Chapter 1

The Problem and Its Setting

Bullying is a behavior that can only be easily recognized when individuals experience it. This

can happen to anyone at any age and anywhere whether at school, home, or even in a workplace..

Bullying is all about behavior, how a person interacts and behaves. It is the process of intimidating or

mistreating somebody weaker. This is one of the big problems in our country especially in school.

School is said to be the place where children learns but how can they learn if they are always bullied

by the people around them. There are different factors that may affect a persons behavior it may be

caused by its environment, history and other related matters. And one of the main factors of this

change is caused by bullying, it may depress someone thus making his/her self-esteem degrades.

Bullying is said to have a long term effect on its victim. This study helps the victim to be

knowledgeable about the bullies. Bullying can result in physical injuries, social and emotional

difficulties, and academic problems. The harmful effects of bullying are frequently felt by others,

including friends and families, and can hurt the overall health and safety of schools, neighborhoods,

and society. Bullying must be stop. We need to remember that no one in this world is perfect. We all

have strength and weaknesses so we must respect each other.

Theoretical/Conceptual Framework

This chapter discusses key descriptors of the study. The descriptors are the live experience of

the bullied pupils. The aim is to outline a clear theoretical framework for the study and to know what

happen to the bullied pupils. It has been demonstrated that the concept of bullying depends upon how

the aggression is contextually defined and that it fits within the common adopted definition. To begin

with, the meaning of bullying is clarified in order to highlight how aggression is deemed as bullying.

The research focused on the personal experiences of bullied students at Casa Del Nio

Montessori School. Interview was conducted in order to explore their experiences of being bullied and

what happen to them after they bullied by the people around them.
Statement of the Problem

This research aimed to determine the Lived experiences of Bullied Pupils at Casa Del Nio

Montessori School. Specifically it needed to answer the following questions:

1. What is the demographic profiles of pupils in terms of :

a. Age differences

b. Gender

c. Socio-economic status

d. Physical size differences

2. What are the experiences of bullied pupils?

3. What are the effects of lived experiences in bullying in their lives?

Hypothesis

Bullying unfortunately happens every day. Many times kids are ashamed to tell anyone that

they are being bullied. Also, there are parents out there who believe that bullying is just a part of

growing up. The truth is that bullying has become increasingly more severe over the years. Another

reason may be that the parents are bullies also. The parents do not see anything wrong with what the

kids are doing because they were and are the same way. It is not their fault their kid is self-confident

and stands up for what they think is just a part of growing up. The truth is that bullying has become

increasingly more severe over the years.

Scope and Limitations

The researcher conducted a study regarding theLived Experiences of Bullied Pupils at Casa Del Nio

Montessori School. The researcher learned and analyzed the lived experiences of the bullied students. The

researcher would like also to know the effects of bullying to the victims and their coping mechanisms towards

the lived experiences in bullying that they have encountered.

 The scope of this study was about theLived Experiences of Bullied Pupils at Casa Del Nio

Montessori School, regardless of when did they experience bullying.

This study focused on pupils who were victims of bullying from the Casa Del Nio Montessori School

weather they have been emotional distress caused by bullying and how they were able to survive from having

problems in their homes and still can manage to attend in their schooling.

While the limitations of the study are the other problems encountered after school such as spiritual well

being, problems encountered with the family as well as other people whom they have dealt with.

Significance of the Study

The importance of this study is for us to understand the collected information on the main reason of

why students most especially teens bully each other. We are also looking at the big picture of how great this

bullying thing affects the attitude of the student and affect to their whole emotional growth. At the same time we

are aiming to know how to stop or lessen this plague in school and soon in the community.

Another importance of this is to know what to do if we encounter this problem in our community and

how to solve this problem. Last is to better know what is the effects to the person who are always bullying by

the people around them.

Definition of Terms

The following terms were defined for better understanding:

Lived Experiences . This refers to the term used to describe individuals who have lived through the

experience.

Bullied . This refers to the person who is treating not good by other people.

