Influence of Parenting Styles and Bullying Experiences on a Childs Mental Health: Parental and Peer Interactions Impact on Self-Esteem

Copyright Robert Mijas 2011. All Rights Reserved.

ABSTRACT The self-esteem of a child affects ones sense of self, motivation to succeed, and the overall mental health. This literature review investigates two important areas in mental health, parenting and bullying. BMC and PubMed databases were used for the selection of relevant material, which showed a significant correlation between self esteem, parenting styles and bullying. The emerging and alarming statistics highlight the need for an urgent and interagency implementation of programs that focus on increasing awareness in the areas of positive parenting, mechanics of bullying, abusive character identification, and positive environment creation to assist the community in protecting and enhancing self esteem and improving mental health.

Copyright Robert Mijas 2011. All Rights Reserved.

CHAPTER 1: INTRODUCTION As bullying continues receiving significant attention from educational literature, it has become a critical problem in schools around the world. Bullying is described as the intentional behavior of hurting or harming others through verbal, physical, or other methods of coercion, causing fear or threat to others. It is also known as peer abuse. According to many studies that indicate violence across the world is increasing among children is noted as a public health issue. Statement of the Problem There is a research gap when it comes to the thematic correlation between a childs self-esteem and ones health. Moreover, limited studies exist that seek to understand how self-esteem is affected by parenting and bullying. These are critical aspects in the childs life, which can significantly impact the development of ones self-esteem. There are limited studies that show the impact of ones self-esteem in ones physical health. According to Starr (2005), bullying stems from different factors, such as influences from the school environment and the home environment. Starr (2005) warns that if these problems are ignored, fighting, truancy, and learning problems could result for all students. The emerging statistics highlight the need for an urgent and interagency implementation of programs that focus on increasing awareness in the areas of positive parenting, mechanics of bullying, abusive character identification, and positive environment

Copyright Robert Mijas 2011. All Rights Reserved.

creation to assist the community in protecting and enhancing self-esteem and improving mental health. Background of the Issue Good mental health is a sense of well-being, happiness, self esteem and confidence. It enables us to reach our potential, enjoy and appreciate other people through the formation of positive relationships that help us deal with lifes challenges. Poor mental health can lead to both internalised problems (e.g. anxiety, depression, suicidal tendencies, self criticism and eating disorders) and externalized problems (e.g. violence and substance abuse). One in five Australians (Government of Western Australia, n.d.), one in four North Americans (National Institute of Mental Health, n.d.) and British adults (Mental Health Foundation, n.d.) will suffer from a mental illness at some point in their lives. World Health Organisation (2001) estimates that approximately 450 million people worldwide had a mental health problem. Widespread bullying among school students and an increasing child abuse make this an area of importance and urgent attention. This topic investigates the impact of parenting and bullying on self esteem and mental health. According to various studies (Cheng et al. 2003; Hoeve et al. 2008; Hoeve et al. 2009; Mann et al. 2004; Sawatzky et al. 2010), the family childhood environment provides the basic social ecology where behaviour is learned and suppressed. Cheng et al. (2003) and William et al. (2010) conclude that harmful parenting is one component in producing victim, bully, or victim/bully personality traits, with 10%-30% of the children and youth becoming

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involved in bullying. This also is supported by what already many scholars believe, that is, the cycle of abuse, where the abused can become the abuser. Evans (2002) study looks at the underlying factors of abuse between the controller and the victim. Concepts of backward personality and backward relationship are introduced and explained how these are the consequences of constant parental defining and invalidating. These concepts produce imperative thinking individuals who are considered to be beside themselves and are threatened by others who think differently to them. Evans (2002) offers explanations on why and how controllers try to run other people's lives and the compulsion that makes them continue this destructive and bullying behaviour, even though it alienates others. Kerr et al (2009) in an intergenerational study find that significant intergenerational continuities in constructive parenting exist during childhood, stating that we learn many of our parenting skills from our own parents. Hoeve et al. (2007) in a meta-analysis find strong links between delinquency and parental monitoring, rejection and hostility, this is also supported by Bennett (2008). In Chang et al. (2003), a model of harsh parenting show an indirect and direct effect on child aggression in the school environment. The model shows adequate correlation between harsh parenting and child aggression. Mann et al (2004) stress the importance of self-esteem as a protective factor and a non- specific risk factor in physical and mental health. Evidence is presented in Chang (2003), illustrating that self-esteem can lead to better health and social behaviour, and that poor self-esteem is associated with a broad range of mental disorders, social problems, and internalizing and externalizing problems. Self-esteem is considered as a core element of mental health and a basis for broad- spectrum approach.

Copyright Robert Mijas 2011. All Rights Reserved.

Sawatzky et al. (2010) in a cross-sectional health survey of 8,225 adolescents in 49 schools in Canada, conclude that satisfaction with self, friends, family and living environment, and school experiences are the predominant mediators in mental health. In a cross-sectional study, Forero et al. (1999) conclude that bullying in NSW schools are widespread, with 23.5% of students involved in bullying. This is shown to have a connection to psychological and psychosomatic symptoms (Forero et al. 1999) and it is shown in Kaltiala-Heino et al. (1999) that adolescents who are bullied and those who are bullies are at an increased risk of depression and suicide. In these cases, a psychiatric intervention is recommended for the victims and the bullies. It is recommended to health care professionals who work with students with psychological and psychosomatic symptoms to consider student's school environment and bullying as a potential cause. Boyle (2005) stresses how bullying is a chronic issue around the globe. According to The National Youth Violence Prevention Resource Center (2002), the alarming rates of violence among children and adolescents has been causing a public health concern for the psychological, emotional, and physical well-being of the child. Interventions to limit or eliminate the problems of school bullying had been widely studied. Behavior interventions are needed for schools to be capably of proactively changing the discipline policy to address this problem. Administrative support is needed in order to deal with the students who are being bullied by others (Hester, 2000). Moreover, Newman, Holden, and Delville (2005) mention that intervention must help build support systems for bullies as well as the bullied. The Center for the Study and Prevention of Violence (2008)

