Bully Supporters and Followers.
In the "Bullying Circle" by Daniel Olweus, as illustrated in Coloroso (2003), the bully supporter(s) and follower(s) play an integral role in the "ongoing" and "power differential" elements of the broadly-accepted definition of bullying. There are slight differences that disintinguish the supporter from the follower but first, some statistics from Pepler and Craig in a 1995 study that illustrates the involvement of supporters and followers.
From Coloroso (2003): "1. Peers were involved in some capacity in 85 percent of
bullying episodes.
2. Peers reinforced the bullying in 81 percent of the episodes.
3. Peers were more respectful and friendly toward bullies than
targets.
4. Peers were active participants in 48 percent of the episodes.
5. Peers intervened in only 13 percent of the episodes at which
they were present."
Having established that bullies have supporters and followers in the crowd that encourage or, at most, don't DIScourage bullying, the disinction between the two types of bully allies can be presented and some ways to modify their behavior in order to end bullying can be suggested.
The Bully Supporter
The bully supporter, "supports the bullying behavior but does not take an active role in the bullying" (Coloroso, 2003). In this way, the bystander who supports the bully by not intervening or even supporting the bully after the incident, can stay in the popular group (for example) but not commit the acts that the leader of the group commits in order to stake a claim to the leadership role. It's the little dog that runs around the big Bulldog in the old Looney Tunes cartoons supporting the bully-dog but not participating - but he (or she) is seen associating with the bully and his or her group and thus the supporter stays connected. But it is also similar to the remoras who swim, virtually attached to, sharks, with little or no fear of being eaten themselves because they remain close to the shark. So close, that sometimes the shark doesn't even know the remora is there but rarely pays them any mind regardless.
The Bully Follower
The bully follower, a/k/a henchmen/people if you will, "take an active part but do not start the bullying" (Coloroso, 2003). The follower takes an active part in bullying the target but often falls back on the excuse that she didn't start it and so she is not to blame. However, even in legal environments, bystanders who witness a crime are being scrutinized for their level of participation or their unwillingness to help end the episode. In other words, in order to ensure that the follower does not pounce when a bully begins an episode - the follower must be perceived the same way the bully is perceived: as an antagonist with something going on that allows them to engage in the episode without feelings of empathy, guilt, or remorse afterward.
The Effects of Playing this Role
Just as I encourage a different approach to dealing with bullies, I encourage adults not to respond to the supporter or follower in a strictly punitive, guilt-riddled, shaming way. These children are just like any other children in that they need guidance and support for new strategies rather than punishment and isolation from their peers. But let's look at how witnessing violence, including peer vicitmization (bullying), affects the supporter and follower.
Psychophysisocioemotionally:
Yes I know, I think I did just coin a new word. It comes from laziness not ingenuity. I didn't want to write psychologically, physiologically, socially and emotionally. Regardless, in these areas of development, witnessing violence - especially to a chronic level, is debilitating to the point of changing a person's physiology and development. Bullying, by definition, is a chronic behavior and - if research is believed - a single bully can have more than one target thereby providing violent episodes of physical, emotional and psychological bullying for a close supporter or follower.
These chronic violent episodes can increase a child's fight or flight response to a level where it becomes the standard for their body on a daily basis so they are constantly "on alert." Children (everyone really) cannot function positively if they are constantly in a hypervigilant state. I recommend any book by Dr. Bruce Perry and his writing partner, Maia Szalavitz, for a closer look at how trauma can change people in a variety of ways. Mind you, I am talking about supporters and followers, generally understood as friends of the bully - not the target(s).
In addition, it has been said by children and teens interviewed about bullying, that they do not interfere because they risk becoming the target of the bully. Imagine the tension being the person close to the bully and not knowing if they will turn on you - or just being so deluded by they idea that you have been accepted that you don't even see the harm caused by the bully-friend. Add to this "formula for future damage" for the follower who participates - sometimes due to pressure applied by the bully - the notion that they don't necessarily agree with the bullying but participate and possibly face punitive measures, when, with only a brief intervention by a caring - attentive adult - they can be redirected and not become part of the bullying episode - and we have a way to end bullying.
