"More than 90% of adults experience workplace bullying—that is, psychological and emotional abuse—at some time during the span of their work careers (Hornstein, 1996). The supervisors who inflict psychological abuse on subordinates represent one of the most frequent and serious problems confronting employees in today’s workforce (Yamada, 2000). Although the television news is quick to report the rare but sensational incidents of disgruntled employees returning to their former workplaces seeking revenge (e.g., “Office Rampage,” 1999), rarely do we see stories of employee humiliation and psychological violence perpetrated by more powerful organizational members. Research indicates a link between workplace abuse and workplace violence as the aggressor becomes increasingly more threatening to targeted employees (Namie & Namie, 2000). In addition to increased threats of violence from abusers (Leymann, 1990), employees who feel unfairly treated may express their anger and outrage in subtle acts of retaliation against their employers, including work slowdown or covertly sabotaging the abuser (Skarlicki & Folger, 1997). As reported in a government study, “The cost to employers is untold hours and dollars in lost employee work time, increased health care costs, high turnover rates, and low productivity” (Bureau of National Affairs [BNA], 1990, p. 2). Employee emotional abuse (EEA) is a repetitive, targeted, and destructive form of communication directed by more powerful members at work at those less powerful."

"For the purposes of this article, EEA is defined as targeted, repetitive workplace communication that is unwelcome and unsolicited, violates standards of appropriate conduct, results in emotional harm, and occurs in relationships of unequal power (Keashly, 2001). EEA has also been labeled workplace mistreatment (Price Spatlen, 1995), workplace aggression (Baron & Neuman, 1998), workplace harassment (Bjorkqvist et al., 1994), verbal abuse (Cox et al., 1991), psychological abuse (Sheenan et al., 1990), and chological violence (Institute for Workplace Trauma and Bullying, 2002)."

"Kids are sneaky about bullying. They don't want to get caught, so they make sure to do it when there are no teachers around."

"Don't stand by and do nothing. Sometimes kids who are being bullied need to borrow strength from someone else. If you see someone getting picked on, try to take him or her away from the bully. If you don't feel safe doing this, report the incident to an adult."

"Although considerable research has linked workplace bullying with psychosocial and physical costs, the stories and conceptualizations of mistreatment by those targeted are largely untold. This study uses metaphor analysis to articulate and explore the emotional pain of workplace bullying and, in doing so, helps to translate its devastation and encourage change. Based on qualitative data gathered from focus groups, narrative interviews, and target drawings, the analysis describes how bullying can feel like a battle, water torture, nightmare, or noxious substance. Abused workers frame bullies as narcissistic dictators, two-faced actors, and devil figures. Employees targeted with workplace bullying liken themselves to vulnerable children, slaves, prisoners, animals, and heartbroken lovers. These metaphors highlight and delimit possibilities for agency and action. Furthermore, they may serve as diagnostic cues, providing shorthand necessary for early intervention."

"But it was one thing for Donald to stay out of his father's crosshairs and another to get into his good graces. Toward that end, Donald all but eradicated any qualities he might have shared with his older brother. Except for the occasional fishing trip with Freddy and his friends, Donald would become a creature of country clubs and offices, golf being the only thing on which he and his father differed. He would also double down on the behaviors he had thus far gotten away with: bullying, pointing the finger, refusing to take responsibility, and disregarding authority. He says that he "pushed back" and Fred "respected" that. The truth is, he was able to push back against his father because Fred let him."

"During the most crucial juncture of the Steeplechase deal, its unraveling, and its aftermath, Donald did a fair amount of armchair quarterbacking. Freddy, who had never developed the armor that might have helped him withstand his father's mockery and humiliation, was particularly sensitive to being dressed down in front of his siblings. When they were younger, Donald had been both a bystander and collateral damage. Now that he was older, he felt increasingly confident that Freddy's continuing loss of their father's esteem would be to his benefit, so he often watched silently or joined in."

"A couple of years ago, I was driving in Cincinnati with Usha, when somebody cut me off. I honked, the guy flipped me off, and when we stopped at a red light (with this guy in front of me), I unbuckled my seat belt and opened the car door. I planned to demand an apology (and fight the guy if necessary), but my common sense prevailed and I shut the door before I got out of the car. Usha was delighted that I'd changed my mind before she yelled at me to stop acting like a lunatic (which has happened in the past), and she told me that she was proud of me for resisting my natural instinct. The other driver's sin was to insult my honor, and it was on that honor that nearly every element of my happiness depended as a child- it kept the school bully from messing with me, connected me to my mother when some man or his children insulted her (even if I agreed with the substance of the insult), and gave me something, however small, over which I exercised complete control. For the first eighteen or so years of my life, standing down would have earned me a verbal lashing as a "pussy", or a "wimp" or a "girl." The objectively correct course of action was something that the majority of my life had taught me was repulsive to an upstanding young man. For a few hours after I did the right thing, I silently criticized myself. But that's progress, right? Better that than sitting in a jail cell for teaching that asshole a lesson about defensive driving."

