Bullying and Depression in Children

In recent years bullying is a phenomenon that serious consequences in the school communities. The significance of this phenomenon in children is quite serious both physically and psychologically (Pernille, Holstein, Lynch, Diderichsen, Gabhain, Scheidt, & Currie, 2005; Sansone & Sansone, 2008). In addition it could have serious impact on school performance of affected students. Several studies (Bond, Carlin, Thomas, Rubin, & Paton, 2001; Gini, 2007; Pernille et al, 2005; Woods & White, 2005) have shown that this phenomenon is related to the existence of emotional problems. Other surveys (Olweus, 1997; Salmon, Jones, & Smith, 1998) suggest that bullying is associated with the existence of internalized and non-internalized disorders.

Papanis (2008) mentions an interesting definition of bullying when he states that it is the main manifestation by which school violence appears as an intentional act which aims at inflicting either physical or mental excruciating pain to induce subjugation of the victim.

Factors and their consequence of Bullying on the psychology of students

Aggression and bullying are due to many factors such as the violent behaviour of parents toward their children and each other (Efobi & Nwokolo, 2014; Nestoros, 1992). Another would be the angry disposition of teachers which is commonly manifested either physically or verbally towards children (Nestoros, 1992), or peer group pressures (Vouisdakis, 1987; Markoulaki & Papastefanakis, 2008), whereas in large metropolitan centers juvenile delinquents gangs (Georgoulas, 2000), the Media and videogames (Nikolaou, 2004), and last but not least society in general (Courtecuisse, Fortin, Beze, Pain, & Selosse, 1998).

Children who fall victims to such incidents encountered several problems in their studies such as reluctance to school attendance and absences from classes (Reid, 1983). Moreover, many teenagers resort to suicide (Brunstein-Klomek, Marrocco, Kleinman, Schonfield, & Gould, 2007; Prewitt, 1988). On the other hand, many students because of intense coercion have high rates of depression and anxiety (Brunstein-Klomek et al, 2007; Fekkes, Pijpers & Vervloove-Vanhorick, 2004; Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000; Nordqvist, 2013), not to mention post-traumatic disorders (Nielsen, Tangen, Idsoe, Matthiesen, & Magerøy, 2015).

Research on Bullying and Consequential Depression on Students

Olweus (1991) in his survey found that boys who had been bullied had increased rates of depression in adolescence. Similar results have also been recorded of research conducted by Neary and Joseph (1994) who studied bullying in girls. Slee's investigation (2005) is in agreement with the above two studies. Survey results showed that there was a positive relationship with bullying depression in both boys and girls.

Bond et al (2001) in their study involving (N=3623) students concluded that there is a definite relationship of anxiety and depression symptoms following a bullying event for the victims. It seems that 25.1% of the sample who had undergone bullying showed signs of anxiety and depression compared to only 7.2% of those who had not.  On the contrary, the greatest percentage of those sampled amounting to 53.7% who had suffered repeated bullying demonstrated both of these disturbances.  Thus it was clearly shown that recurring bullying is directly associated with anxiety and depression. In a similar investigation conducted by Craig (1998) involving (N=546) students aged 11, those who had been abused demonstrated high levels of anxiety and depression against the abusers and the sample under investigation.  

In a survey carried out by Natvig, Albrektsten and Qvarnstrom (2001) established that students who were victims of bullying by their classmates had expressed many high intensity psychosomatic symptoms as the main form of the symptoms of this depression. Similar findings resulted from the investigation of Fekkes and her colleagues (2004) who examined the degree of correlation between bullying, psychosomatic symptoms and depression in children 9-12 years. The results of this research showed that children who had experienced bullying exhibited psychosomatic symptoms such as headaches, anxiety, sleep problems and a desponded mood. Consequently they concluded that these students exhibited serious depression in comparison with other students. Sharp, Thompson and Arora (2000) conducted a study of (N=703) students and concluded that those who had experienced bullying complained of irritability, constant panic spells, repeated recollection of the instances and lack of concentration.

In another study on a sample consisting of (N=877) students aged 12-18 Rigby and Slee (1993) determined that there is a significant relationship of victimization with a low level of self-esteem. The findings firmly suggested that their low esteem was totally due to bullying rather than any possible antisocial behavioral patterns. Research by Egan and Perry (1998) sampling (N=189) students came up with exactly the same results that low levels of self-confidence may predetermine victimization and that bullying may lead to such levels of self-assurance.

Tackling School Bullying and Depression in Children

This phenomenon needs to be addressed collectively. Parents, teachers and students should contribute to tackling this situation. There are many ways of dealing with bullying. To begin with, child victims must have specialized psychological support from trained therapists to aid in managing depression and severe anxiety. An effective therapeutic intervention for these teens is Cognitive-Behavioral Therapy. Τhe psychologist and  child victim work on an emotional level, where  discussions and exercises attempt to comprehend the child’s understanding of the situation, their personal innate feelings as well as those of others. This would ultimately lead to the understanding in general of the connection between their thoughts, feelings and behaviors. In the process of cognitive restructuring, the child learns to think for himself (managing his reactions and feelings), to deal with stress and depression. Thus, with the cognitive development the person learns how to rectify any dysfunctional perceptions (Lohmann, 2013).

On the other hand, there must be continuous training-updating of teachers and parents concerning ways of coping with this phenomenon. Regarding those individuals who exercise Bullying, there is a need to emphasize early psychotherapeutic intervention of the said individuals including their families to alleviate these trends. Furthermore, students should be afforded the opportunity for positive expression of aggression, through various sports and more contact-living opportunities in a natural environment, which offers a particularly soothing effect on the nervous system.