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points out that that cracking down on individual bully was seldom effective. Therefore, the school in the study needs alternative programs to combat bullying problems. Garrett (2003) reveals how schools need to send out a message that bullying behaviors cannot be tolerated because of the dangers it brings to the childrens well-being. According to the Board of Education Student Discipline Policy (2005) in New Jersey, acts of harassment, intimidation, and bullying are prohibited against any pupil. Chamberlain (2008) suggests school board, school administrators, and school staff are responsible for the implementation of interventions to delimit bullying and other acts of violence in schools. Baumeister et al (2003) show a correlation between self esteem and ongoing happiness, but argue that there is a relation between self esteem and violence, which is invalidated by a later study in Anderson et al. (2004). Duncan, Coatsworth, and Greenberg (2009) focus on mindful parenting and its positive impact on parent-child relationship for future implementation in a well-established, evidence-based family prevention and awareness program. Pepler (2006) introduces two methods of interventions for bullying called scaffolding and social architecture to provide comprehensive support and to change the social dynamics that enable bullying. Scaffolding focused on providing carefully designed dynamic supports for the needs of individual children who bully or who were victimized. Social architecture required adult input via focusing on the social dynamics of childrens groups to promote positive contexts and dissipate negative contexts. Some of the deficiencies of the selected studies are that the study of mental health is relatively new and there is still much to be learned. The large number of existing scales for measuring self-esteem, make comparing of results and drawing of conclusions from different

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investigations quite challenging, especially if the results are inconsistent and are conducted on reduced population (Baumeister, et al. 2003). Another deficiency found was that the offered solutions in Evans (2002) lack statistical measures and needed further statistical support. The drawn conclusions on high self esteem in Baumeister, et al. (2003) seem to be biased by the inclusion of the high but unstable self esteem of a narcissist, known to lead to further violence (Anderson et al. 2004). It would be interesting to see more recent figures on bullying in Forero et al. (1999), and an increase in the population in Chang et al. (2003) would provide us with a more accurate picture on harsh parenting. Biasing can occur in high esteem studies through over exaggeration, and in low self esteem studies through concealment of abuse. It is also important to understand that other factors contribute to mental health, so it is challenging to conduct a narrow study on a subject as diverse as mental health. Further research is necessary and recommended in the area of living environments, mental states, intimate terrorism, cyber/work/sport bullying, influence of the television and computer games, and any other areas excluded in this project. Together with future predictions of dramatic increases of problems in mental health, widespread bullying, and the lack of awareness of positive parenting, it is recommended that educational programs be implemented through an interagency response (Chesson, 1999). These programs should focus on increasing communitys awareness with clear definitions on positive parental discipline, and the inclusion of complete management system for bullying. Modification of the existing mental health services or policy adjustments to include social architecture and scaffolding concepts in Pepler (2006) should be considered.

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Purpose of the Study The purpose of this qualitative case study is to investigate the impact of parenting and bullying on self esteem and mental health, to understand the development of self esteem and its outcomes as a central element in mental health, and the discovery of any existing correlation between parenting, intimate terrorism, bullying, self criticism and mental health. The research is intended for educators, parents, children, adolescents and the community worldwide so that intervention programs and policies are developed and put in place with a focus on early detection and interruption of abuse within home and school settings. The intent of this study is to theoretically analyze the effects of self esteem on health, based on the parenting and bullying factors in the childs life through a literature review. Leighfield and Trube (2005) note on the increase in bullying by students in educational institutions, more schools are implementing intervention programs because of the hazard of bullying on the child and how parenting can deter the effects of bullying. The deficiencies model would be used to study the influence of parenting and bullying on the self-esteem of the child, based on existing studies. Through the analysis of observational and experimental studies, the impact of bullying and parenting on self-esteem can be understood.

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Research Questions The following would guide the current study: 1. What is the significant effect of parenting style on the childs self-esteem? 2. What is the significant effect of bullying on the childs self-esteem? 3. What is the indirect impact of parenting style and bullying in the psychological health of the child? Definition of Terms The following significant terms would be used in this present study: Bully. A bully was someone who directs physical, verbal or psychological aggression or harassment toward others, with the goal of gaining power over or dominating another individual. Bullying. When an individual was being victimized, when he or she was exposed, repeatedly and over time, to negative actions on the part of one or more other students. Direct bullying. This term includes hitting, teasing, and name calling. Disciplinary referral. A report written by a teacher or other staff member then presented to a school administrator for the primary purpose of disciplinary action. Indirect bullying. This term involves social exclusion of individuals from a group. Interpersonal conflict. Cohen (1995) explains this type of conflict was resolve through one of three processes: negotiation, arbitration, or mediation. Victim. A student who was called names, pushed around, or harassed on an ongoing basis by a bully.

Copyright Robert Mijas 2011. All Rights Reserved.

Summary It would be important to build awareness and understanding in staff and students that an intervention is in place as well as how to seek assistance when bullying occurs. Also, it would be necessary to educate administrators, staff and students about bullying and the importance of utilizing an intervention such as peer mediation to reduce the schools bullying problems. Students must be empowered and motivated to use more positive behavioral alternatives to resolve bullying behaviors. Therefore, the researcher would examine whether or not peer mediation was an effective intervention to help reduce bullying at the school in the study.

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Copyright Robert Mijas 2011. All Rights Reserved.