Background of the Study
Bullying is unwanted, aggressive behavior among school aged children
that involves a real or perceived power imbalance. The behavior is repeated, or
has the potential to be repeated, over time. Bullying includes actions such as
making threats, spreading rumors, attacking someone physically or verbally,
and excluding someone from a group on purpose (Brookshire, 2014). There are
many types of bullying like the Verbal Bullying it is saying or writing mean
things and it includes teasing, name-calling, inappropriate sexual comments,
taunting and threatening to cause harm. Social bullying, sometimes referred to
as relational bullying, involves hurting someone’s reputation or relationships.
Social bullying includes leaving someone out on purpose, telling other children
not to be friends with someone, spreading rumors about someone, and
embarrassing someone in public. And the last one is, Physical bullying involves
hurting a person’s body or possessions. Physical bullying includes:
hitting/kicking/pinching, spitting, tripping/pushing, taking or breaking
someone’s things, and making mean or rude hand gestures.
Students who engage in bullying also risk poor long term outcomes,
including leaving school early. Some students engage in bullying for a short
time only and then stop either because they realize it’s wrong or they are
supported to learn more appropriate behavior. A small group of students
continue to bully others over many years. Parents and schools need to support
those who bully others to learn more appropriate ways to get on with others
and deal with conflict and social challenges.
In Indonesia, Roland and Idsøe (2001) have investigated how reactive
aggressiveness and two aspects of proactive aggressiveness, power-related
aggressiveness and affiliation-related aggressiveness, are related to being
bullied and bullying others. In addition they have also attempted to
differentiate between different kinds of aggressiveness in bullying among boys
and girls in different grades. Overall, they have found that there was a good
correlation between both proactive power-related aggressiveness and proactive
affiliation-related aggressiveness, and being involved in bullying. However,
reactive aggressiveness was not a good predictor for bullying behavior.
Fandremet al. (2009) have also conducted a bullying study in Norwegian
schools using the same scales developed by Roland and Idsøe.The result
showed that proactive power-related aggressiveness and affiliation-related
aggressiveness are related to bullying behavior, but somehow different in
strength in gender relation. Thus, although there might be different results in
other studies, Roland and Idsøe and Fandrem et al. in their studies have
somehow shown associations between bullying cultural patterns and
aggressiveness as well as between gender and degree of aggressiveness.
Local and international studies have affirmed the alarming situation of
bullying and school violence involving Filipino children. The intensity of
violence has reached disturbing rate that has pushed policy-makers to
formulate bullying prevention schemes. Despite organized attempts to make
schools a safe environment, this dilemma poses critical risks that call for
aggressive and determined actions to fight violence in schools (Ancho, 2013).
Most of the current conducted research on traditional bullying and cyber
bullying has taken Europe and the United States as a base for their research,
with few studies focusing on the Asian countries (Balakrishnan, 2015;Sittichai
& Smith, 2015).In the Southeast Asia countries, a significant amount of
researchers demonstrates that there are different characteristics in the cultural
contexts in these countries, also diverse points to cultural and educational
aspects (Sittichai & Smith, 2015). In addition, in Southeast Asia, cyber bullying
is less well documented (Ojanen et al., 2014), and the research in the
Southeast Asian countries in this focus is relatively light, but it is starting to
appear(Sittichai&Smith,2015)(https://www.researchgate.net/publication/2797
37417_Bullying_in_South-East_Asian_Countries_A_Review).
Fewer Asian-American students (18 percent) reported being bullied at
school or cyberbullied than did white students (35 percent), African-American
students (31 percent) or Latino students (28 percent). More Asian-American
victims of bullying (11.1 percent) said that they were bullied because of their
race than did white victims (2.8 percent), African-American victims (7.1
percent) or Latino victims (6.2 percent).
Like other racial minorities, more Asian-American students (11
percent) reported being frequently targeted with race-related hate words than
was reported by White students (3 percent).
Racial/ethnic minorities who break stereotypes are more likely to be bullied.
Asian American and Latino student athletes were more likely to be bullied,
whereas sport participation was an insulating factor for White and Black
students. 5
Among Asian American students, immigrant and 2nd generation
students were more likely to be victimized than 3rd or later generation
students. Data comes from the Education Longitudinal Study of 2002 (a
nation-wide sample of over 10,000 public high school students).6
Data on nearly 750 Asian American middle and high school students from the
National Longitu-dinal Study of Adolescent Health (1994-95 co-hort) suggest
that 17 percent reported being violently victimized (e.g., had a gun/knife pulled
on her/him, stabbed, cut or jumped) at least once in the past
year(https://www.apa.org/pi/oema/resources/ethnicity-health/asian-
american/bullying-and-victimization)
On the issue of whether the Philippines has an efficient child protection
program or not, Santos said: “According to the consolidated report of
Department of Education (Dep Ed), bullying cases on elementary and high
school of both private and public schools on 2014 rose by 21% or a total of
6,363 cases, compare with the 5,236 on 2013. This translates to 31 daily
bullying cases from a divisor of 201 school days. The statistics was disclosed
by Rep. Gerald Anthony Gullas Jr., a member of the House committee on basic
education(https://philippinesgraphic.net/why-bullying-is-not-childs-play/).
