Reflecting on the experience regarding bullying and its management, a critical observation emerges: We still have a long way to go to curb and combat this extremely negative phenomenon. Therefore, there is space and need for further deepening and processing of solutions to the problem.
A new contribution thus has both a place and significance. This spirit also characterizes the current analysis and proposal, which is presented in four steps:
1. Overview of the literature
2. The experience of bullying in the Greek school system
3. Mechanisms of bullying
4. Towards a new strategy for combating bullying (This includes both the analysis and the general framework, as well as specific, immediately applicable proposals for implementation in the school environment).
The war against bullying is a battle for the imagination of children (and not only). First and foremost, it is a battle for words. And there are reasons for bullying to be described as "false bravado." The main strategic goal is to deconstruct the imaginary aura of false bravado. The main method for achieving this is ridicule. So that those who feel tempted to engage in false bravado realize that it does not work for them.
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Children who bully target weaker kids and seek to appear strong and dominant, trying to hide their own insecurities and seeking validation through the humiliation of others. Therefore, the term that best describes "bullying" can be "pseudo-assertiveness" or similar expressions.
The most common forms of bullying and victimization that develop are: verbal bullying, such as spreading rumors, threats, and coercion; sexual harassment; racial bullying; electronic bullying (cyberbullying); physical violence, which occurs more frequently at younger ages; and social exclusion (isolating the target child from group activities, social interactions, and peer groups), especially at older ages.
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