The Contingency Table for the BMI and the Number of Times of Bullying BMI Under Weight Normal

Overweight Obese TOTAL Mild 8 78 6 3 95 Number of Times Bullying Moderate Severe Very Severe 5 5 3 52 10 68 23 7 37 11 8 1 23 TOTAL 21 164 31 7 223

This table represents the relationship between the extent of bullying others among the participants and their respective Body Mass Indexes. Childhood obesity is associated with many negative social and psychological ramifications such as peer aggression (Janssen, 2004). As shown in the table, there is a higher tendency for overweight and obese students to bully other students in the moderate very severe scale. According to a study by the Department of Community Health and Epidemiology in Queens University in Canada, overweight and obese school-aged children are more likely to be the perpetrators of bullying behaviors than their normal-weight peers. This may be because overweight or obese children bully to compensate for their low self- esteem or to cover their inferiority complex. Bullies who primarily desire popularity seek out victims who have been rejected by their peers. If the bully instead picked a victim who was socially well connected, it's unlikely that the bully would become popular by attacking that person. Bullies who primarily desire domination look for victims who are vulnerable and unable to defend themselves. In other words, they seek out victims who can be dominated easily and who, ideally, won't tell anyone (Veenstra, 2007).

The Contingency Table for the Frequency of Eating Together and the Extent of Bullying Others Frequency of Eating Together Always Moderately Seldom Never TOTAL Extent of Bullying Others Moderate Severe 30 17 14 7 68 16 12 6 3 37 TOTAL Very Severe 5 6 4 8 23 106 58 37 22 223

Mild 55 23 13 4 95

This table represents the relationship between the extent of bullying others and the frequency of the family eating together. According to Bullying Statistics 2009, families that are not warm and loving and in which feelings are not shared are more likely to have children who bully, either within the family home or in other locations in which the children meet others. As seen in the table, children who never eat together with their families tend to bully others at the very severe scale while children who always eat together with their families tend to bully others at the mild scale.

The Contingency Table for the Frequency of Going Out Together and the Extent of Bullying Others Frequency of Going Out Together Always Moderately Seldom Never TOTAL Extent of Bullying Others Moderate Severe TOTAL Very Severe

Mild

This table represents the relationship between the extent of bullying others and the frequency of the family going out together.

The Contingency Table for the BMI and the Extent of Being Bullied BMI Under Weight Normal Overweight Obese TOTAL Mild 8 89 13 6 116 Extent of Being Bullied Moderate Severe Very Severe 9 7 9 56 16 7 88 26 7 4 43 14 6 3 32 TOTAL 33 185 42 19 279

THEORIES
Pediatrics. 2004 May;113(5):1187-94.

Associations between overweight and obesity with bullying behaviors in school-aged children.
Janssen I, Craig WM, Boyce WF, Pickett W. Source
Department of Community Health and Epidemiology, Queen's University, Kingston, Ontario, Canada. janssen@post.queensu.ca

Abstract

OBJECTIVE: The prevalence of overweight and obesity in children is rising. Childhood obesity is associated with many negative social and psychological ramifications such as peer aggression. However, the relationship between overweight and obesity status with different forms of bullying behaviors remains unclear. The purpose of this article is to examine these relationships. METHODS: We examined associations between bullying behaviors (physical, verbal, relational, and sexual harassment) with overweight and obesity status in a representative sample of 5749 boys and girls (11-16 years old). The results were based on the Canadian records from the 2001/2002 World Health Organization Health Behaviour in School-Aged Children Survey. Body mass index (BMI) and bullying behaviors were determined from selfreports. RESULTS: With the exception of 15- to 16-year-old boys, relationships were observed between BMI category and peer victimization, such that overweight and obese youth were at greater relative odds of being victims of aggression than normal-weight youth. Strong and significant associations were seen for relational (eg, withdrawing friendship or spreading rumors or lies) and overt (eg, name-calling or teasing or hitting, kicking, or pushing) victimization but not for sexual harassment. Independent of gender, there were no associations between BMI category and bully-perpetrating in 11to 14-year-olds. However, there were relationships between BMI category and bully-perpetrating in 15- to 16-year-old boys and girls such that the overweight and obese 15- to 16-year-olds were more likely to perpetrate bullying than their normal-weight classmates. Associations were seen for relational (boys only) and overt (both genders) forms of bully-perpetrating but not for sexual harassment. CONCLUSIONS: Overweight and obese school-aged children are more likely to be the victims and perpetrators of bullying behaviors than their normal-weight peers. These tendencies may hinder the short- and long-term social and psychological development of overweight and obese youth.
Biomed Environ Sci. 2010 Apr;23(2):108-12. doi: 10.1016/S0895-3988(10)60039-6.

