thats already a personal rule of mine

[QUOTE=Dick;18490272]i only like the white cheeses

i only like the white

i hate muenster, i hate gouda

hate u all unless ur white[/QUOTE]

lol

was officially put up for consideration to be expelled today

/alex crashes through ceiling

hey what happend bdog

teacher reported me and a few friends for "harassing" a kid. was the final straw apparently. we'll see what happens

[QUOTE=xMalcolmXx;18490274]if you can actually convince her to let you put a bag over her head you should marry her[/QUOTE]

ahahahaha

[QUOTE=Bulldog;18490294]teacher reported me and a few friends for "harassing" a kid. was the final straw apparently. we'll see what happens[/QUOTE]


did u give him a swirly

stop being a bully bryce. that shit is immature and cruel. you need to grow up man

[QUOTE=Dick;18490298]did u give him a swirly[/QUOTE]

no. he masturbates in class rooms and shit and we try to catch him.

so you really want to see some kid jerk off

sounds pretty gay bro

[QUOTE=Dick;18490272]i only like the white cheeses

i only like the white

i hate muenster, i hate gouda

hate u all unless ur white[/QUOTE]

:lol:

just woke up

[QUOTE=blockhead;18490303]stop being a bully bryce. that shit is immature and cruel. you need to grow up man[/QUOTE]

not sure if serious.

hey aria :)

[QUOTE=Bulldog;18490311]not sure if serious.[/QUOTE]

no he's serious. bullying people is fucked up.

[QUOTE=Bulldog;18490311]not sure if serious.[/QUOTE]

you're a fucking dick

shit just got srs

that kid could be thinking about u and crying right now bdog

u dont know what he could be going threw in his personal life either this might throw him over the edge

kid masturbates in public (sex offense)
laughing at him for it ("bullying")

word

i never teased anyone in high school or middle school, but i never realized how fucked up it was until after i graduated. school is hell for a lot of kids.

edit: yeah im sure all you've done is laugh at him

“Here, I argue that bullying, situated within an inability to allow the address of a Other, fundamentally involves a misunderstanding of the bully by the bully. If this is the case, as I believe Gadamer would argue, then our future inquiry into the nature of bullying as well as our anti-bullying strategies must take into the account the process of student self-identity construction, self-knowledge, and self-awareness. This means that rather than mainly focusing upon shoring up the victim and helping the bully to understand such a victim differently, our efforts focus upon questioning how we might foster self-understanding, or at least an openness toward such understanding, within the bully –self-understanding fostered by an ability to listen to an Other; self-understanding which is fostered as students come to the question the “subjects of bullying” with each other” (p.314).

ok.

[QUOTE=blockhead;18490303]stop being a bully bryce. that shit is immature and cruel. you need to grow up man[/QUOTE]

some people deserve to be bullied

Theorized importance of Gadamer’s concept of an “Other”:
“While certainly involving the thinking and skills of the bully and the victim, a Gadmerian lens suggests that bullying may not fundamentally result from a problem within the participants, but be fostered by certain spaces between them; terrains that cultivate specific experiences of an “Other” (p. 300).

Implications for the experiences of bullying:
“In predicatively experiencing another we fail to experience them instrumentally-hence, in a sense, the other ceases to exist for us…For example, in the bullying experience the bully, rather than seeing the victim as a person, often sees him or her as a means to some end-an object through which the bully might acquire status, aggression release, etc. The victim becomes an object, something to do something to in order to achieve some result. The victim, not really existing for the bully, has nothing to say-there is no room for mutual address” (pp. 304-305).

Implications for experiencing the other hermeneutically:
“…Gadamer affirms that we always walk into situations with certain prejudices or traditions that color the ways we understand. The past becomes significant in that it effects our view of the present…From this, then, we understand history explicitly because we are constituted by it, by its traditions. These prejudices situate us toward understanding” (p. 308).

Implications for bullying from a new perspective:
“Gadamer helps us to reconsider empathy training by posing the question: What, or who, is really being mistranslated in the bullying encounter? In contrast to empathetic anti-bullying approaches, Gadamer argues that they key to non-dominating relations is situated in the space between students, not simply in the interior of their hearts and minds. Understanding for Gadamer does not involve seeing inside another person, but seeing with them. And, further, understanding ultimately involves seeing, in light of the address of another, ourselves” (p. 313).