"Once you have power you have everything."

"It's mostly the popular people that can get away with a lot of stuff because everyone else wants to be friends with whoever is popular."

"As the last decade has unfolded I have watched the public discourse on bullying change from trying to understand who is involved in bullying, to a focus that puts the responsibility on children to assume responsibility for changing a culture of bullying and intimidation at school, to a systems-based approach that recognizes the absolute necessity for adults, schools, and communities to take the lead in effecting change."

"It is time to expand the conversation about bullying in childhood and adolescence to consider the long-term effects into adulthood. The trauma of bullying and harassment can leave serious and painful scars on the lives of adults. The anxiety, depression, stress, and relationship dysfunction that can come as a result of childhood bullying are serious at the individual and family level. The consequences are a national health issue and warrant our concern and attention."

"Problems trusting others can take a generalized state form (as in "I don't trust anybody") or can be very specific to certain groups. People suffering with APBS tend not to trust others. They are particularly cautious in intimate relationships such as friendship and marriage, always expecting that they will be betrayed. Further, they do not trust people who look, act, or even dress like those who bullied them. This lack of trust is problematic for establishing relationships in the first place and for managing them."

"The problem of mistrusting others significantly impairs a person's ability to connect with other people and then to stay connected. People who trust easily establish relationships readily and maintain them. They do not have attachment problems. Children who have been bullied and then end up with adult post-bullying syndrome often appear to either run from relationships or manage to get into abusive ones. After all, they have learned as children that their peers or siblings will treat them badly. For the most part, they never learned how to stop bullying as children. Consequently, they do not know how and often do not even want to extricate themselves from physically or emotionally abusive relationships as adults. This is all they know. At the other end of the continuum are adults so scarred from their bullying experiences that they are willing to end their marriages based on what, to others, might seem reparable. But to some adults suffering with APBS any hint of disrespect or bullying is intolerable."

"This is an area of research needing more investigation. Mackey, Fromuth, and Kelley (2010) did a small study with about 145 undergraduates asking about sibling bullying. Their results indicated that those who considered themselves to be bullied by a sibling when they were children continued to experience anxiety. There are questions that still must be addressed. When a child has been bullied by a sibling or more than one sibling, are there continuing effects into adulthood? The studies above indicate that children bullied by their siblings are more likely than those who have not been bullied to experience anxiety, depression, behavioral problems, and self-harming behaviors needing clinical intervention. Do these issues carry over to other stages of life? What happens to these sibling relationships once they are adults? Is all forgotten or forgiven? Or is there always a sense of mistrust? Bowes et. al. (2014) found that children who were bullied by their siblings were more likely to be bullied by peers and, as we have discussed in other sections of the book, the impact of peer bullying does last a lifetime. At this point in time, most have figured out that peer bullying at school and in the community is not acceptable, but sibling bullying remains an arena where adults still take a hands-off attitude."

"Of the participants in my study, 37% told their parents that they were bullied at school. Of that group, about half felt supported by their family whether or not the parent could do anything effective or not. The other half were met with a less than nurturing response. One example that stands out for its lack of compassion is shared by Shana. She was bullied throughout elementary and middle school. At the end of middle school, when she was feeling particularly low, she considered hurting herself. Her father found out about her solution and took her outside with a loaded shotgun. He showed her how to commit suicide by kneeling down, putting the gun under her chin, and pulling the trigger. He very forcefully told her that if that was the route she wanted to take she should do it right then and there. Fortunately, Shana did not follow her father's suggestion. Whether Shana's father behaved in this way out of ignorance or his own fears, we don't know. What we do know is that children who feel connected to and supported by close relationships with family members fare much better at overcoming bullying and developing a sense of resilience that lasts a lifetime (Bowes et al., 2020; Hong & Espelage, 2012; Levin, 2011; Resnick et al., 1997)."