Relationships between weight status and bullying victimization among school-aged adolescents in Guangdong Province of China.

Guo QZ, Ma WJ, Nie SP, Xu YJ, Xu HF, Zhang YR. Source
Department of Noncommunicable Disease Control and Prevention, Guangdong Provincial Center for Disease Control and Prevention, Guangzhou 510300, Guangdong, China.

Abstract
OBJECTIVE: To examine relationships between weight status and different forms of bullying victimization among adolescents aged 11-18 years. METHODS: The relationships between weight status and bullying victimization (physical, verbal, and relational) were examined utilizing data from the Guangdong Provincial Youth Health Behavior Survey. Data on height, weight, and victimization behaviors were collected by self-reporting from 12 439 subjects. , test and logistic regression were used to analyze relationships between weight and bullying victimization. RESULTS: The incidence of victimization for adolescents aged 11-18 years was 8.6%, with higher rates for boys (12.4%) than for girls (4.7%). For children with normal, overweight and obese body mass index (BMI), the incidence rates of victimization were 8.2%, 17.3%, and 11.5%, respectively. Compared to normal weight, overweight was a risk factor for bullying victimization(OR = 1.60, 95% CI: 1.18-2.17), and it also increased children's risk of being teased in a hurtful way (OR = 2.13, 95% CI: 1.41-3.24) and being made fun of due to physical appearance (OR = 3.58, 95% CI: 2.27-5.67). Obesity only increased the risk for children of being made fun of due to physical appearance (OR = 2.45, 95% CI: 1.44-4.15). CONCLUSIONS: The victimization for children at school is common in Guangdong province, China. Overweight and obese children are more likely to be victims of bullying behaviors, especially verbal victimization.
What Is Bullying? Before we can discuss why people bully, need to have a clear understanding of what bullying is. Some consider bullying to be purposeful attempts to control another person through verbal abuse - which can be in tone of voice or in content such as teasing or threats - exclusion, or physical bullying or violence, which the victim does not want. While some ties the feature of "peer abuse" and "repeated activity" into the definition of bullying, others acknowledge single instances and age difference in their definitions of bullying. Bullying occurs in schools, workplaces, in homes, on playgrounds, in the military, and in nursing

homes, for example. In the article "Uncovering the hidden causes of bullying and school violence" published in Counseling and Human Development in February, 2000, Barry K. Weinhold states that bullying is the most common type of violence in contemporary US society. Although a form of harassment, bullying is considered to be a separate category from sexual harassment. Why Do People Bully? There are a variety of reasons why people bully. Cultural Causes of Bullying In a culture that is fascinated with winning, power, and violence, some experts suggest that it is unrealistic to expect that people will not be influenced to seek power through violence in their own lives. Researchers point to the World Wrestling Federation (WWF) as glorification of bullies in the name of entertainment and point out that the high rate of domestic violence means that many young people grow up expecting that violence is an acceptable way to get what one wants. Institutional Causes If the institution at which the bullying takes place whether the home, the school, or the workplace - does not have high standards for the way people treat each other, then bullying may be more likely and/or prevalent and have an influence on why people bully. Social Issues The fact that one gets more social recognition for negative behaviors than for positive ones can also contribute to reasons why people bully. Situation comedies and reality television, as well as real life situations in schools, for example, show that acting out is more likely to get noticed than behaving oneself civilly and courteously. Jealousy or envy and a lack of personal and social skills to deal with such feelings can also be reasons why people bully. Family Issues Families that are not warm and loving and in which feelings are not shared are more likely to have children who bully, either within the family home or in other locations in which the children meet others. Another home environment that is prone to producing bullies is one in which discipline and monitoring are inconsistent and/or a punitive atmosphere exists. The Bully's Personal History Children who experience social rejection themselves are more likely to "pass it on" to others. Children who experience academic failure are also more likely to bully others. Having Power Some research indicates that the very fact of having power may make some people wish to wield it in a noticeable way, but it is also true that people may be given power without being trained in the leadership skills that will help them wield it wisely. Either situation can contribute to why people bully others.

