The Situation of Bullying
Posted by The Situationist Staff on April 27, 2010
Maia Szalavitz, co-author of Born for Love: Why Empathy Is Essential — and Endangered wrote an intriguing article, titled “How Not to Raise a Bully: The Early Roots of Empathy” in a recent issue of Time Magazine. Here are some excerpts.
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Increasingly, neuroscientists, psychologists and educators believe that bullying and other kinds of violence can . . . be reduced by encouraging empathy at an early age. Over the past decade, research in empathy — the ability to put ourselves in another person’s shoes — has suggested that it is key, if not the key, to all human social interaction and morality.
Without empathy, we would have no cohesive society, no trust and no reason not to murder, cheat, steal or lie. At best, we would act only out of self-interest; at worst, we would be a collection of sociopaths.
Although human nature has historically been seen as essentially selfish, recent science suggests that it is not. The capacity for empathy is believed to be innate in most humans, as well as some other species — chimps, for instance, will protest the unfair treatment of others, refusing to accept a treat they have rightfully earned if another chimp doing the same work fails to get the same reward.
The first stirrings of human empathy typically appear in babyhood: newborns cry when hearing another infant’s cry, and studies have shown that children as young as 14 months offer unsolicited help to adults who appear to be struggling to reach something. Babies have also shown a distinct preference for adults who help rather than hinder others.
But like language, the development of this inherent tendency may be affected by early experience. As evidence, look no further than ancient Greece and the millennia-old child-rearing practices of Sparta and Athens. Spartans, who were celebrated almost exclusively as warriors, raised their ruling-class boys in an environment of uncompromising brutality — enlisting them in boot camp at age 7 and starving them to encourage enough deviousness and cunning to steal food, which skillfully bred yet more generations of ruthless killers.
In Athens, future leaders were brought up in a more nurturing and peaceful way, at home with their mothers and nurses, starting education in music and poetry at age 6. They became pioneers of democracy, art, theater and culture. “Just like we can train people to kill, the same is true with empathy. You can be taught to be a Spartan or an Athenian — and you can taught to be both,” says Teny Gross, executive director of the outreach group Institute for the Study and Practice of Nonviolence in Providence, R.I., and a former sergeant in the Israeli army.
What the ancient Greeks intuited is supported by research today. Childhood — as early as infancy — is now known to be a critical time for the development of empathy. And although children can be astonishingly resilient, surviving and sometimes thriving despite abuse and neglect, studies show that those who experience such early trauma are at much greater risk of becoming aggressive or even psychopathic later on, bullying other children or being victimized by bullies themselves.
Simple neglect can be surprisingly damaging. In 2007, researchers published the first randomized, controlled study of the effect of being raised in an orphanage; that study, and subsequent research on the same sample of Romanian orphans, found that compared with babies placed with a foster family, those who were sent to institutions had lower IQs, slower physical growth, problems with human attachment and differences in functioning in brain areas related to emotional development.
Institutionalized infants do not experience being the center of a loving family’s attention; instead, they are cared for by a rotating staff of workers, which is inherently neglectful. The infants miss out on intensive, one-on-one affection and attachment with a parental figure, which babies need at that vulnerable age. Without that experience, they learn early on that the world is a cold, insecure and untrustworthy place. Their emotional needs having gone unmet, they frequently have trouble understanding or appreciating the feelings of others.
Nearly 90% of brain growth takes place in the first five years of life, and the minds of young children who have been neglected or traumatized often fail to make the connection between people and pleasure. That deficit can make it difficult for them to feel or demonstrate love later on. “You can enhance empathy by the way you treat children,” says Martin Hoffman, an emeritus professor of psychology at New York University and a pioneer of empathy research, “or you can kill it by providing a harsh punitive environment.”
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You can read the entire article here, including an extended discussion fo the “Roots of Empathy” program, a school-based program designed to foster empathy and compassion and which has been shown to significantly reduce bullying.
For a sample of related Situationist posts, see “The Cruelty of Children,” “Jane Elliot’s Situationist Pedagogy,” “Examining the Bullying Situation,” “The Situation of Bullying,” “The Neuro-Situation of Violence and Empathy,” “The Situation of Morality and Empathy,” “The Situation of Kindness,” “The Situation of Caring,” “New Study Looks at the Roots of Empathy,” “The Situation of Gang Rape,” “Some (Interior) Situational Sources War – Part I,” and “Some (Interior) Situational Sources War – Part III.”
This entry was posted on April 27, 2010 at 12:01 am and is filed under Book, Conflict, Emotions, History, Life, Positive Psychology. Tagged: Born for Love, Bully, bullying, empathy, love. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.