a range of issues, including psychological, physical, mental, economic, and financial ramifications. These effects begin from the onset of bullying and can persist throughout an individual’s life, unless addressed through psychotherapy. Children who experience bullying within academic settings often encounter symptoms of depression, anxiety, and low self-esteem. These issues significantly impair their identity and sense of purpose, potentially leading to maladaptive behaviors in adulthood.

Furthermore, suicidal ideation is a direct consequence of prolonged exposure to bullying. Individuals who endure bullying over time may experience feelings of hopelessness and helplessness. Once they reach this state—whether during childhood, adolescence, or adulthood—they may perceive suicide as a more favorable alternative to enduring the ramifications of bullying, which stem from the self-imposition and projection by their aggressors.

The adverse effects of bullying also manifest in academic challenges and emotional distress, including emotional dysregulation, hypervigilance, and a compromised nervous system. Additionally, poor academic performance can lead to issues such as eating disorders and post-traumatic stress disorder, which may subsequently hinder physical development, menstrual cycles, workplace productivity, employment opportunities, overall life satisfaction, and cognitive resilience, along with impairing interpersonal relationships and spiritual connections.

Behavioral issues resulting from bullying include an increased propensity for aggression, substance abuse, and self-harming behaviors. The physical symptoms can present as headaches, stomachaches, and general bodily pain, all stemming from the chronic stress associated with bullying. Social isolation, the likelihood of substance abuse, and the emergence of personality disorders, such as borderline personality disorder and avoidant personality disorder, are additional potential consequences.

The cumulative costs associated with bullying vastly exceed the expenditures required to effectively combat bullying in Guyana. The financial and social toll on villages, communities, and government institutions is substantial, influencing workplace productivity and the overall functioning of society. Therefore, addressing bullying in educational settings necessitates a coordinated approach involving multiple agencies, ministries, and stakeholders, including law enforcement, correctional services, military organizations, religious institutions, and mental health professionals.

It is essential to recognize that bullying is not solely a problem for children; rather, it represents a broader issue that concerns families and society as a whole. Consequently, a comprehensive adult-led initiative is required to mitigate the impacts of dysfunctional environments—be it in homes, educational institutions, governmental bodies, or social agencies—on the developing minds of young individuals.

ADDRESS BULLYING IN SCHOOLS

To effectively combat bullying in educational institutions, it is imperative that the issue is first acknowledged and addressed at the level of government, organizations, and community leadership. Key figures—including the president, ministers, CEOs, directors, and religious leaders—must reassess their behaviors and lifestyle choices, setting a positive example for the younger generation. This approach, while straightforward, can yield impactful results.

Several foundational structural and programmematic measures can be implemented to raise awareness of the bullying issue.

First, it is essential to initiate discussions about bullying. This could involve a dedicated one- to two-month campaign during which bullying is examined in classrooms, accompanied by daily general assemblies lasting approximately one hour. The campaign should begin with defining bullying, exploring its various forms, examining its detrimental effects, and discussing appropriate responses.

Students should be encouraged to volunteer as both victims and perpetrators in order to foster empathy and understanding. Educational materials, in both printed and video formats, should be made readily available, displayed prominently within school environments, and accessible via mobile devices. This initiative should aim to educate students on the nature of bullying, the motivations behind such behavior, and the consequences faced by those who are targeted. Establishing clear behavioral expectations is crucial.

To reduce incidents of bullying, schools must adopt unambiguous definitions of bullying along with an established policy. All students should be made aware of the school’s stance on bullying, including the consequences that will be enforced for perpetrators, the support systems available for victims, and the resources accessible to both groups.

Incidents of bullying occurring outside of school by school-aged children should be reported to law enforcement and addressed by a National Anti-Bullying Taskforce.

It is vital to foster open communication and to reconstitute the Parent-Teacher Association (PTA) to specifically focus on addressing bullying. This should involve securing unwavering pledges of support to provide necessary resources and to collectively brainstorm solutions to combat this pervasive issue that is negatively impacting lives for generations.

Building children’s self-confidence is also essential. A review of the school curriculum is necessary to incorporate life skills, psychological grounding techniques, self-awareness, and emotional regulation into a dedicated subject, commencing in early education. Teachers should be adequately trained, or specialists should be engaged to conduct sessions two to three times a week to address these important topics.

Addressing bullying in schools necessitates a proactive and responsive approach, engaging parents and children in therapeutic interventions until notable behavioral change is achieved.

It is important to recognize that individuals who engage in bullying may be psychologically imbalanced, possibly displaying traits associated with personality disorders, such as antisocial personality disorder. Additionally, they may originate from challenging home environments characterized by trauma, leading to bullying as a maladaptive coping mechanism. Therefore, addressing this issue requires a comprehensive family-based approach.

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• Bullies, bullying, Psychoanalyst, Psychologist, Telford Layne Jr, Trauma

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