According to the consolidated report of Department of Education (Dep
Ed), bullying cases on elementary and high school of both private and public
schools on 2014 rose by 21% or a total of 6,363 cases, compare with the 5,236
on 2013. This translates to 31 daily bullying cases from a divisor of 201 school
days. The statistics was disclosed by Rep. Gerald Anthony Gullas Jr., a
member of the House committee on basic education
(https://asksonnie.info/statistics-bullying-cases-up-by-21-in-philippine-
schools/).
LA UNION – Palalakasin pa raw ngayon ng La Union Provincial Police
Office ang kampanya nito kontra bullying sa mga paaralan kasabay ng
pagbabalik eskwela sa pampublikong eskwela.
Sa interview ng Bombo Radyo La Union kay C/Insp. Silverio Oridinado,
relations officer ng provincial police station, sinabi nito na layunin ng pulisya
na a maprotektahan ang mga estudyante mula mga anila’y mayayabang at
mapang-aping kabataan na nangunguna sa pambu-bully sa mga paaralan.
Hinimok din ng opisyal ang mga mag-aaral na agad lumapit sa kanilang mga
pulis para mabigyan ng disiplina at aral ang mga sigang estudyante.
Sa ngayon ay nagtalaga ng police assistance desk ang mga otoridad sa bawat
paaralan(http://archive.bomboradyo.com/anti-bullying-campaign-sa-mga-
paaralan-pinaigting-ng-pnp/.
Significance of the Study
This study will be beneficial to the municipal officials, school personnel,
parents, students and other researchers.
This study is significant to the municipal officials for it helps them to
construct strategies and methods on how to lessen the cases of bullying.
School Personnel. This study will give them a hint to improve their
motivational and teaching materials, techniques or methods and skills in open
forum to students who really need their guidance.
Parents. They will be aware about the kind of attitude their child is
possessing. It will give them a hint on how they would help and encourage their
child to avoid bullying.
Students. Tis study will encourage them to change their attitude towards
other people. It will serve as a medicine to cure the minds of every individual to
become open minded about the consequences of their action.
Researchers. The researchers in the near future ill make use of the result
of our present study. This study will serve as their basis and comparison to
their future study.
Statement of the problem
This study aims to determine the effects of bullying in Graade 12 GAS in
LUNHS-SHS
1. What is the profile of respondents?
a. Gender
2. What are the effects of the bullying?
3. What output can be recommended based on the result of the study?
4. What is the level of acceptability of the presentation about effect of
bullying on the student?
Theoretical
1. Developmental theory
Some explanations of bullying draw upon an understanding of child
development. They point out that bullying begins in early childhood when
individuals begin to assert themselves at the expense of others in order to
establish their social dominance. They tend at first to do so crudely, for
instance by hitting out at others, especially those less powerful than
themselves, in an attempt to intimidate them. But as Hawley (1999) points out,
as children develop they begin to employ less socially reprehensible ways of
dominating others. Verbal and indirect forms of bullying become more common
than physical forms. In time, the kind of behaviour that is generally labelled as
"bullying" becomes relatively rare. Consistent with this view is evidence that
physical bullying is much more common in early childhood than later, and that
what is identified as bullying gradually becomes less and less apparent as
children become older (Smith & Sharp 1994). However, as a comprehensive
explanation of bullying this view fails to take into account that although there
is a general diminution in reported victimisation over time, the trend is
temporarily reversed when children move from primary to secondary school
and find themselves in a new environment which is less benign (Rigby 1996).
Clearly, social environmental factors must also be taken into account.
Nevertheless the developmental perspective is useful in providing guidance as
to how bully/victim problems can be tackled. For example, older children are
thought to be more likely to respond positively to problem-solving approaches
which require a more sophisticated appreciation of the options available to
them (Stevens et al. 2000).
2. Attributions to individual differences
Broad explanations in terms of developmental processes and environmental
influences fail to take into account individual differences between people that
may lead to interactions that result in one person bullying another. For
example, children who repeatedly bully others at school tend to be low in
empathic regard for others and inclined towards psychoticism (Slee & Rigby
1993). Children who are frequently targeted as victims at school are inclined to
be psychologically introverted, to have low self-esteem and lack social skills,
especially in the area of assertiveness (Rigby 2002b). How such qualities arise
has been subject to considerable debate. Currently, it is generally
acknowledged that genetic influences play a part and these may interact with
adverse social conditions to which children may be exposed. For example,
dysfunctional family life in which children do not feel loved and/or feel over-
controlled by parents can lead to them acting aggressively at school (Rigby
1994), especially if the school ethos does nor discourage aggressive behaviour.
There are limitations in this approach. In some relatively benign environments
introverted children with low self-esteem are not bullied; being aggressive and
generally unempathic does not invariably lead a child to bully others. There is,
for example, evidence that bullying is relatively rare in Steiner schools, which
provide a highly supportive social environment and respect for individual
differences (Rivers & Soutter 1996). Moreover, individuals who are dissimilar in
personality may belong to the same sociocultural group and seek collectively to
impose on those they regard as outsiders.
