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8 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators

of time, and a relationship in which an imbalance in strength or power exists between the
parties involved. The five main categories of such behavior are physical bullying, verbal
bullying, cyber-bullying, social aggression, and relational aggression. Physical and verbal
bullying are both overt forms, while cyber-bullying can be either overt or covert. Cyber-
bullying targets are sometimes aware of who is doing the bullying, but in other instances
the bully uses another person’s username or a phantom username so the target does not
know who is behind the bullying comments (SAMHSA, 2004).
Social aggression can be overt or covert, involving physical and verbal aggression or
more subtle tactics such as rumors, gossip, and social exclusion. Relational aggression
takes place between individuals who have a friendship that has been disrupted. Relational
aggression is often defined as specific behaviors that are intended to harm a student’s sense
of belonging or connection with a friend or friends. This could include isolating a person,
withdrawing one’s friendship or severing a connection because one feels wronged by the
friend, and spreading rumors to damage the former friend’s reputation, often leading to
peer rejection. Such behaviors appear to happen more often with girls (SAMSHA, 2004).

Who Bullies?
Potential bullies have several common features. Research (SAMHSA, 2004) has found
that bullies are characterized by either unusually low or about average levels of anxiety and
insecurity. Those who bully view violence more favorably than do most students. They
are often aggressive toward adults, both parents and teachers. They have a marked need
to dominate and suppress other students, to assert themselves by means of force and
threats, and to get their own way. Boys in this group are often stronger than their peers
and, in particular, than their victims. They are often hot-tempered, impulsive, and not very
tolerant of obstacles and delays (frustration). They find it difficult to comply with rules.
They appear to be tough and show little sympathy toward students who are bullied. They
are good at talking their way out of difficult situations (SAMHSA, 2004).

Who Gets Bullied?
The reasons for being bullied reported most often by students include physical
appearance, race/ethnicity, gender, disability, religion, and sexual orientation (SAMHSA,
2004). The passive or submissive victims are students who are usually quiet, careful, and
sensitive, and who may start crying easily. These individuals are unsure of themselves and
have poor self-confidence (negative self-image). The boys in this group do not like to fight,
and they are often physically weaker than their classmates, especially the bullies. They have
few friends (SAMHSA, 2004).
The provocative victim is less common, but the whole class may be involved in harassing
the such a victim. The provocative victim can be quick tempered and may try to retaliate if
he or she is attacked or harassed but often does so without much success. Such victims are

Dr. Doris Rhea Coy is a retired associate professor at the University of North Texas and
Northern Kentucky University where she was the school counseling coordinator in the
counseling department program. She is also a retired school counselor and junior high
teacher. She currently is a consultant to education, business, and mental health organizations.
Coy is a past president and current newsletter editor of Gamma Mu Chapter in Ohio State
Organization, where she also served a state organization treasurer. doriscoyphd@gmail.com