Dr. Paul Downes:

To take Professor Hymel's point further, there is not a single, unitary motivation for why somebody becomes a bullying perpetrator. Some of the research seems to assume there is but, in fact, there are many different reasons for such behaviour.

Going back to the Senator's point about disengagement, I would point to the capacity to connect. If we have children who have experienced trauma, then their emotions are frozen because they are holding back and repressing those emotions. That is when specialist intensive supports are needed, to allow them to connect first with themselves, as a dimension of their connecting with, and having empathy for, others. There is a cohort for whom a cognitive message about being nice to everyone will not register because their emotions are frozen due to trauma-related dimensions. There may also be issues around separation anxiety and early-years attachment that are quite deep-seated aspects, as recognised by development psychology, that relate to the formation of empathy.

Another point I want to make is that when I argue for restorative practice, it is important to differentiate that from restorative justice. Restorative justice is where the offender and victim - in this case, the bullying perpetrator and the victim of bullying - would come together to confront each other in some way and make peace. I am not advocating that in respect of bullying. Restorative practice is a different set of competencies. It is a way of questioning things whereby the person reflects on his or her behaviour and is helped to work out how he or she may be causing harm to others. It is a way of getting people to reflect on how they might change their patterns of thoughts, emotions and behaviours in the future.