![\"\"](\"https:\/\/roneuro.ro\/blog\/wp-content\/uploads\/2026\/01\/tipuri-de-bullying-scaled.jpg\" "\\"\\"")
<\/p>\n
Astfel, bullying-ul verbal include jigniri, insulte \u0219i amenin\u021b\u0103ri. Agresiunea fizic\u0103 implic\u0103 lovirea, \u00eempingerea sau deteriorarea propriet\u0103\u021bii [7]. Bullying-ul social \/ rela\u021bional \u00ee\u0219i propune s\u0103 izoleze pe cineva prin r\u0103sp\u00e2ndirea de zvonuri, excluderea acelei persoane din grupuri sau umilirea public\u0103 a acesteia [8].<\/p>\n
Cyberbullying-ul este cel mai des \u00eent\u00e2lnit pe platformele de socializare, manifest\u00e2ndu-se prin post\u0103ri denigratoare sau amenin\u021b\u0103ri private [9]. Aceast\u0103 form\u0103 este deosebit de traumatizant\u0103 deoarece nu ofer\u0103 copilului un refugiu, urm\u0103rindu-l p\u00e2n\u0103 acas\u0103, iar r\u0103sp\u00e2ndirea rapid\u0103 a con\u021binutului denigrator poate intensifica senza\u021bia de umilin\u021b\u0103 \u0219i izolare [10,11].<\/p>\n
Care sunt efectele bullying-ului asupra victimei?<\/h2>\n
Efectele bullying-ului asupra victimei pot fi grupate \u0219i descrise \u00een:<\/p>\n
- \n
- Emo\u021bionale \/ psihologice;<\/li>\n
- Fizice (biologice);<\/li>\n
- Educa\u021bionale;<\/li>\n
- Sociale;<\/li>\n
- Efecte pe termen lung.<\/li>\n<\/ul>\n
![\"\"](\"https:\/\/roneuro.ro\/blog\/wp-content\/uploads\/2026\/01\/efectele-bullying-ului-asupra-victimei-scaled.jpg\" "\\"\\"")
<\/p>\nEfecte emo\u021bionale \/ psihologice<\/h3>\n
Din punct de vedere emo\u021bional \/ psihologic, s-a observat faptul c\u0103 victimele dezvolt\u0103 frecvent anxietate, depresie, stim\u0103 de sine sc\u0103zut\u0103, negativism, \u0219i simptome de stres posttraumatic. Ru\u0219inea persistent\u0103 \u0219i singur\u0103tatea sunt frecvente [12].<\/p>\n
Efecte fizice<\/h3>\n
Din punct de vedere fizic, s-a observat c\u0103 exist\u0103 o leg\u0103tur\u0103 dintre expunerea la agresiune \u0219i afec\u021biuni somatice (de exemplu, ame\u021beal\u0103, dureri de cap, dureri de stomac, oboseal\u0103) \u0219i o s\u0103n\u0103tate subiectiv\u0103 mai precar\u0103 [13].<\/p>\n
Efecte educa\u021bionale<\/h3>\n
\u00cen cadrul \u00eenv\u0103\u021b\u0103m\u00e2ntului \u0219colar, elevii agresa\u021bi prezint\u0103 o sc\u0103dere a performan\u021belor, av\u00eend o tendin\u021b\u0103 de a evita cursurile (absenteism) [14,15]. Cei care particip\u0103 la ore devin neaten\u021bi, perturb\u0103 predarea \u0219i se manifest\u0103 verbal.<\/p>\n
Efecte sociale<\/h3>\n
Din punct de vedere social, elevii se pot retrage sau se pot confrunta cu dificult\u0103\u021bi \u00een a avea \u00eencredere \u00een al\u021bi colegi. Din acest motiv, retragerea social\u0103 este considerat\u0103 un factor de risc care favorizeaz\u0103 un nivel sc\u0103zut de ap\u0103rare \u00een fa\u021ba agresorului [16].<\/p>\n
Efecte pe termen lung<\/h3>\n
Aceste efecte pot persista o perioad\u0103 lung\u0103 de timp. Agresiunea din copil\u0103rie<\/a> predispune c\u0103tre o s\u0103n\u0103tate mintal\u0103 \u0219i fizic\u0103 mai precar\u0103 p\u00e2n\u0103 la v\u00e2rsta adult\u0103, inclusiv un risc crescut de probleme cronice de s\u0103n\u0103tate \u0219i o satisfac\u021bie personal\u0103 sc\u0103zut\u0103 [17].<\/p>\n
Resurse \u0219i suport pentru pacien\u021bi<\/h2>\n
Dac\u0103 observa\u021bi la copilul dumneavoastr\u0103 semne care pot indica bullying \u2013 evitarea \u0219colii, schimb\u0103ri bru\u0219te de dispozi\u021bie, iritabilitate, retragere sau sc\u0103derea performan\u021bei \u0219colare \u2013 este important s\u0103 ac\u021biona\u021bi din timp. V\u0103 pute\u021bi programa pentru o consulta\u021bie de evaluare, consiliere psihologic\u0103 sau psihoterapie, \u00een func\u021bie de nevoile copilului \u0219i de situa\u021bia identificat\u0103,\u00a0<\/span>contact\u00e2nd recep\u021bia Institutului RoNeuro<\/strong> la num\u0103rul de telefon<\/span> 0374 46 2222<\/a><\/b>, luni \u0219i mar\u021bi \u00eentre orele 08:00 – 19:00<\/strong>, iar de miercuri p\u00e2n\u0103 vineri \u00eentre orele 08:00 – 18:00<\/strong>.\u00a0<\/span><\/p>\n
