Why should we know the difference?
A common theme that comes up in working with children and adolescents is bullying. Often I hear reports from clients who feel they are being bullied at school, which is obviously troubling for both the client and the parent, as nobody wants to be bullied and no parent wants to hear that their child is being bullied, or feels uncomfortable going to school.
Although a child may genuinely believe that they are being bullied, not all reports of bullying can actually be defined as such. In some cases the child may perceive teasing to be bullying, whether it is intended to be playful and harmless or goes too far and becomes hurtful.
In particular, kids on the autism spectrum, or who have social difficulties, tend to have a more challenging time interpreting social situations and may perceive teasing as bullying. Therefore it is important that kids (with or without ASD) and their parents understand the difference so that they can appropriately handle the situation, whether that be to work with the school to address the bullying and/or to seek assistance through school programs, a psychologist or counsellor to help develop and build a child’s resilience and assertive communication skills.
What is bullying and teasing?
Bullying: The National Centre Against Bullying (NCAB) define it as when an individual or a group of people with more power, repeatedly and intentionally cause hurt or harm to another person or group of people who feel helpless to respond. Therefore bullying is not a single episode of rejection, acts of nastiness or mutual arguments, disagreements or fights.
Teasing: Teasing is a social exchange and can be friendly, neutral or negative. Teasing or being mean is different to bullying as there is usually no power imbalance.
Although teasing can be hurtful and unkind it’s common among children and so it is important to know the difference as they may require different responses. Whilst I understand it’s common amongst children, I don’t condone bullying or being mean, and feel that it’s important for us to have common terminology so that we can assist children in the most appropriate way.
 | Melissa Bailey Melissa supports primary and secondary school aged young people who experience emotional dysregulation, reduced self-esteem and self worth and who have difficulties at school. She is dedicated to working in partnership with educators and parents to ensure those closest to young people have the necessary skills and resources to support them. |
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