"Despite the efforts of adults, bullying, harassment, and hazing continue to be widespread problems in our nation's schools. Virtually all students are involved as victims, bullies, bully/victims, or witnesses. With severe impacts on lifelong development and mental health, finding a way to prevent bullying is a major public health concern. Far more prevalent than we once believed, bullying occurs in our schools and via cyberspace on an around-the-clock basis. There are long-term costs that haunt those involved, and these consequences are not solely carried by the victims. Bullies are more likely than the general population to become workplace bullies (Matthiesen & Einarsen, 2007; Zapf & Einarsen, 2011) or to end up involved with the criminal justice system (Apel & Burrow, 2011; Carter, 2012). As noted earlier, research establishes that both bullies and victims can experience lifelong depression, anxieties, difficulties in relationships, and an inability to trust others. Because bullying is traumatic, it can result in post-traumatic stress disorder."

"While adults admonish children to stop bullying each other, there is an adult moral code witnessed in their behavior that allows for- and promotes- bullying and revenge. Consequently, we have to realize that children do not have enough power to change it and it is not their responsibility. Prevention of this pervasive phenomenon is the direct responsibility of adults. Adults at school and in the community need to make the commitment to examine and change their own behavior if they hope to diminish bullying among children."

"Do kids "invite" bullying by acting differently than others? Stan Davis is one bullying expert who is working to combat that type of thinking. He spoke passionately to me about the need to stop assigning responsibility to the victim, insisting that "we as a society must give up on the adult idea that if someone did something to you, it must be because you did something wrong. Adults think that the only people who get picked on are too passive or too annoying, and if we react to a kid's report of injury from that frame of mind, we have a problem." Davis commented that this mentality is exactly how the police used to react to reports of rape. Police would ask a rape victim what she was wearing. "We have lobbied to change that way of thinking," he said. "Sure, it was a task, but it was successful, and now police would never say to a rape victim, 'Well, what were you wearing?' We need to do the same thing with bullying." Davis stressed that mean behavior is the fault of the person that does it. "I tell parents that their child is teased because there are people who think making fun of someone who is different is acceptable, not because your child has an awkward social style. This requires a big conceptual change: teasing tells us about the person who did it and nothing about the person who was teased.""

"At the same time that we teach empathy to the bullies, we need to stop sending the victims the message that their own behavior or traits are bringing on the attacks. This requires a fundamental change in the way adults view bullying. A child is not bullied because he is gay or autistic or overweight. A child is bullied because a bully has decided that the target is unacceptably different and less worthy of respect. We must teach the targets how to cognitively frame the bullying so that they do not think the abuse is their fault or something they deserve. Groundbreaking new research by Stan Davis and Charisse Nixon has shown that when a victim learns to think about the bullying in new ways- "This bullying is not happening because I am overweight. It is happening because the bully is choosing to act in a mean and hateful way, and that is his fault, not mine"- then the effects of the mistreatment are greatly diminished. Davis and Nixon's research also shows that many bullied kids find relief when they tell an adult or peer, but many are reluctant to do so."

"Bullying is a multifaceted problem, and thus it requires a many-pronged solution. It is not enough to monitor our children's media use, teach empathy to bullies, empower and support the victims, and provide children with social skills and conflict-resolution skills. We have to step back and analyze our own culpability in creating a culture that has fostered attitudes of entitlement and condescension toward those who are different. It is uncomfortable to explore our own secret inconsistencies and stereotypes. One mother told me she initially recoiled at the sight of her preschool son in a dress, before she ultimately decided that he should be allowed to play dress up if that is what makes him happy. Many people disagree with her, and issues of gender noncomformity are particularly controversial. Gender-based bullying is rampant, and it stems from a myriad of places. Even within gender-based bullying, not all victims receive equal defending. The world was quick to defend Katie's right to be a Star Wars-loving girl, but a princess-loving boy is unlikely to receive such universal support. Some people say Star Wars is for everyone and princesses are just for girls. But if you walk into a toy store, Star Wars toys are clearly displayed in the "boys' section" and princesses are relegated to the pink "girls' section". Gender-based toy marketing contributes to gender-based stereotypes and creates situations ripe for bullying."

"None of us is without blame. None of us is without strengths. If we keep these two truths in mind, we are well positioned to take on the problem of bullying with grace and maturity. Every person has a voice that deserves to be heard, even the marginalized and the mute. We just need to listen, and change will occur."

