Thesis Topic Effect of bullying in childhood on the future of a person

Thus if there is a question as to if bullying behavior continues into adulthood, then from which age it continues will be question that will remain unanswered. Therefore, if any intervention is designed to change a psychosocial parameter in the school age children in order to prevent bullying behavior in the adulthood, that remains questionable since literature also suggests bullying behavior in the childhood is determined by may age-specific psychosocial parameters that can be changed. In other words, since isolation of influence of student age on the effect on bullying involvement and school climate has not been addressed in this study, this part of the bullying behavior will remain unanswered. While physical behaviors are overt, it must be remembered that relational type behaviors remain covert in school-age children. Some studies have shown that these covert behaviors are difficult to discern both by patents at home and teachers at school. Childhood relational aggressions are less likely to be reported, while they are also bullying behaviors (Solberg and Olweus, 2003). Since prevalence of bullying in childhood is a relational determinant of the adulthood bullying behavior, accurate estimates of both are necessary to establish a relationship if there is any. Prevalence of bullying is highly dependent on the behaviors studied and how questions about bullying are framed and asked (Hawkins et al., 2005).
Childhood bullying has been hypothesized to be a specific type of antisocial behavior that can yield adult antisocial personality disorder. However, there are cases of adulthood antisocial personality disorders which may have no bullying history. From the psychiatric point of view, the aggressive behavior in the childhood may continue similarly in the adulthood due to persistence of impairments of both the recognition of emotional stimuli and cognitive control of emotional behavior. Therefore, it can be argued that these problems may arise de novo in the adulthood, and if it originates in the childhood bullying is just a manifestation of this problem. The ignorance of social and environmental factors in development factors in development and continuation of bullying may turn out to be the most important fallacy in the whole proposition, and this study will fail to answer this, as to how these are related to future behavioral deviance (Mason et al., 2004).
As this study shows, although there are aggression and behavioral problems in both the bully and the bully victims, there is a definite higher risk of adverse long-term psychopathologic outcomes trailing into the adulthood in cases of the bully victims. Studies have also shown that bully victim groups were more vulnerable for development of deviant behavioral problems in the adulthood. Although the findings from this study suggest that both bullying and victimization during early school years can be taken as public health signs of identification of subjects who are at risk of suffering psychiatric disorders in early adulthood, the causal relationship of both separately can be difficult to establish with the same rationale (Fekkes et al., 2004). This study cannot answer this question as to how