| A recent study coming out of Warwick University | | | | were especially vulnerable to bullying because the |
| cited that girls are more likely to be victims of bullying in | | | | established relationships within the schoolyard were |
| the age group 6-10 years old. | | | | seemingly threatened by newcomers who by the very |
| As a junior hockey coach, bullying is something you'll | | | | nature of circumstances have fewer established |
| need to deal with, so I thought it would be relevant to | | | | friends. This evidently is more true with girls than with |
| generate a brief synopsis so we can manage this | | | | boys, but the study cites a 49% higher chance of this |
| better when it happens. Bullying is subtle and corrosive | | | | happening without specifying gender. |
| to kids self-esteem. As an adult and a person with | | | | As junior hockey coaches we observe varying |
| influence within the team environment, bullying needs to | | | | degrees of behavior and being cognizant of what we |
| be identified early and the behavior needs to stop. | | | | observe allows us to then respond appropriately--in |
| Here are the findings: | | | | this case to bullying. It's important to nip the behavior in |
| * A child bullied at the tender age of 6 years old is | | | | the bud as soon as we see or hear these events |
| twice as likely to be bullied at 10 years old than | | | | occurring to ensure the team understands that bullying |
| someone who wasn't bullied at 6. | | | | is wrong and unwelcome. The person who is the |
| * Girls formed what they termed 'solid relationships' | | | | subject of the bullying can indeed find solace in the |
| earlier than boys, and boys relationships tended to be | | | | team environment and learn about the sport-- which is |
| more 'fluid.' | | | | healthy for their self esteem. |
| * Boys networks of friends were more open and | | | | Sport is a great equalizer. The spirit of the game is |
| flexible than girls networks and once a girl becomes an | | | | strong, yet we must pay attention to the actions of |
| outsider, it's harder for her to reintegrate within a | | | | each individual. I recently observed a big kid standing |
| network. | | | | behind a smaller one in line waiting to do some drills in |
| What I find worthy of noting is once someone has | | | | practice. The older child took his stick, placed it in the |
| been identified as a victim, changing that perception | | | | skate of the little one and tugged. Why he did that, no |
| becomes very difficult. Furthermore, bully's prey on the | | | | one knows. But it was pointed out to him what was |
| power relationship differential between victim and bully, | | | | observed, and he was advised the behavior was |
| so an established victim is perfect prey for them. | | | | unwelcome and would not be tolerated. We attached |
| The study also found the nature of bullying evolved as | | | | a consequence to continuing the behavior and so far, |
| the age of the children increased. It typically evolves | | | | so good. A sincere apology seems to have queued |
| from a more overt physical domination to a more | | | | the concerns. |
| subtle psychological one. So taunting, private and | | | | Stopping a bully from crushing the self-esteem of |
| secretive verbal abuse, actual and threatened | | | | others is something you will likely need to do as a |
| withdrawal of friendship, becoming ostracized from the | | | | junior hockey coach. |
| crowd and creation of innuendo and false, hurtful | | | | My goal here is to build your awareness around |
| rumors are all ways in which a bully plies their craft. | | | | bullying so you can intervene to stop it. |
| Additionally, the study found kids who changed schools | | | | |