Ways to up-end the bully supporter and follower:
Supporters do not generally participate but are witnessing a multitude of episodes on a daily basis. The crisis of conscience they may feel can be overwhelming. Followers, on the other hand, may be voluntary or involuntary participants of bullying episodes. Both can be worked with in order to remove the gravitation towards bullying that may result in more bullying behavior and possible future incarceration (Perry and Szalavitz [2011] published research that showed bullies were five times more likely to be incarcerated as adults than targets). It is important to redirect the "bullies on the fence" to stay on the loving, supportive, friendly side of the grass.
Supporters
Supporters may be the easiest to turn away from bullying behavior because they are obviously looking for something to invest their time and energy and have clung to this bully and the power they exude over smaller, weaker targets to fill that need. Teachers, parents, caregivers and other interested parties need to provide guidance and engaging activities to keep these supporters from falling into the circle of bullying. On the playground, for example, students are often looking for activities in which to participate and the adults supervising the playground are often very busy and overworked. Research shows that bullying usually occurs in the nooks and crannies of a school - but that includes the "visible invisibility" of a crowded playground with a lot of activities going on at the same time. That means more eyes on the playground with some organized activities that can involve many children, especially those who have been involved in previous bullying episodes.
Followers
Followers, however, are a slightly different story and need a separate type of intervention strategies. Keep in mind that followers will give their support to the bully but will also participate. If one believes in the definition, bullies often have a common characterisitic - the desire to gain, or (usually) enforce and preserve, power. The follower, while not the main antagonist, may also share this trait but not have the courage or desire to wrench power from the suffering of targets, or those weaker than themselves. The follower must be given strategies to build their own cache of power. This can be done by teachers, parents and caregivers by giving the follower responsibilities, especially ones that involve collaboration with others so that the follower has the opportunity to see empathy in others and has opportunties to develop and demonstrate empathy him or herself.
Closing
The bully supporter and follower both support the bully. However, the bully follower also participates in bullying episodes and therefore constitutes a more urgent response by adults. Still, the supporter needs the intervention but it may only be a matter of redirection and not an effort to resolve issues of being a bully target. The general notion, that bullies tend also to be targets, is supported by several studies.
In the next episode: Defenders and Possible Defenders
From Coloroso (2003): "1. Peers were involved in some capacity in 85 percent of
bullying episodes.
2. Peers reinforced the bullying in 81 percent of the episodes.
3. Peers were more respectful and friendly toward bullies than
targets.
4. Peers were active participants in 48 percent of the episodes.
5. Peers intervened in only 13 percent of the episodes at which
they were present."
Having established that bullies have supporters and followers in the crowd that encourage or, at most, don't DIScourage bullying, the disinction between the two types of bully allies can be presented and some ways to modify their behavior in order to end bullying can be suggested.
The Bully Supporter
The bully supporter, "supports the bullying behavior but does not take an active role in the bullying" (Coloroso, 2003). In this way, the bystander who supports the bully by not intervening or even supporting the bully after the incident, can stay in the popular group (for example) but not commit the acts that the leader of the group commits in order to stake a claim to the leadership role. It's the little dog that runs around the big Bulldog in the old Looney Tunes cartoons supporting the bully-dog but not participating - but he (or she) is seen associating with the bully and his or her group and thus the supporter stays connected. But it is also similar to the remoras who swim, virtually attached to, sharks, with little or no fear of being eaten themselves because they remain close to the shark. So close, that sometimes the shark doesn't even know the remora is there but rarely pays them any mind regardless.
The Bully Follower
The bully follower, a/k/a henchmen/people if you will, "take an active part but do not start the bullying" (Coloroso, 2003). The follower takes an active part in bullying the target but often falls back on the excuse that she didn't start it and so she is not to blame. However, even in legal environments, bystanders who witness a crime are being scrutinized for their level of participation or their unwillingness to help end the episode. In other words, in order to ensure that the follower does not pounce when a bully begins an episode - the follower must be perceived the same way the bully is perceived: as an antagonist with something going on that allows them to engage in the episode without feelings of empathy, guilt, or remorse afterward.
