A REACTION PAPER ON A STUDY ENTITLED
Attachment Quality and Bullying
Behavior in School-Aged Youth
By Laura M. Walden and Tanya N. Beran
Written by
Marcial I. Enginco
Submitted to
Grace Koo, PhD
Professor, EDFD 210
Human Development and Learning
University of the Philippines Diliman
College of Education
SUMMARY
The study entitled “Attachment
Quality and Bullying Behavior in School-aged Youth” was conducted by Laura M.
Walden and Tanya N. Beran to determine the relationship between students’
quality of attachment to their primary caregivers and the frequency with which
they bully others and are the victims of bullying. It covered 105 student respondents from Grade
4, Grade 6 and Grade 8 from a Canadian middle school located in the suburbs. The respondents were required to submit a
consent form signed by their parent or guardian before they were made to
accomplish an Inventory of Parent and Peer Attachment (IPPA) questionnaire,
which is a self-report instrument designed to measure students’ perceptions of
the degree of mutual trust, quality of communication, and the extent of anger
and alienation in their current relationships.
The study established that students
who reported high-quality attachment with their caregivers are less likely to bully
others or be bullied. Students who
reported an insecure relationship with their caregivers have shown the tendency
to bully others, particularly those students who have experienced a high level
of alienation from their caregivers.
NEW LEARNINGS
Bullying is nothing new. It has been around since the Pharaohs of
Egypt learned to throw their weight around unsuspecting, docile subjects, and stretches
even far longer into written and oral history.
In fact, one of the earliest stories in the Bible is about bullying gone
bad when Cain, Adam and Eve’s eldest son, bullied and eventually murdered his
younger brother Abel, who was the first couple’s favorite. Bullying, according to psychologists, may
escalate into murderous tendencies if not addressed properly.
But as a new graduate student
taking Educational Psychology and a former advertising professional with little
or no knowledge about facts behind bullying behavior I have to admit that it is
my first time to read, or is compelled to read, a research that attempts to
explain its relational cause – Attachment Quality.
Although the scope of the study is localized
to a certain demographic sample in suburban Canada, I believe that its core
finding carries a universal truth, and that certain results and implications arising
from the said study may be applied, in varying degrees and permutations, to different
cultures and demography such as ours – a developing nation with its own sets of
dynamics in attachment qualities and caregiving conditions.
The study’s chief finding that poor
attachment quality may lead a child to become either a bully or the bully
victim or, in my case -- both -- is personally compelling and revealing. While I did look up to my mother as my
family’s pillar of strength, she was neither emotionally warm nor physically
and verbally demonstrative of her feelings for her children (insecure
attachment). My father, on the other
hand, was more demonstrative and vocal but, being an alcoholic, was not someone
who engendered trust in a developing child (alienation). So while I had a semblance of a strong
attachment with my mother, the overall quality of my attachment with both my
parents can be considered poor, leading me to be what the study suggests: Prone
to either being a Bully or the Bullied.
When I was in elementary and high
school, classmates who were physically smaller and mentally inferior tended to
shy away from me for I was mischievous and habitually pulled off pranks and
traps that would put them in either an embarrassing situation, in trouble, or at
the butt of further jokes. I pulled away chairs when classmates were about to
sit, tugged at the straps of girls’ trainer bras, rigged fights between
unsuspecting protagonists, and accomplished many stunts that made victims more
wary of my presence, and theirs. But
perhaps the worst form of bullying I did was letting a slow member of our class
know how slow she really was. Once,
during a particularly tense class recitation where she was called to perform, I
whispered to her a wrong and utterly inane answer that she was reduced to near
tears after the class burst out in loud laughter when she finished repeating my
misfeed. She became more timid after
that humiliating experience. However, this did not stop me from doing more
of the same to her and other “lesser” classmates. I am aware that I scarred her for life
because I did not see or hear from her after high school. The only thing I know about her now is that
she legally changed her name and moved out of the country, perhaps to start a
new life away from the image that I helped mold for her.
But as the Bully Totem Pole goes, I
was not on top of the pecking order for outside of my classroom was a physical
bully – Julius Yago – who constantly threatened me with mayhem when I was in
grade school. I don’t recall how I
became a favorite subject of his menace except that I remember making him look
bad in a game of basketball where I was, in my school, considered a star.
He was not able to inflict actual physical
harm on me but I do remember the terror I felt when he would loiter outside my
classroom and make motions at me to come out as his henchboys tried to look
their gangster best – crackling their knuckles and doing some strange stretching
exercises as if they were preparing for some brisk action. I was terrified for my life and I remember
experiencing fear-induced fever, numbness and some sleepless nights. I could not understand nor explain why
someone I have no grudge against or ill-feelings for would like to beat me up
good, as much as I did not understand and could not explain why I would try
with gusto to embarrass and put in ridiculous situations classmates who had
done me no wrong. Belatedly, this study
which zeroes in on early child-parent relationship quality partly explains why
I, and perhaps Julius Yago, behaved the way we did when we were much younger.