Provocative Victims People who are annoying and condescending to others and/or aggressive verbally, or in other ways that are not picked up by those in authority, may contribute to the dynamic that can be characterized as bullying by one individual but actually grows out of provocation by another individual. Unreliable Reports According to Stle Einarsen of the University of Bergen in Norway in "The nature and causes of bullying at work," because most reports of bullying come from a victim, in cases in which there is a provocative victim or the so-called bullying stems from a dispute between the parties or other pre-existing interpersonal conflict, outside evidence should be gathered before it is concluded that bullying has taken place. So, why do people bully? There are many reasons. But, one thing is clear regardless of why people bully, any type of bullying needs to come to an end. Sources findarticles.com ag.ndsu.edu worktrauma.org http://www.bullyingstatistics.org/content/why-do-people-bully.html Answer: There are different perspectives on bullying, but one of the most common theories suggests that bullies primarily want to gain status among their peers. Two needs underlie this drive for status: a need for popularity and a need for domination. Any given bully may experience one of these needs more than the other (for example, a particular bully may mainly want to become popular), but it appears that all bullies have both needs to at least some extent. Understanding why bullies bully can help us understand how bullies pick their victims. For instance, bullies who primarily desire popularity seek out victims who have been rejected by their peers. If the bully instead picked a victim who was socially well-connected, it's unlikely that the bully would become popular by attacking that person. Bullies who primarily desire domination look for victims who are vulnerable and unable to defend themselves. In other words, they seek out victims who can be dominated easily and who, ideally, won't tell anyone.

Given that all bullies have both a need for domination and a need for popularity to at least some extent, the "perfect victim" combines both attributes: someone who is vulnerable and socially rejected. That said, though, not all victims fit this picture, and not all bullies bully for the exact same reasons.
Source: Veenstra, Rene, Lindenberg, Siegwart, Zijlstra, Bonne, De Winter, Andrea, Verhulst, Frank, and Ormel, Johan. The dyadic nature of bullying and victimization: Testing a dual-perspective theory. 2007. Child Development. 78,6: 1843-1854.

The importance of family

Support received from within the family environment is a crucial factor in determining a young person's involvement in bully-victim situations. The dynamics of families and their ability to resolve conflicts through appropriate modelling are also of great importance (Kostelnik, Whiren, Soderman, Gregory, & Stein, 2002). Two key aspects of family life that are particularly influential are parenting style1 and family disharmony. Children who bully are more likely to come from family environments where parenting is both authoritarian and inconsistent (Olweus, 1993; Rigby, 1994). For example, aggressive behaviour in a family, including the control of a child's behaviour through harsh physical punishment, can predispose a young person towards bullying in school (Batsche & Knoff, 1994; Bowers, et al. 1994). For these young people, aggressive and dominating behaviours tend to also continue in later life and have been linked to domestic violence in Australia (National Crime Prevention, 1999; Rigby, Whish, & Black, 1994). In contrast, young people whose parents support their autonomy while providing clear boundaries as to what is acceptable behaviour are less likely to engage in bullying behaviour (Rican, Klicperova, & Koucka, 1993).