La momentul program\u0103rii, pute\u021bi opta \u0219i pentru consulta\u021bie neurologic\u0103 gratuit\u0103, decontat\u0103 prin Casa Na\u021bional\u0103 de Asigur\u0103ri de S\u0103n\u0103tate.\u00a0<\/span><\/p>\n
Program\u0103ri online neurologie<\/a><\/p>\n
<\/p>\n
Care sunt efectele bullyingul asupra agresorului \u0219i a celor din jurul?<\/h2>\n
Comportamentul agresiv se consolideaz\u0103 treptat ca un mecanism de ap\u0103rare \u00eempotriva vulnerabilit\u0103\u021bii \u0219i a sentimentelor de neputin\u021b\u0103. Frica, ru\u0219inea sau nesiguran\u021ba sunt mascate prin agresivitate pentru a rec\u0103p\u0103ta controlul \u0219i a evita respingerea.<\/p>\n
Astfel, agresiunea devine o strategie de coping aparent eficient\u0103, dar distructiv\u0103 pe termen lung, men\u021bin\u00e2nd un ciclu vicios: agresorul atac\u0103 pentru a ascunde propriile sl\u0103biciuni, iar reac\u021biile negative ale celor din jur \u00eei \u00eent\u0103resc convingerea c\u0103 trebuie s\u0103 r\u0103m\u00e2n\u0103 defensiv \u0219i distant, accentu\u00e2nd izolarea \u0219i nesiguran\u021ba interioar\u0103.<\/p>\n
Agresorii prezint\u0103 un risc crescut de:<\/p>\n
- \n
- Comportament antisocial,<\/li>\n
- Abuz de substan\u021be,<\/li>\n
- Probleme legale mai t\u00e2rziu \u00een via\u021b\u0103.<\/li>\n<\/ul>\n
![\"\"](\"https:\/\/roneuro.ro\/blog\/wp-content\/uploads\/2026\/01\/efectele-asupra-agresorului-scaled.jpg\" "\\"\\"")
<\/p>\nComportamentul agresiv poate s\u0103 devin\u0103 normalizat, at\u00e2t \u00een r\u00e2ndul agresorilor, c\u00e2t \u0219i al martorilor \u0219i uneori al unor grupuri \u00eentregi de colegi, ceea ce reduce semnificativ \u00eencrederea interpersonal\u0103, cre\u00e2ndu-se un climat de fric\u0103 [18,19].<\/p><\/blockquote>\n
Colegii de clas\u0103 care urm\u0103resc agresiunea \u0219i nu fac nimic (martorii pasivi) pot experimenta st\u0103ri de:<\/p>\n
- \n
- Vinov\u0103\u021bie,<\/li>\n
- Anxietate,<\/li>\n
- Lips\u0103 de siguran\u021b\u0103.<\/li>\n<\/ul>\n
Astfel, \u00eentreaga structur\u0103 social\u0103 a unei s\u0103li de clas\u0103 sau a unei \u0219coli are de suferit. Unii agresori renun\u021b\u0103 gradat la agresiune, dar al\u021bii o manifest\u0103 \u00een continuare, dezvolt\u00e2nd probleme comportamentale \u0219i sociale la v\u00e2rsta adult\u0103 [20].<\/p>\n
Cum r\u0103spundem la agresiune?<\/h2>\n
R\u0103spunsurile trebuie s\u0103 fie multistratificate \u0219i informate psihologic, ele put\u00e2nd fi prezentate \u00een func\u021bie de rolul persoanelor implicate.<\/p>\n
Victime<\/h3>\n
Copiii agresa\u021bi au nevoie s\u0103 le fie validate \u0219i acceptate sentimentele, cele mai frecvente fiind ru\u0219inea \u0219i frica. Ei au nevoie s\u0103 fie \u00eendruma\u021bi cum s\u0103 se retrag\u0103 \u00een siguran\u021b\u0103 din bullying, cum s\u0103 documenteze incidentele \u0219i cum s\u0103 ob\u021bin\u0103 ajutor. Construirea sprijinului social \u0219i a rezilien\u021bei reduce daunele, dar prioritatea este oprirea comportamentului \u0219i restabilirea siguran\u021bei [21,22].<\/p>\n
P\u0103rin\u021bi<\/h3>\n
P\u0103rin\u021bii au nevoie s\u0103 adune elemente specifice despre bullying (cine e agresorul, ce a f\u0103cut, c\u00e2nd \u0219i unde a avut loc incidentul, etc). Dac\u0103 este vorba de cyberbullying atunci e recomandat s\u0103 fie\u00a0 copiate \u0219i salvate mesajele\/capturile de ecran, \u00een vederea rezolv\u0103rii problemei cu reprezentan\u021bii \u0219colii (director, diriginte, profesor) [23,24].<\/p>\n
Profesori \u0219i \u0219coli<\/h3>\n
Abord\u0103rile la nivelul \u00eentregii \u0219coli trebuie s\u0103 aibe \u00een vedere instruirea personalului prin metode de formare \u0219i programe de abilit\u0103\u021bi socio-emo\u021bionale care pot reduce semnificativ num\u0103rul evenimentelor de bullying [25].<\/p>\n
