There have only been about a dozen carefully conducted interventional studies done, and they claim a meager 15% reduction in the incidence of bullying in a school (Arehart-Treichel, 2004). Pujazon-Zazik studies bullying is an undesirable form of behavior, which is widely prevalent in our schools, and it can be greatly reduced, if not possibly entirely eliminated, principally by actions taken by schools and also, to a lesser degree, by active involvement parents. To be able to do this, it is important to achieve an understanding of the phenomenon of school bullying and to suggest how it can be encountered effectively.
Many teachers and parents of the present age desperately desire to know what the way forward is. Although it is better said than done, to accomplish this apparently impossible task, there must be some understanding of what bullying is, and why some children bully others, and why some children are bullied before one can decide on a course of action. The matter of hope is that schools have become increasingly aware that bullying is an important problem to be addressed in public, and doing so openly will be greeted with grateful recognition from parents and pupils, who are victims (Pujazon-Zazik, 2008).
Bullying can be described as the systematic abuse of power. Greif and coworkers deal with the topic of operationally defining bullying, and according to them, there will always be power relationships in social groups, by virtue of strength or size or ability, the force of personality, sheer numbers or recognized hierarchy (Greif, Furlong, and Morrison, 2003). Bullying can occur in many contexts, including the workplace and the home. it is particularly likely to be a problem in social groups with clear power relationships and low supervision, such as the armed forces, prisons and also schools. .