School-based bullying

Findings from a large-scale Australian study of some 38,000 schoolaged children have indicated that, on average, school bullying affects one in six young people (Rigby, 1997). School bullying is a distinct form of aggressive behaviour that typically involves a power imbalance and deliberate acts that cause physical, psychological and emotional harm. It can involve physically threatening behaviour such as punching; verbal and relational forms of aggression such as namecalling and social exclusion; and, more recently with the growth of technology, online social cruelty or electronic bullying. Evidence of the negative consequences of bullying show that it can be a physically harmful, psychologically damaging and socially isolating experience. Longitudinal studies confirm school bullying as a significant causal factor in lowered health and wellbeing. Outcomes include physical and somatic symptoms, anxiety, social dysfunction and depression (Bond, Carlin, Thomas, Rubin, & Patton, 2001; Olweus, 1994; Rigby, 1997). Peer victimisation has also been linked with poor outcomes, including school failure and the uptake of unhealthy and socially damaging behaviours such as alcohol and substance use (Coggan, Bennett, Hooper, & Dickinson, 2003; Kumpulainen, Rasanen, & Puura, 2001). Appearance-related teasing problems intended to humiliate or harass are especially common, and have been associated with decreased self-esteem in young Australian adolescents (Lodge & Feldman, 2007). There are also serious long-term outcomes for those who bully others. Bullies are more likely to drop out of school early (Byrne, 1994) and tend to become aggressive adults who stand a much higher chance than average of obtaining multiple criminal convictions (Olweus, 1979). Longitudinal studies confirm that aggressive and dominating behaviours displayed at age 8 are a powerful predictor of criminality and violence at the age of 30 (Eron, Husemann, Dubow, Romanoff, & Yarmel, 1987). While bullying is prevalent in both primary and secondary schools, younger students tend to report bullying incidents more frequently (Pellegrini & Long, 2002). Both boys and girls report being victims, especially when the bullying includes verbal insults and harassment (Lodge & Frydenberg, 2006), and there is some indication that the effect of bullying on mental health status is more enduring for girls

(Bond et al., 2001). More often than not, boys tend to bully in direct and physical ways, while girls tend to bully in emotional or indirect ways (Olweus, 1993). However, new permutations of bullying that involve the use of information and communication technologies are tending to blur these gender lines, with both boys and girls being involved in cyber-bullying. Cyber-bullying typically involves destructive text or images posted on the Internet via personal websites or web logs (blogs), email messages, discussion groups, message boards, online personal polling sites, chat services or instant messaging (IM), or on mobile phones using short message service (SMS) or multimedia messaging service (MMS). Research into this new permutation of bullying is still in its infancy; however, one survey of Australian teenagers aged 1217 years indicated that one in five had received hateful messages via their mobile phone or through an Internet-based medium during the current school year (Lodge & Frydenberg, 2007). Cyber-bullying is often very serious, and young people who are victims can experience severe suffering that interferes with their social and emotional development.
Lodge, Jodie (2008). Working with families concerned with school-based bullying. Retrieved on March 6, 2013 from: http://www.aifs.gov.au/afrc/pubs/briefing/briefing11.html

Written by M.Farouk Radwan, MSc. inferiority

Inferiority complex and self esteem

Self confidence means knowing that you are worthy while inferiority feelings are based on the belief that you are inadequate or worthless. If sadness is the opposite of happiness then inferiority complex is the opposite of self confidence. Lots of people waste years of their lives trying to build self confidence with no results because they never try to first get rid of the underlying inferiority they have. Trying to build self confidence without getting rid of inferiority

complex is like trying to earn masters degree without finishing high school. (see Do affirmations work).

Inferiority complex and self image

In my previous article inferiority complex causes I talked about some of the reasons that might result in inferiority complex. One of the most dangerous situations that might happen is when the inferiority complex results from the preson's poor self image. Your self image is the mental picture you have for your self in your mind, In the Solid Self confidence program i explained how some people feel inferior to others because of having an imaginary inferior self image. Usually those people believe that they are ugly, that their faces are not proportional or that they have a certain defect somewhere in their face or body. Of course those people look normal but as a result of the criticism they got and the rejections that happened to them in their pasts they started to believe that they have a certain defect. For example a guy who was always called Geek in high school might have a self image that looks like the real geeks he sees on television or movies while in reality he looks pretty normal.