Programele de educa\u021bie pentru prevenirea bullying-ului trebuie s\u0103 implice \u0219i p\u0103rin\u021bii. R\u0103spunsurile \u0219i deciziile rapide, unice, sunt mai pu\u021bin eficiente dec\u00e2t strategiile educa\u021bionale sus\u021binute la nivelul \u00eentregii \u0219coli [26].<\/p>\n
Prieteni \u0219i colegi de clas\u0103<\/h3>\n
Martorii au putere. Atunci c\u00e2nd colegii intervin sau raporteaz\u0103 incidentele, ace\u0219tia reduc efectul mintal de recompens\u0103 al agresorului care perpetueaz\u0103 bullying-ul. \u00cenv\u0103\u021barea elevilor cum s\u0103 fie ap\u0103r\u0103tori activi \u0219i siguri (\u0219i oferirea de sprijin din partea adul\u021bilor) schimb\u0103 normele grupului [27].<\/p>\n
Sfaturi practice<\/h3>\n
- \n
- Concentra\u021bi-v\u0103 mai \u00eent\u00e2i pe restabilirea siguran\u021bei.<\/li>\n
- Dac\u0103 observa\u021bi un eveniment de agresiune, \u00eencerca\u021bi s\u0103 \u00eendep\u0103rta\u021bi copilul de pericolul imediat.<\/li>\n
- Consolida\u021bi conexiunile sociale deoarece apartenen\u021ba amortizeaz\u0103 stresul.<\/li>\n
- Solicita\u021bi consult psihologic deoarece poate reduce daunele pe termen lung.<\/li>\n<\/ul>\n
Concluzii<\/h2>\n
Bullying-ul este o v\u0103t\u0103mare modelat\u0103, determinat\u0103 de putere, care apare \u00een forme verbale, sociale, fizice \u0219i online. Bullying produce traume emo\u021bionale, fizice \u0219i sociale m\u0103surabile, care se pot extinde p\u00e2n\u0103 la v\u00e2rsta adult\u0103.<\/p>\n
Agresorii se confrunt\u0103 cu riscuri pe termen lung, iar grupuri \u00eentregi de elevi pot fi contaminate de agresivitate.<\/p>\n
Cu toate acestea, interven\u021biile coordonate bazate pe dovezi, prin intermediul unor programe la nivelul \u00eentregii \u0219coli, profesori instrui\u021bi, implicarea familiei \u0219i politici clare privind bullying-ul fizic sau cibernetic, m\u0103re\u0219te gradul de protec\u021bie al copiilor.<\/p>\n
Urm\u00e2nd pa\u0219ii potrivi\u021bi, \u0219colile \u0219i comunit\u0103\u021bile pot reduce tiparele comportamentale de v\u0103t\u0103mare cre\u00e2nd altele de \u00eengrijire \u0219i bun\u0103 \u00een\u021belegere pentru protec\u021bia copiilor.<\/p>\n
Referin\u021be<\/h2>\n
- \n
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- Daley SF, Waseem M, Nickerson AB. Identifying and Addressing Bullying. [Updated 2023 Dec 13]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Available at: https:\/\/www.ncbi.nlm.nih.gov\/books\/NBK441930\/<\/a><\/li>\n
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- Daley SF, Waseem M, Nickerson AB. Identifying and Addressing Bullying. In: StatPearls. Treasure Island (FL): StatPearls Publishing; December 13, 2023. https:\/\/pubmed.ncbi.nlm.nih.gov\/28722959\/<\/li>\n
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- Han ZY, Ye ZY, Zhong BL. School bullying and mental health among adolescents: a narrative review. Transl Pediatr. 2025;14(3):463-472. doi:10.21037\/tp-2024-512. Available at: https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC11982999\/<\/a><\/li>\n
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- Politis S, Bellou V, Belbasis L, Skapinakis P. The association between bullying-related behaviours and subjective health complaints in late adolescence: cross-sectional study in Greece. BMC Res Notes. 2014;7:523. doi:10.1186\/1756-0500-7-523. Available at: https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC4267138\/<\/a><\/li>\n
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- Shetgiri R. Bullying and victimization among children. Adv Pediatr. 2013;60(1):33-51. doi:10.1016\/j.yapd.2013.04.004. Available at: https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC3766526\/<\/a><\/li>\n
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- Doty J, Gabrielli J, Abraczinskas M, Gir\u00f3n K, Yourell J, Stormshak E. Parent-Based Prevention of Bullying and Cyberbullying During COVID-19 Social Distancing: A Pilot Intervention using the MOST Framework J Prev (2022) 2022;43(5):719-734. doi:10.1007\/s10935-022-00696-x. Available at: https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC9361954\/<\/a><\/li>\n
