Bullying behaviours (Section A): biological, individual and social explanations of bullying, and one intervention used to reduce it.

What this dot point is asking

For bullying behaviours you must give a biological, an individual, and a social explanation, and describe one intervention used to reduce bullying. Bullying is repeated, intentional harm where there is a power imbalance, and the social level tends to be the strongest, so develop it well.

Biological explanation

This explanation can account for individual differences in aggression, but it is reductionist, the hormone link is correlational, and it cannot easily explain why bullying varies so much between settings.

Individual explanation

The individual explanation locates bullying in personality and learning. Some bullies show dominance-seeking and lower empathy, and bullying is maintained by operant conditioning when it produces rewards such as status, control or possessions (positive reinforcement) or the removal of a threat (negative reinforcement). The characteristics of victims (such as low assertiveness or being seen as different) can interact with the bully's behaviour. This explanation links behaviour to consequences and traits, but it can understate the powerful role of the group.

Social explanation

The social explanation is often the strongest. Social learning theory argues aggressive, bullying behaviour is modelled and imitated from peers, family or media, especially when the model is rewarded. Bystander behaviour matters: peers who watch, laugh or join in reinforce the bully, while those who intervene reduce it. Group norms and the school climate can normalise or discourage bullying. This explanation has strong real-world support and underpins the most effective interventions, but it cannot fully explain why some children in the same environment never bully.

Therapy or intervention

The leading intervention is the whole-school anti-bullying programme, such as the approach pioneered by Olweus, which combines clear rules and consequences, better supervision, classroom discussion, support for victims, and the involvement of staff, pupils and parents to change the whole climate, not just punish individuals.

Examples in context

Example 1. The rewarded bully. A pupil who takes another's lunch money gains goods and status, and peers laugh along; the behaviour is positively reinforced and modelled, illustrating the individual and social explanations combining.

Example 2. Bystanders in cyberbullying. Online, "likes" and shares reinforce a bully and spread the harm, while reporting and support reduce it. This shows bystander behaviour and group norms operating in a modern context.

Try this

Q1. State what is meant by bullying. [1 mark]

• Cue. Repeated, intentional harm where there is an imbalance of power between bully and victim.

Q2. Outline the social learning explanation of bullying. [3 marks]

• Cue. Bullying is modelled and imitated from peers, family or media, especially when the model is rewarded, and is reinforced by bystanders and group norms.

Q3. Explain one strength and one weakness of a whole-school anti-bullying programme. [4 marks]

• Cue. Strength: changes group norms and bystander behaviour, with supporting evidence. Weakness: effectiveness depends heavily on consistent, well-resourced implementation.