Glasser’s theories of identity explain that all people want an established identity (Zastrow et al., 2019). Glasser puts identity into two categories, successful and failure identity, which is defined by how a person perceives themselves throughout life (Zastrow et al.). When a person has a failure identity, it is because they are made to feel worthless, and lack needed love (Zastrow et al.). When a child is bullied, they can feel this lack of love and a feeling of worthlessness. Gaining those feelings back can be difficult for the child because the bullying creates a lack of scenarios where the child would feel comfortable expressing those needs (Jenkins et al., 2017). Now that social media is more present in everyday lives than ever, it has become more difficult to escape those who can cause hurt in specific environments. In Walden’s example video (2021), they show a child seeing a therapist and explaining that she cannot escape the bullying, then showing the therapist the threats she is receiving from said bully (Walden University LLC, 2021). Children can no longer remove themselves from the situation and acquire that love and self-worth at home because, with any computer or phone, the bullying can follow them. Children who experience cyberbullying are often the same as those who report in-person bullying (Brown et al., 2017). These children are more likely unable to attain a successful identity while lacking the required needs to feel positive and fulfilled within themselves (Zastrow et al.). Though technology is changing and advancing, bullying is still similar, online and in person. Individuals tear down others for things they cannot change about themselves. A critical difference between cyber and in-person bullying is the ability to become anonymous (Brown et al.). This way, the repercussions feel less powerful and, in Glasser’s theory, can help the bully maintain their sense of a successful identity.
Brown, C. F., Demaray, M. K., Tennant, J. E., & Jenkins, L. N. (2017). Cyber victimization in high school: Measurement, overlap with face-to-face victimization, and associations with social-emotional outcomes Links to an external site. School Psychology Review, 46(3), 288-303. doi:10.17105/SPR-2016-0004.V46-3.
Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullying Links to an external site. School Psychology Review, 46(1), 42-64.
Walden University, LLC. (2021). Meet Ray: Age 17-18 [Video]. Walden University Blackboard. https://waldenu.instructure.com
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
Respond to the post above by offering an additional development theory and explaining its connection to the act of bullying. Please use the Learning Resources to support your response.