The Effects of Playing this Role
Just as I encourage a different approach to dealing with bullies, I encourage adults not to respond to the supporter or follower in a strictly punitive, guilt-riddled, shaming way. These children are just like any other children in that they need guidance and support for new strategies rather than punishment and isolation from their peers. But let's look at how witnessing violence, including peer vicitmization (bullying), affects the supporter and follower.
Psychophysisocioemotionally:
Yes I know, I think I did just coin a new word. It comes from laziness not ingenuity. I didn't want to write psychologically, physiologically, socially and emotionally. Regardless, in these areas of development, witnessing violence - especially to a chronic level, is debilitating to the point of changing a person's physiology and development. Bullying, by definition, is a chronic behavior and - if research is believed - a single bully can have more than one target thereby providing violent episodes of physical, emotional and psychological bullying for a close supporter or follower.
These chronic violent episodes can increase a child's fight or flight response to a level where it becomes the standard for their body on a daily basis so they are constantly "on alert." Children (everyone really) cannot function positively if they are constantly in a hypervigilant state. I recommend any book by Dr. Bruce Perry and his writing partner, Maia Szalavitz, for a closer look at how trauma can change people in a variety of ways. Mind you, I am talking about supporters and followers, generally understood as friends of the bully - not the target(s).
In addition, it has been said by children and teens interviewed about bullying, that they do not interfere because they risk becoming the target of the bully. Imagine the tension being the person close to the bully and not knowing if they will turn on you - or just being so deluded by they idea that you have been accepted that you don't even see the harm caused by the bully-friend. Add to this "formula for future damage" for the follower who participates - sometimes due to pressure applied by the bully - the notion that they don't necessarily agree with the bullying but participate and possibly face punitive measures, when, with only a brief intervention by a caring - attentive adult - they can be redirected and not become part of the bullying episode - and we have a way to end bullying.
Ways to up-end the bully supporter and follower:
Supporters do not generally participate but are witnessing a multitude of episodes on a daily basis. The crisis of conscience they may feel can be overwhelming. Followers, on the other hand, may be voluntary or involuntary participants of bullying episodes. Both can be worked with in order to remove the gravitation towards bullying that may result in more bullying behavior and possible future incarceration (Perry and Szalavitz [2011] published research that showed bullies were five times more likely to be incarcerated as adults than targets). It is important to redirect the "bullies on the fence" to stay on the loving, supportive, friendly side of the grass.
Supporters
Supporters may be the easiest to turn away from bullying behavior because they are obviously looking for something to invest their time and energy and have clung to this bully and the power they exude over smaller, weaker targets to fill that need. Teachers, parents, caregivers and other interested parties need to provide guidance and engaging activities to keep these supporters from falling into the circle of bullying. On the playground, for example, students are often looking for activities in which to participate and the adults supervising the playground are often very busy and overworked. Research shows that bullying usually occurs in the nooks and crannies of a school - but that includes the "visible invisibility" of a crowded playground with a lot of activities going on at the same time. That means more eyes on the playground with some organized activities that can involve many children, especially those who have been involved in previous bullying episodes.
Followers
Followers, however, are a slightly different story and need a separate type of intervention strategies. Keep in mind that followers will give their support to the bully but will also participate. If one believes in the definition, bullies often have a common characterisitic - the desire to gain, or (usually) enforce and preserve, power. The follower, while not the main antagonist, may also share this trait but not have the courage or desire to wrench power from the suffering of targets, or those weaker than themselves. The follower must be given strategies to build their own cache of power. This can be done by teachers, parents and caregivers by giving the follower responsibilities, especially ones that involve collaboration with others so that the follower has the opportunity to see empathy in others and has opportunties to develop and demonstrate empathy him or herself.
Closing
The bully supporter and follower both support the bully. However, the bully follower also participates in bullying episodes and therefore constitutes a more urgent response by adults. Still, the supporter needs the intervention but it may only be a matter of redirection and not an effort to resolve issues of being a bully target. The general notion, that bullies tend also to be targets, is supported by several studies.
In the next episode: Defenders and Possible Defenders