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- Guzman-Holst C, Zaneva M, Chessell C, Creswell C, Bowes L. Research Review: Do antibullying interventions reduce internalizing symptoms? A systematic review, meta-analysis, and meta-regression exploring intervention components, moderators, and mechanisms. J Child Psychol Psychiatry. 2022;63(12):1454-1465. doi:10.1111\/jcpp.13620. Available at: https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC9790441\/<\/a><\/li>\n<\/ol>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
Ce este bullying-ul? Bullying-ul poate s\u0103 r\u0103neasc\u0103, s\u0103 umileasc\u0103 sau s\u0103 exclud\u0103 social pe cineva care este perceput ca fiind mai pu\u021bin capabil s\u0103 se apere. Bullying-ul se refer\u0103 la un comportament agresiv repetitiv \u0219i inten\u021bionat, comis de una sau mai multe persoane \u00eempotriva unei \u021binte percepute ca av\u00e2nd o diferen\u021b\u0103 de putere \u00eentre victim\u0103 […]<\/p>\n","protected":false},"author":2,"featured_media":2154,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":{"subtitle":"","format":"standard","override":[{"template":"6","parallax":"1","fullscreen":"1","layout":"no-sidebar","sidebar":"default-sidebar","second_sidebar":"default-sidebar","sticky_sidebar":"1","share_position":"floatbottom","share_float_style":"share-normal","show_share_counter":"1","show_view_counter":"1","show_featured":"1","show_post_meta":"1","show_post_author_image":"1","show_post_date":"1","post_date_format":"default","post_date_format_custom":"Y\/m\/d","show_post_category":"1","show_post_reading_time":"1","post_reading_time_wpm":"300","post_calculate_word_method":"str_word_count","show_zoom_button":"1","zoom_button_out_step":"2","zoom_button_in_step":"3","show_post_tag":"1","show_popup_post":"1","show_comment_section":"1","number_popup_post":"3","show_post_related":"1","show_inline_post_related":"0"}],"image_override":[{"single_post_thumbnail_size":"crop-500","single_post_gallery_size":"crop-500"}],"trending_post_position":"meta","trending_post_label":"Trending","sponsored_post_label":"Sponsored by","disable_ad":"0"},"jnews_primary_category":[],"jnews_override_counter":{"view_counter_number":"0","share_counter_number":"0","like_counter_number":"0","dislike_counter_number":"0"},"footnotes":""},"categories":[8],"tags":[],"class_list":["post-2146","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-psihologie"],"_links":{"self":[{"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/posts\/2146","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/comments?post=2146"}],"version-history":[{"count":6,"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/posts\/2146\/revisions"}],"predecessor-version":[{"id":2156,"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/posts\/2146\/revisions\/2156"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/media\/2154"}],"wp:attachment":[{"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/media?parent=2146"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/categories?post=2146"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/roneuro.ro\/blog\/wp-json\/wp\/v2\/tags?post=2146"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Daley SF, Waseem M, Nickerson AB. Identifying and Addressing Bullying. [Updated 2023 Dec 13]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Available at: https:\/\/www.ncbi.nlm.nih.gov\/books\/NBK441930\/<\/a><\/li>\n
- Giannakopoulos G, Zaravinos-Tsakos F, Mastrogiannakou M, Sourander A, Kolaitis G. Changes in Bullying Experiences and Mental Health Problems Among Adolescents Before and After the COVID-19 Pandemic in Greece. International Journal of Environmental Research and Public Health. 2025; 22(4):497. https:\/\/doi.org\/10.3390\/ijerph22040497. Available at: https:\/\/www.mdpi.com\/1660-4601\/22\/4\/497<\/a><\/li>\n