"The thing that makes it so hard to deal with these types of bullies is that they're often hard to recognize, and hard for bystanders to stand up to. People like them. Teachers are amused by them. Coaches value them. Their social skills enable them to sweet-talk and appear innocent to adults, and their peers are terrified of standing up to them when they witness bullying behaviors because they could easily become the next targets. Whether they admit it or not, nearly all kids want to be popular. They want to have friends on the highest rung of the social ladder. They'll rarely contradict or confront a popular kid who's doing something wrong because that would make them "uncool" and likely to lose social status themselves. Because of this, the popular bullies learn that they can get away with anything, and their empathy declines. They feel more and more powerful, and feel contempt for the less powerful kids. They're likely to repeat this pattern throughout life in their workplaces, towns, and families- teaching their kids how to climb the social ladder so they can annihilate the "worthless" kids below them, too. That is part of the reason we have to deal with these issues early when they occur, because the longer kids get away with bullying, the less their empathy kicks in to stop these situations."

"By now, most of us realize that the adage "Sticks and stones may break my bones, but words will never harm me" is a load of bull. The truth is that broken bones heal. Broken hearts are much harder to mend, and broken spirits can be lifetime handicaps. And parents, no matter how many times you tell your kids, "You're smart and attractive," if all they hear from their peers is "You're stupid and ugly," the latter is what they'll internalize. They don't believe you. You're biased- and besides, you're "old"! You're not going to negate the effects of verbal bullying just by assuring your child that the kids' words aren't true."

"Sensitive kids expect other kids to be sensitive. When they're not, often the sensitive kid wants to tell the bully how she feels, particularly when they're young and the bullying is verbal. ("You hurt my feelings." "I don't like it when you say that!" "Stop, you're making me upset.") Some parents encourage this, too, believing that if the bully just understood the words or behaviors were hurtful, they'd stop. This is wishful thinking, and works only when you're not dealing with a true bully. True bullies don't have empathy--at least not for your child. They do not care that they've hurt your child's feelings...in fact, that's exactly what they want. So if your child expresses that his feelings are hurt, it's just as good as your child saying, "Way to go! You're accomplishing your goal. Please, keep it up! I might fall apart any second! Get popcorn!""

"It's extremely hard for good people to believe that anyone could be so cruel at heart, especially children. We want to believe just talking to them and helping them understand the effects of their behavior can turn them all around. Some of them can and will learn empathy, sure. Others never will."

"I don't know about you, but for me, sixth grade was rough. None of the kids were into the same music or clothes as me. And that was fine with me, but it mattered to them. It got to the point where I looked forward to my visits to Granddad and Mema's, not only because I loved hanging out with them but also because I could relax there and not worry about some kid looking at me funny or calling me names, just because I liked sneakers instead of cowboy boots. I pretended that getting teased didn't bug me, but of course it did back then."

"The person hurt most by bullying is the bully himself. Most bullies have a downwardly spiraling course through life. Bullies... are fare more likely than nonaggressive kids to commit crimes, batter their wives, abuse their children- and produce another generation of bullies."

"There is probably no more powerful source of stigma for an adolescent boy than being labeled gay. The risk to a boy's reputation is immeasurable, and his place on the social ladder is utterly compromised if even a smidgeon of it sticks."

"Bullying is a mean behavior. It is a way to make fun of other people. Some bullies pick on kids or say bad things about them. They also keep other kids from feeling like they are part of the group. Usually, bullying is not a one-time thing. Instead, bullies tease their victims over and over."

"Trump's standard tool kit for getting out of trouble- bullying, bluster, and manipulation- was useless in managing the pandemic. He tried to cloak reality with happy talk. He promised cures that would never be realized. He floated dangerous and unproven treatments, such as injecting bleach into patients' bodies. He muzzled experts like Dr. Anthony Fauci, who challenged his shaky claims and became more popular than the president. He refused to lead by example and wear a mask. He picked feuds with health officials and state governors scrambling to respond to emergency outbreaks, striking out at those who didn't praise his haphazard response. Not only did he fail to keep Americans safe; he couldn't keep himself safe. Trump was hospitalized with COVID-19 in October 2020, zapping his false air of invincibility."

"There are two contradictory views of Eric Harris. One is that he was an ostracized, lonely boy who was tormented by peers into an act of retaliatory violence. The alternate view is that he was essentially an evil monster. This is a pejorative label, however, not an explanation. To understand Eric, we need to go beyond labels to the internal workings of his mind. When we do so, we find that both views- the mistreated loner and the evil monster- are inadequate. The view of Eric as a lonely victim of harassment is not only inadequate but, to a significant extent, inaccurate... Eric was not a loner. He had lived in Colorado through middle school and high school, had multiple groups of friends and engaged in a wide variety of activities with his peers. He lived a highly social life and was liked by both boys and girls. On April 9, 1999, just 11 days before the attack, a group of Eric's friends took him out to dinner to celebrate his eighteenth birthday. But he was teased, wasn't he? Yes, he was. But so were many other kids at Columbine, not to mention everywhere else. And bullying? Having read thousands of pages of interview reports from nearly every student at Columbine High School, I found only one report of an incident in which Eric was physically harassed, and this consisted of being pushed into lockers."