STRENGTHS AND WEAKNESSES
With a sample size of 105 culled
from a school that has basically a homogenous student population, this study can
hardly be called extensive or exhaustive.
But what it lacks in breadth it makes up for in depth of purpose, which
is to establish a link between the quality of a child’s early relationships
with his parents vis-à-vis being a bully or a bully victim.
I also believe that this study has
successfully outlined a general truth that bullying behavior and being its
victim is not a phenomenon that begins and ends in school but rather is a
foundational flaw in the home that, unfortunately, regularly rears its ugly
self in a school environment.
I think the rather small sample
size and its homogeneity where respondents are predominantly white and, I
suppose, coming from the same social bracket prevents the results, conclusions, implications and
recommendations arising from the study
to be generally applicable in situations where geographic, economic and social demographics
vary, e.g. multi-ethnicity environment such as in International Schools, or in
an urban locale where population is either dominated by white or black or any
given race, as I would like to assume that while the tendency to bully may be
inherent in a certain child because of his poor quality attachment values, the
opportunity to act on it may be mitigated by other circumstances such as if he
finds himself in the minority where the
budding bully may not be able to act on his impulses just as easily if he was
in a more superior position, say in a majority.
And while I support the findings
that there is a relationship between bullying or being a bully victim with the
quality of attachment to primary caregivers, I believe that the Consent Form
that the respondents’ parents/caregivers were made to sign to formalize the
subjects’ inclusion to the study has somewhat weakened the intensity of the
established link. I think that it is in the
nature and interest of a detached and/or uncaring parent/caregiver not to sign
the Consent Form especially if it is made clear to him that the quality of his
relationship with his child is going to be subject of a study. Hence, I suspect that there is a greater
number of parents/caregivers with poor relationships with their child who did
not sign the consent form than those that actually did, thereby diluting the
result. If it was legally and ethically
acceptable for the students to respond to the questionnaire mandatorily then I
believe that the real score can be obtained.
IMPLICATIONS
For as long as children learn the
push and pull, and the zig and zag of the dynamics of human relationships in
the microcosm of school, solving the bullying menace is, I think, impossible as
it is in the natural process of human development that such situations will inevitably
arise when there is prolonged and sustained interaction between individuals of
varying degrees of intelligence, strength, physical attributes and economic and
social backgrounds. What this study accomplishes
however is that it points school administrators and psychologists in the right
direction in better understanding and finding intervention programs that would
mitigate the development of behavioral tendencies to bully or to be bullied, and
up to a certain degree, limit its occurrence and prevalence in the educational
system.
Programs that educate parents of
the effects of poorly established relationships at home would be a good
starting point, and so is establishing appropriate monitoring and guidance mechanisms
for students who have been assessed to have bullying tendencies. Likewise, teachers and school officials and
staff may be instructed to pay more attention to students who have been victims
of bullying so that they may be able to reestablish a certain degree of connection
and trust with adults that would help them recover their self-esteem and make
them less susceptible to bullying tactics.
Closer to home, it is interesting to
find out how the results of this study apply to the realities of the
Philippines where many families have either one or both parents working abroad;
often leaving the caregiving responsibilities to relatives (grandparents,
uncles, aunts) who may not be viewed by the child as an authoritative figure
but merely as a guardian, or to the eldest child who despite being wanting in quality
attachment himself, takes on the mantle
of a father and/or mother figure to younger siblings, or in some cases to
househelp who neither have the influence nor the parental sensitivity to provide
a secure and warm family environment to the youth.
I wonder then, is this present
reality breeding an army of bullies and victims that would inevitably cross
paths in the school, creating a situation that is alarming and constantly
escalating? If so, our schools might
have some of the highest prevalence of bullying in the world. Or is the proverbial ability of the Filipino
to adapt and find a measure of normalcy under difficult circumstances limiting
the incidence to manageable levels? If
so, I would like to imagine that extended families which include neighbors,
ninongs and ninangs, alternative support systems such as parents of friends,
and the ability of the Filipinos to utilize communication technology such as
Facebook, Facetime and mobile phones to establish a de facto attachment with absentee
parents all contribute to providing a child sources of emotional and
psychological stability that would temper bullying tendencies or enhancing
self-esteem that wards off bullying attempts.
This is my first graduate school paper. Technical writing is not my forte but I'm working on it.
This is my first graduate school paper. Technical writing is not my forte but I'm working on it.