General Topic

Behavior of Children

Research Title

The Impact of Bullying on Students’ Behavioral Engagement

Research Objectives

 To investigate the impact of bullying to the victim.

In terms of:

A. Psychological

B. Social Interaction

C. Physical Heath

D. Academic Performance

 The possible reasons of bullying

 To share awareness and prevention

Statement of the Problem

1. What are the possible reasons of bullying?

2. What type of people is directly affected by bullying?

3. What are the effects of this to one’s individual growth?

A. Psychological
 B. Social Interaction

C. Physical Health

D. Academic Performance

4. What are the possible ways to stop bullying in the community or society?

Significance of the Study

This study will be beneficial to the municipal officials, school personnel, parents, students another

researcher.

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 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. This 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 will make use of the result of our present study.

This study will serve as their basis and comparison to their future study.

Locale of the Study

Scope and Delimitation

 The focus of this study is to determine the impact of bullying to the student’s behavior

engagement for those pre-teenage students under 12-years old specifically year grade 5 and 6.

The researcher will delimit the study of the school’s personnel because it may cause delay

of lesson.
 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related foreign and local literatures and studies that support the topic.

Psychological Effect

Psychiatry (Edgmont). 2008 stated that children and adolescents who are repetitively bullied may

develop internalizing symptoms. For example, in a study of over 7,000 predominantly African-

American and Hispanic middle- and high-school students, Peskin and colleagues found that

victims of bullying reported frequent worries, sadness, nervousness, and fearfulness.

Other psychological sequelae may develop in the aftermath of repetitive bullying, including

anxiety and depressive symptoms and disorders. With regard to anxiety, in a Finnish study of

boys, Sourander and colleagues found that frequent bullying was a predicting factor for anxiety

disorders in early adulthood. In support of these data, Gladstone and colleagues found, in men

and women who were being seen in an outpatient depression clinic, that childhood bullying was

associated with high levels of general state anxiety.

In addition to anxiety, studies indicate a higher risk for depressive symptoms and disorders

among the bullied, both during childhood and in adulthood.

According to Brunstein Klomek and colleagues, frequent bullying may also heighten the risk for

suicidal ideation and attempts.

Bullying by peers may also contribute to the development of eating disorders (i.e., anorexia and

bulimia nervosa). As an example, in a large Finnish study, Kaltiala-Heino and colleagues found a

statistical association between being bullied and development of eating pathology, both in female
and male victims. In this latter study, bully victims also had an increased likelihood of

evidencing multiple mental disorders

Physical Health

Hager and Leadbeater, 2016 said that the physical health consequences of bullying can be

immediate, such as physical injury, or they can involve long-term effects, such as headaches,

sleep disturbances, or somatization. However, the long-term physical consequences of bullying

can be difficult to identify and link with past bullying behavior versus being the result of other

causes such as anxiety or other adverse childhood events that can also have physical effects into

adulthood.

Academic performance

Kochenderfer and Ladd, 1996; Schwartz et al., 2005 stated that given the impairments in brain

architecture associated with self-regulation and memory in animal models and the currently

limited imaging data in human subjects, this is a reasonable inference, although reverse causation

is possible. For instance, early life abuse and neglect impair these same abilities, lower self-

esteem, and may make an individual more likely to be a target of bullying.

Juvonen and colleagues (2011) examined the relation between victimization and academic

achievement across the three years of middle school. Academic adjustment was measured by

both year-end grades and teacher reports of engagement. These authors found that more self-

reported victimization was related to lower school achievement from sixth to eighth grade. For

every 1-unit increase in victimization (on a 1-4 scale), GPA declined by 0.3 points.
The Impact of Bullying on Students’ Behavioral

Engagement

Submitted by:
De-Andrie Gotuato
John Marco Pullante
Steven Gabriel
Ian Aubrey Del Rosario
Luisa Lachica

Submitted to:
Mr. Sai Bibon