"It's unbearable to think any young person should feel there is no other option but to end their life because of bullying on social networking sites."

"This same dynamic occurred with Eric Harris and Dylan Klebold at Columbine High School, where they were teased in response to their own provocative behavior. In contrast, the sound bite coverage of Columbine focused on them as innocent victims of a toxic peer culture in which they were persistently harassed. This one-sided view has become fixed in many people's minds, often leading to an assumption that bullying is the primary cause of school shootings. Because this sound bite has assumed the proportion of a myth, it is necessary to take an in-depth look at what really happened. Based on the available evidence, the extent that Eric and Dylan were bullied has been exaggerated, and their harassment and intimidation of other students has been overlooked or minimized."

"The issue that has received the most attention as a factor in school shootings is bullying. According to this sound bite, school shooters are victims of bullying who seek revenge for their mistreatment. It is understandable that this idea would take hold in the minds of many people. We can easily grasp and relate to the concept of being hurt and wanting to retaliate. If a student attacks his peers, it seems logical that he must have been driven to such an act. In reality, however, this sound bite is not accurate. The situation is much more complex."

"This point may seem obvious, but it needs to be said: School shooters are disturbed individuals. These are not ordinary kids who were bullied into retaliation. These are not ordinary kids who played too many video games. These are not ordinary kids who just wanted to be famous. These are simply not ordinary kids. These are kids with serious psychological problems. This fact has often been missed or minimized in reports on school shooters. Why, then, if school shooters are a complex phenomenon, has there been such a focus on simplistic explanations like bullying? One reason is that in the immediate aftermath of an attack, detailed information about the perpetrator is not available. It may take months or years for relevant details to be made public, and by that point, the story is no longer front-page news. As a result, the more in-depth information does not reach as large an audience as the initial reports. Another issue is that most people are not mental health professionals and therefore cannot be expected to understand personality disorders, depression, trauma, and psychotic disorders. In addition, there is sometimes a suspicion regarding reports of psychosis. People often believe that criminals invent reports of hallucinations or delusions in order to avoid being found guilty. There is yet another reason for the triumph of the sound bite. Put simply, we can all understand the concept of revenge."

"Shame is a powerful driver not to tell someone something, so telling a parent that you have sent a naked picture of yourself... it's no wonder they don't tell. Sexual shame is a double whammy."

"I personally fall somewhere in the middle. Bullying, however severe, is not an excuse for physical retaliation or violence, much less mass murder. But I do believe Dylan was bullied, and that along with many other factors, and perhaps in combination with them, bullying probably did play some role in what he did."

"About five years after the massacre, I spoke with a Columbine High School counselor. He told me that, after an earlier, publicized bullying incident, the high school had implemented closer supervision of the student body, including teachers in the hallways between classes, and in the cafeteria at lunch. But we agreed it's impossible to control what two thousand students are doing on a campus- or to know what those kids are doing to one another in the Dairy Queen parking lot. Despite the administration's claim that steps were taken to stem conflict among students, their efforts fell short. For many people, Columbine High School was a hostile and frightening place even if you were one of the most popular kids, and Dylan and his friends were not. One of our neighbors told us her grown son's reaction to the tragedy, a refrain we heard many times: "I'm just surprised it didn't happen sooner.""

"Dylan's struggles may have been hidden from us, but they were not uncommon ones. A 2011 study by the Centers for Disease Control found that 20 percent of high school students nationwide reported they had been bullied on school property in the thirty days before the survey; an even higher percentage reported they'd been bullied on social media. Anti-bullying advocates suggest the number may be closer to 30 percent. A tremendous amount of research has been done on the effects of peer harassment, and there is unquestionably a correlation between bullying and brain health disorders that stretches all the way into adulthood. A Duke University study found that, compared with kids who weren't bullied, those who were had four times the prevalence of agoraphobia, generalized anxiety, and panic disorder as adults. The bullies themselves had four times the risk of developing antisocial personality disorder. There is also a strong association between bullying and depression and suicide. Both being a victim and bullying others is related to high risks of depression, suicidal ideation, and suicide attempts. Researchers at Yale found that victims of bullying were two to nine times more likely to report suicidal thoughts than other children."

