“EFFECTS OF BULLYING AS PERCEIVED BY HIGH SCHOOL

STUDENTS IN BNHS”

________________

A Research Paper Presented to

The Instructor of the Criminology Department
Bataan Heroes Memorial College
Balanga City, Bataan

______________

In Partial fulfilment of
The Requirements for the Degree of
Bachelor Science in Criminology

_____________
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

The Department of Education is now in full advocacy for the wellness and

betterment of children. Different policies and guidelines is now in full

implementation intended to uplift the quality of education, improvement of

curriculum instruction and school management that best fit the required

performance. One of the programs being implemented is the “Child Protection

Policy” that includes the integration to different programs being promoted in

schools all throughout the country such as (a) Gender and Development), (b) Anti-

bullying Campaign, and (c) protection of the rights of a delinquent child.

Over the past decades, concerns as to the prevalence of social problems

experienced by children and youth has increased, these include acts such as

bullying and depression. Schools can influence the likelihood of students having

these types of problems (Mckenzie, 2014; Stover, 2016). Bullying is a growing and

a serious problem in many schools. Many students from different schools

experience bullying. The school is the place where students spend most of their

time in interacting with their classmates, teachers and staffs. It is a place where

they learn their lessons and communicate with others. Of the various forms of
school-based violence, bullying is the most prevalent according to the United

Nations Study on Violence against Children (2018).

Since students spend most of their time in school, directly or indirectly they

become part of bullying. They may become the victims, the perpetrators, and the

bystanders. Bullying occurs in schools because there are some students who feel

frustrated and scared in facing interpersonal, family, and academic stress without

getting any support from family and friends, thus making the school an outlet of

their problems and frustrations and in which case, bullying becomes a way to

release such stressful emotions.

Bullying is a special type of aggressive peer interaction in which a powerful

classmate for example, repeatedly intimidates, exploits and victimizes a weaker

classmate (Doll, Song & Slerners, 2014). According to Alberta Education (2018),

bullying is a relationship problem. It is the assertion of interpersonal power

through aggression. Bullying involves: a) repeated and consistent negative actions

against another; and b) an imbalance of power between the bully and the target

as a result of the bullying episode where the child who bullies may feel exited,

powerful and amused, while the target may feel afraid, embarrassed or hurt.

Students who are bullied are usually those who are quiet and not very noticeable.

They are the ones who are most likely not to say anything or those who are scared

to fight back against these bullies. Students who prefer to be alone or those

students with few friends, tend to be the victim of bullying. Many students

reported that bullies engage in bullying to make them feel better or to gain a
higher status (Varjas et. al, 2018). Most bullies do not realize how much he or she

can ruin someone’s confidence or someone’s life.

There have been a number of reports about bullying in schools in Asia

Pacific countries. Locals in Japan emphasized physical aggression, which is

followed by neglect; economic maltreatment; emotional abuse; verbal abuse;

blame and psychological abuse (Arai, 2016). Based on the comparisons from the

views of Hong Kong students, parents and teachers from the perspectives of

emotions; stress management; and interpersonal skills, Wong and his colleagues

(2015) found out that adolescents tend to report more stress problems from

studying and under-report socially undesirable behaviors. While experiencing

anger, females were more inclined than males to accept and tolerate verbal abuse,

suppress feelings, and attempt to please the abuses in the Philippines (Esteban,

2016).

In the light of the afore-mentioned situations, the proponent of this

research decided to conduct a study to know the effects of bullying to the grade

7 students of BNHS and to come up with the possible recommendation to solve

the existing problem.

Statement of the Problem

The study will focus on the effects of bullying as perceived by high school

students in BNHS, specifically it shall answer the following problem statements:

1. What is the demographic profile of the respondents in terms of:

 1.1 age;

1.2 gender;

1.3 grade level;

1.4 parents income; and

1.5 residence?

2. What are the type of bullying experienced by the students in terms of:

2.1 Physical

2.2 Verbal

2.3 Social

2.4 Cyber/Texting

2.5 Attacks on Property

3. What are the effects of bullying perceived by students in terms of:

3.1 individual welfare;

3.2 self-efficacy; and

3.3 academic performance?

Significance of the Study

The result of this study could be beneficial to the following:

School Administration- the result of the study will serve as basis for

strengthening the guidance on child protection and anti-bullying in school, and it

will help the administration to conduct proper intervention for the perceived

students who experienced being bullied at school.

Teachers-the result of this study will provide more insights to the different

experiences of students on bullying; so they could quickly identify and address

problems on their respective advisory and subject classes.