Casa Del Nio Montessori School. is a private school system with branches north and south of Metro Manila.
Review of Related Literature

Bond, Carlin, Thomas, Rubin, and Patton (2001) establish a relationship between repeated peer bullying

and the indication of anxiety and depression in early teen years. A cohort study over a two-year period was

done in Victoria, Australia. The participants were 2,680 students surveyed twice in 8th grade and once in 9th

grade. Students completed a survey at school via laptop computers supplied by the researchers. Overall

surveys took about 40 minutes to complete (Bond et al., 2001).

Voss and Mulligan (2000) concluded by stating bullying is happening in schools and is harmful to the

victims. Generally, victims stated to be more vulnerable than their bullies. This would imply very short students

are less likely to be the attacker and more likely to be the victims. The growth study allowed them to observe

the occurrence of bullying, as experienced or perpetrated by pupils of different heights (Voss & Mulligan, 2000,

Comment section, 1).

According to Yoneyama & Rigby (2006) bullying behavior has an effect on the student's perception of

the school environment. Research has shown that lesser quantities of bullying behavior are found in schools

with a positive school environment. "It was hypothesized that judgments of classroom climate would be less

positive among students who were identified as (a) bullies, (b) victims, and (c) bully-victims than others who

are not involved in bully/victim problems" (Yoneyama & Rigby, p.36).

Bullying may be common among students who come from abusive homes or where physical

punishment is frequently employed. Students frequently model behavior observed within their home

environment, including abusive behavior exhibited by parents to each other or toward others.

By T.J. Zirpoli Pearson Allyn Bacon Prentice Hall

Updated on Nov 18, 2013

http://www.education.com/reference/article/bullying-behavior/

Salmon and James (1998) used a quantitative methodology to examine the psychological health issues

of students being bullied. This study assessed: (a) indication of anxiety and depression in bullied students, (b)
self esteem in bullied students and students that were not bullied; and (c) self esteem for both bullies and

those who were not bullies. Four questionnaires were anonymously completed by the 904 participants aged

12-17. Two secondary schools were used for this study. The first school is in a low income area. The second

school is in a high social class area (Salmon & James, 1998).

Brown, Birch, and Kancherla (2005) wanted to understand the behavior of bullies by searching for the

viewpoint of young children, to determine if they thought of bullying as a problem. They wanted to know what

the children would do if they were bullied and what they did when they witnessed someone being bullied. One

thousand two hundred twenty-nine children between the ages of 9 and 13 were sampled. The students were

from seven different states, and 31 different schools. Students could only participate in this study if they got

permission from their parents (Brown et al., 2005).

Chapell, Hasselman, Kitchin, Lomon, MacIver, and Sarullo (2004) conducted a study of 119

undergraduates from an eastern university and discovered students who were bullies or were a bully-victim in

elementary school and/or high school were also bullies or bully-victims in college. This study found there is

more bullying in elementary schools than in high schools. At the elementary school level the bullying rate is at

14% and by the end of high school that rate drops down to 2%. According to the study those students who

were bullied in elementary and high school experienced more verbal bullying than social bullying or physical

bullying (Chapell et al., 2004).

Experiencing trauma in childhood can have a severe and long-lasting effect. Children who

have been traumatized see the world as a frightening and dangerous place. When childhood trauma

is not resolved, this fundamental sense of fear and helplessness carries over into adulthood, setting

the stage for further trauma. Childhood trauma results from anything that disrupts a childs sense of

safety and security, including bullying.

Emotional and Psychological Trauma

http://www.helpguide.org/articles/ptsd-trauma/emotional-and-psychological-trauma.htm

Bishop, et al (2004) found that harassing students poison the school climate teachers attempt

to create. To many students at the primary school level, nerds demonstrate that the teacher should
be expected to help learn. The secondary school students are saying to them that reliance on

teachers is babyish. Schools need to represent the position that school is always about learning and

getting an education, and students are supposed to work hard. Schools with the most commanding

teachers indicate considerably lower levels of student harassment; students studied together more

often, were more occupied in class, and finished homework on a daily bases (Bishop et al., 2004).
LIVED EXPERIENCES OF THE BULLIED PUPILS

AT CASA DEL NIO MONTESSORI SCHOOL

ARELLANO, ALEXANDRA A.

MINA, MARA M.

CASA DEL NIO COLLEGE