"Since the tragedy, much has been written about the school culture at Columbine High School, and Dylan's place in it. Regina Huerter, director of Juvenile Diversion for the Denver district attorney's office, compiled a report in 2000, and Ralph W. Larkin independentley confirmed many of her findings in his exhaustively researched 2007 book, Comprehending Columbine. Both researchers found Columbine High School was academically excellent and deeply conservative; that much we knew. But they also describe a school with a pervasive culture of bullying- in particular, a group of athletes who harassed, humiliated, and physically assaulted kids at the bottom of the social ladder. Larkin also points to proselytizing and intimidation by evangelical Christian students, a self-appointed moral elite who perceived the kids who dressed differently as evil and targeted them."

"The man's eyes shifted to me. "Another one," he said, as if marveling that there could be so many assholes in the world. "You want me to take you both on? Is that what you want? Believe me, I can do it." Yes, I knew the type. Ten years younger and he would have been one of the guys at school who thought it terribly amusing to slam Arnie's books out of his arms when he was on his way to class or to throw him into the shower with all his clothes on after phys ed. They never change, those guys. They just get older and develop lung cancer from smoking too many Luckies or step out with a brain embolism at fifty-three or so."

"This research lines up with many anecdotal stories we heard after the tragedy from kids who suffered physical and psychological abuse at the hands of their classmates at the school. One story in particular stands out. When Tom went to the sheriff's department in the fall of 1999 to retrieve Dylan's car from the impound lot, a county employee offered his condolences and told him how his own son's hair had been set on fire by some other students while he was attending Columbine High School. The boy, who sustained fairly serious burns to his scalp, refused to allow his father to go to the administration because he was afraid it would make the situation worse. Shaking with anger as he spoke, though the incident was no longer recent, the outraged dad told Tom he had wanted to take the school apart "brick by brick.""

"The connection between bullying and violence toward others is more complicated, although again there's a correlation. Bullied kids often become bullies themselves, which appears to be what happened with Dylan and Eric. Larkin cites a student who claims they terrorized her brother, a student with special needs, so badly he was afraid to come to school. Researchers call students who both bully and suffer bullying "bully-victims," and find that these bully-victims are at the greatest psychological risk. "Their numbers, compared to those never involved in bullying, tell the story: 14 times the risk of panic disorder, 5 times the risk of depressive disorders, and 10 times the risk of suicidal thoughts and behavior."

"[Trump ... alpha male] they’re overcompensating for how insecure they feel — a man who is secure with himself, a human who is secure with themselves, doesn’t have to go around bullying people all the time."

"Some bullies spread lies about other kids. They tell mean stories that embarrass kids. Bullies can make their victims feel awful. Bullying can make kids feel like they don't fit in at school. Bullies might say things like, "You can't play with us." Or they might say, "Don't sit at our table." This is how kids make bullies feel as though they are not liked. Kids who are bullied may feel like they are not good enough to be part of the group. But all kids deserve respect."

"Bullying is bad. By definition, it's a type of regular unwanted negative communication or behavior. This behavior can be from a single person or a multitude of people. However, it's an aggression towards another person against their will. It's communication with the intent to demean, degrade, torment, shame, humiliate or insult another human being. Bullying does not discriminate. Bullying can happen to anyone at any time. It can find you no matter your age, race, or gender. Bullies tend to pick on people who are not inclined to fight back. They target individuals that appear to be weaker and easier to impose their control over. Bullying could include threatening another person, spreading rumors or excluding them socially from a group. It's a monster with many heads. A very bad monster."

"Some bullies are put into leadership positions because they appear to be smart, ambitious, results-oriented and "take-charge." All of which may be true (as in Brenda’s case), but in addition to those more positive characteristics, most bullies lack empathy. They seem immune to the suffering of others."

"Bullying doesn't always happen to a single individual. If it's a group, it's usually a significantly small group. Maybe two or three people at the hands of another larger group or higher authority. There is typically an upside to the bully which gives them the upper hand once the bullying begins. Their upper hand denotes a presence of power or dominance. That's the core concept of bullying- an imbalance of perceived power. Sometimes that power is revealed by a ton of different reasons, but other times it can be delegated to a person with an authoritative position."

"Have courage. Be bold. Do not let yourself be intimidated. Do not yield to the bullies. Stand up. Speak out. Fear God, not men."