Inferiority complex treatment

If your inferiority complex is based on your poor self image then fixing your self image is a crucial step in dealing with your inferiority complex. If you believe that you look inferior then no matter what you are going to do you will still feel inferior until you fix your self image. Unless you know that you look normal and that your looks dont make you inferior to your peers you might not be able to get over inferiority complex. Fixing your self image is not an easy task but its not impossible. If you want to get rid of your self image problems then you can start here.

The book The ultimate guide to getting over depression was released by 2knowmself, the book provides a 100% guarantee for feeling better else you will be refunded. 2knowmysef is not a complicated medical website nor a boring online encyclopedia but rather a place where you will find simple, to the point and effective information that is backed by psychology and presented in a simple way that you can understand and apply. If you think that this is some kind of marketing hype then see what other visitors say about 2knowmyself.

The pattern of data across local and national surveys suggests that bullying is more prevalent in middle school than it is in high school. Data from the School Crime Supplement to the National Victimization Survey indicate that, in 2005 and 2007, middle school students experienced the highest levels of bullying and that bullying declined between 6th grade and 12th grade. In 2005, the percentage of students who reported being bullied decreased as grade level increased. Data from 2007 reflect a similar pattern, with two exceptions: both 8th grade students and 11th grade students reported a higher percentage of bullying than the previous grade level. The prevalence of bullying in schools is concerning given the significant consequences of perpetration and victimization:
Research shows that targets of bullying are more likely to be

depressed, feel lonely, be anxious, feel unwell, have low self esteem, avoid social situations, self-medicate (substance use), have lower school performance, and think about suicide (What we know about bullying. www.stopbullyingnow.hrsa.gov; Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School (AAUW, 2001).
Children who are the target of bullying or who are bully-victims are at a

significantly higher risk for a variety of psychosomatic problems (Gini & Pozzoli, 2009).
Peers are involved in 85% of bullying episodes, either as observers or

by joining in the aggression (Craig & Pepler, 1995). The bystanders students who are aware of bullying can have a powerful effect on bullying, positive or negative. However, bullying also directly affects the bystanders: Observing bullying at school predicted risks to mental health (Rivers, et al., 2009).

 All forms of bullying are significantly associated with increases in

suicidal ideation, both for the victim AND the offender. However, bullying and cyberbullying victimization was a stronger predictor of suicidal thoughts and behaviors than was bullying and cyberbullying offending. Bullying victims were 1.7 times more likely and offenders were 2.1 times more likely to have attempted suicide. It should be acknowledged that among teenagers who committed suicide after experiencing bullying or cyberbullying many had other emotional and social stressors in their lives that may have been exacerbated by bullying. (Hinduja & Patchin, 2010). Link to suicide indicator page.
Among lesbian, gay, bisexual, and transgender (LGBT) students 85%

report being bullied or harassed because of their sexual or gender identity. In part because of this, the suicide rate for LGBT students is 3 4 times higher than that of the general student population. (Biegel & Kuehl, 2010).
Students who repeatedly bully are more likely to get into frequent

fights or be hurt in a fight, carry a weapon, vandalize property, drink alcohol or smoke, and be expelled or suspended from school (What we know about bullying. www.stopbullyingnow.hrsa.gov; Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School (AAUW, 2001). 60% of bullies were convicted of a crime by age 24 and 35% had 3 or more convictions by age 24 (Fox et al., 2003). Link to disciplinary referral indicator page.
Youth who report being bullies and victims are at the greatest risk for

social maladjustment and for physical and emotional dating violence victimization (Espelage & Holt, 2007).
Youth exhibiting bullying behaviors are also more likely to sexually

harass same- and opposite-sex peers and be physically aggressive with their dating partners (Pepler et al., 2006; Williams, Conolly, Pepler, Craig, & Laporte, 2008; Brendgen, Vitaro, Tremblay, & Wanner, 2002). Witnessing family violence is one of the risk factors for experiencing or perpetrating bullying. Children exposed to family violence engaged in higher levels of physical bullying with 97% of children reporting that they were bullies and victims in different situations (Lozano et al., Pediatrics, Fall 2006).