Acknowledgment of the role of individual differences in making bullying
possible has led some schools to introduce programs that can assist vulnerable
children to defend themselves more effectively, for instance through developing
better social skills and learning how to act more assertively. Anger
management programs have also been developed to help children who are
prone to act aggressively to control their aggression.
3. Bullying as a sociocultural phenomenon
A further perspective seeks to explain bullying as an outcome of the existence
of specified social groups with different levels of power. The focus is typically on
differences which have a historical and cultural basis, such as gender, race or
ethnicity and social class. Major emphasis has been placed upon differences
associated with gender. Society is seen as essentially patriarchal. Males are
seen as generally having more power than females as a consequence of societal
beliefs that males should be the dominant sex. In order to maintain their
dominance, boys feel justified in oppressing girls. Numerous studies have, in
fact, indicated that boys are more likely than girls to initiate bullying (Olweus
1993; Smith & Sharp 1994). Moreover, it is clear that boys are more likely to
bully girls than vice versa. For example, in a large-scale Australian study of
some 38,000 children (Rigby 1997) a much higher proportion of girls claimed to
be bullied exclusively by boys (22.1 per cent) than boys reporting being bullied
only by girls (3.4 per cent). With cross-gender bullying it is clearly mostly one-
way traffic, and this may derive, in part, from the way in which some boys have
come to think about how they should behave in the company of girls.
The process according to which boys come to develop characteristics which
lead to them engaging in oppressive behaviour is sometimes described as "the
construction of hegemonic masculinity" (Connell 1995; Gilbert & Gilbert 1998).
This is held not only to account largely for boys bullying girls, but also for boys
bullying boys who do not possess stereotypical masculine qualities. Such
children are commonly referred to as "gay" and may include children whose
sexual orientation is homosexual. The use of language with sexual
connotations to insult children regarded as "gay" is certainly widely prevalent
in schools (Duncan 1999), although the extent to which it occurs has
surprisingly not, as yet, been investigated. Explaining the bullying of girls by
girls can invoke the notion of the construction of femininity, with girls deviating
from an idealised conception of what it is to be feminine being more readily
targeted.
It is sometimes claimed that bullying tends to be associated with racial or
ethnic divides. It is argued that some ethnic groups are more powerful than
others whom they seek to dominate. Typically, the less powerful are the victims
of colonialism. For example, Indigenous communities in Australia in the late
eighteenth century were subjected to British colonialism. Aboriginal people
were seen by many as inferior - and this perception still lingers in the minds of
people who retain racist beliefs. Through a process of cultural transmission,
non-Indigenous children may feel justified in bullying their Aboriginal peers.
Evidence from Australian studies suggests that indeed Aboriginal students are
more likely than other students to be the recipients of verbal abuse (Rigby
2002b). However, some studies conducted outside Australia have not found
that race or ethnicity is significantly associated with peer victimisation (for
example, Junger-Tas 1999; Losel & Bliesener 1999). Despite claims that
children are at risk of being bullied at school by peers of a higher social class,
research evidence is not supportive (Duyme 1990; Olweus 1993; Ortega &
Mora-Merchan 1999; Almeida 1999).
The sociocultural perspective on bullying can have striking implications for
how a school approaches the problem of bullying. Attention is directed towards
how the school curriculum in its broadest sense can influence children to
accept and respect sociocultural differences. It is suggested that not only
should the school curriculum explicitly and directly address issues related to
differences in gender, race or ethnicity and social class in order to counter
prejudice and discrimination, but importantly the mode of delivery of the
curricula should indirectly address bullying through the stimulus it provides to
cooperative problem-solving, emotional sensitivity and independent critical
thinking. The Australian national web site on bullying in schools
(http://www.bullyingnoway.com.au), based mainly on a sociocultural
approach to bullying, has placed primary emphasis upon this approach. Some
writers embracing a sociocultural perspective in which gender considerations
are pre-eminent, have suggested that schools need to abandon their current
emphases upon "rationality", which is characteristic of masculinity, in favour of
exploring with students their expressive and emotional worlds (Kenway &
Fitzclarence 1997). The use of strict codes of behaviour governing bullying and
the use of counselling methods to deal with individual cases are equally
abhorred. Both are seen as based on an underlying faith in rationality and, as
such, essentially counterproductive. This view emphasises the use of the
school curriculum as a means of developing emotional understanding and
positive interpersonal relations rather than controlling undesirable behaviour
through the use of negative sanctions and/or counselling methods that impose
authoritarian solutions to bully/victim problems
(http://aic.gov.au/publications/tandi/tandi259).
Conceptual Framework
INPUT PROCESS OUTPUT
A. Profile of
Effect of Bullying
Gender
1. Analysis of:
Questionnaire on
(Bullying) Profile
2. Formulation
of the
development of
seminar to the
student that
encounter
bullying.
Seminar to
3. Validation of the student
the developed that
seminar to the encounter
student that bullying
encounter
bullying.
FEEDBACK
Fig. 1. Research Paradigm
HYPOTHESIS
1. There are more student that effected by bullying in GAS 3.
2. There are more student that effected by bullying in Grade 12 GAS.
