Bullying: the need for an interagency response

Papers pp 344 and 348 Most readers will have experience of bullying either through their own schooldays or those of their children. But bullying may not necessarily be seen either as a social problem or one that has significant implications for health professionals. For many years bullying was the concern of teachers, educationalists, and educational psychologists. Current definitions, however, which highlight abuse, victimisation, and aggression, indicate why it requires the attention of all those who work with children. And recent research, including some in this week's issue, shows psychological effects which should command the attention of doctors. Over time perceptions have changed of what constitutes bullying, but it may include a range of activities including hitting, pushing, spreading slander, provoking, making threats, extortion, and robbery.1 The commonest types of bullying reported by victims are name calling, followed by being hit, threatened, or having rumours spread about one.2 Interestingly in a British investigation of teachers' views on bullying, undertaken in the mid-1990s, many did not see teasing or social …