[QUOTE=witchxrapist;18490327]some people deserve to be bullied[/QUOTE]

no.

some ppl deserve their ass kicked

but theres a difference

when a kids bullied hes usually just a shy kid that seems like an easy target

yeah a lot of people deserve to get their ass kicked, but consistent bullying? no way.

“Participants in this study were 1401 students (54% girls and 46% boys) from grades four to seven (mean age=10.86, SD=0.90) and 978 of the 1401 primary caregivers (89% were mothers). The sample was drawn from 32 public and private schools in the Australian Capital Territory (ACT). All these schools were coeducational. The overall rate of participation was 47.3%. It should be emphasized that obtaining both parent and child consent in this study involved ethically stringent participation criteria. This is consistent with previous research of this kind, where active consent from parents typically resulted in response rates ranging between 40 and 60% (Donovan, Jessor, & Costa, 1988; Severson & Biglan, 1989)” (p. 40).



Instrumentation:
“Participation in the ‘Life at School Survey’ (http://crj.anu.edu.au/school.html)
was voluntary for all students who had been given written permission to participate by a parent or guardian. The children completed their questionnaires during school hours. The survey took approximately 25–40min to complete for the older groups, and 35–65min for the younger groups” (p. 40).
Data Collection Method:
“Children took home a version of the questionnaire for parents to complete. The completed parent questionnaire was returned to a mailbox in the school in a sealed envelope. Approximately 70% of primary caregivers returned their questionnaire” (p. 40).
Family related variables:
“For present purposes, parents were asked to indicate how well five items of
authoritarian parenting (with the theme of control, guilt induction, punishment and negative affect) and four items of authoritative parenting (with the theme of rational guidance and positive affect) described their own style of parenting.” (p. 41).
“The five items of authoritarian parenting were: (1) I do not allow my child to question my decisions; (2) I often feel angry with my child; (3) I let my child know how ashamed and disappointed I am when he/she misbehaves; (4) there is a good deal of conflict between my child and me; and (5) I punish my child by putting him/her off somewhere by him/herself for a while. Responses were made on a six-point rating scale (see Rickel & Biasatti, 1982; Huntley, 1995) ranging from 1 (strongly disagree) to 6 (strongly agree). These items were aggregated and averaged to construct the authoritarian child rearing index (M=3.18; SD=0.71; α =0.54)” (p. 41).
“The four items of authoritative parenting were: (1) I make sure my child knows that I appreciate what he/she tries or accomplishes; (2) I express affection by hunting, kissing and holding my child; (3) I find some of my greatest satisfactions in my child; and (4) I believe in praising a child when he/she is good and think it gets better results than punishing him/her when he/she is bad. Responses on the 1 (strongly disagree) to 6 (strongly agree) rating scale were averaged to form the authoritative child rearing index (M=5.29; SD=0.55; α =0.59). High scores mean parents’ greater use of the respective child-rearing style" (p. 41).
Family disharmony captured the child’s perception of lack of care and mutual regard in the family and was measured by items taken from Groube (1987): How often do you experience (1) parents ignoring you; (2) parents checking up on you; (3) difficulties among family members; and (4) arguments or disagreements in the family. Responses to each item were made on a 3-point scale, with 1 representing never, 2 sometimes, and 3 a lot of the time. Scores on family harmony were obtained by averaging responses across these four items (M=1.76; SD=0.41; α =0.59). A high score indicated that the family was plagued by conflict, disinterest and disagreement among its members” (p. 41).

what austin said

ron: tl;dr


mappy: says the pacifist what

[QUOTE=12XU;18490324]
edit: yeah im sure all you've done is laugh at him[/QUOTE]

really is. other than calling him a legend but yea.

other kids actually verbally mess with him and try to get him to talk about his "habit" and such. they also convinced him that he has chlamydia today

I'm giving you insights into school bullying you peices of fuckign shit fucking ass fuckeringmn;jewnfu3p3ifnjewkj