Parents- the result of this study will give information on the performance of their

children at school in terms of socialization, and especially academics. Also it serves

as a guideline to inform them that bullying might affect the academic performance

of their children, so that they may come up with a solution for the future to avoid

this from happening.

Students- the result of this study could provide them with information about the

different forms of bullying and provide inputs on understanding bullying not only

towards the victim but to the bully as well.

Guidance Councilor- In accordance with the Students Affairs Office they must

implement the same actions and guide the students, in order to basically avoid

bullying from happening. In addition as a disciplinary committee it can also serve

as basis of evidence and data that can be gathered upon surveying. This can also

add adequate information’s and ideas that can be used also for the future research

purposes.

Scope and Delimitation

The study will focus on the effects of bullying as perceived by high school

students in BNHS. The research shall employ a descriptive quantitative method of

research where average responses using scale points shall be basis for input data.

The respondents of the study will be students that experience bullying in the

school, respondents shall be purposively selected through the aide of guidance

record in the school within the last three years across all levels. The research shall

be conducted in BNHS due to its accessibility and possible number of respondents

therein.

Definition of Terms

Bullying. Bullying is defined as any severe, or repeated use by one or

more students of a written, verbal or electronic expression, or a physical act or

gesture, or any combination thereof, directed at another student that has the

effect of actually causing or placing the latter in reasonable fear of physical or

emotional harm or damage to his property; creating a hostile environment at

school for the other student; infringing on the rights of another student at school;

or materially and substantially disrupting the education process or the orderly

operation of a school.
 These acts include: unwanted physical contact between the bully and the

victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks,

inflicting school pranks, teasing, fighting and the use of available objects as

weapons; any act that causes damage to a victim’s psyche and/or emotional well-

being; any slanderous statement or accusation that causes the victim undue

emotional distress; and “cyber- bullying”.

These acts also include gender-based bullying, which is any act that

humiliates or excludes a person on the basis of perceived or actual sexual

orientation and sexual identity (SOGI).

Physical Abuse- means any non-accidental act or behavior causing injury, trauma,

or other physical suffering or bodily harm. Abusive acts toward children can often

result from parents' attempts at child discipline through excessive corporal

punishment.

Verbal Abuse-- consists of behaviors that are non-physical, but which can

still be rather damaging, such as being threatening, insulting, or humiliating

toward someone. Those who are verbally abusive tend to be so because they

believe it will give them more power and control in the relationship

Social Abuse-- is defined by the National Domestic Violence Hotline as

the use of technologies such as texting and social networking to bully, harass,

stalk or intimidate a partner. Often this behavior is a form of verbal and emotional

abuse perpetrated online

 Individual welfare-- pertaining to the life of every individual and

member of the society.

Self-efficacy— Psychologist Albert Bandura has defined self-efficacy as

one's belief in one's ability to succeed in specific situations or accomplish a task.

One's sense of self-efficacy can play a major role in how one approaches goals,

tasks, and challenges.

Academic performance-- is the measurement of student achievement

across various academic subjects or the performance of the students inside the

schools
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

This chapter presents the review of related literature and study that arrange
in thematic approach that will be served as the foundation of this research study.

Related Literature

According to the National Center for Education Statistics, nearly a

third of all students aged 12 – 18 reported having been bullied at school
in 2007, some almost daily. This article gives a general background on school
bullying. There are different categories of school bullying. One is pack bullying
which is undertaken by a group. The 2009 Wesley Report on bullying prepared by
an Australia-based group, found that pack bullying was more prominent in high
schools and characteristically lasted longer that bullying undertaken by individuals.
Pack bullying may be physical bullying or emotional bullying and be perpetrated
in person or in cyberspace. In person, it can take place in schoolyards, school
hallways, sports fields and gymnasiums, classrooms, and on the school bus.
Another one is individual bullying, a one-on-one bullying that may take place either
in person or online, as well as being physical bullying or emotional bullying. The
Wesley Report found it to be more prevalent in elementary schools. It can take
place everywhere that pack bullying can, and also in smaller areas into which a
pack can't fit, such as bathrooms.

According to D’cruze (2000), “The pattern of it has been described as

interpersonal violence in everyday life”. It only defines that the act of bullying and

its term are only pattered on what is in reality happening in human nature, which

the behavioral act of humans toward another creates gap that reflects power to

each other. Violence is one that describes harming someone, either physical or
mentally. History of racism is widespread and it only concludes that bullying is

happening on our daily lives. Inflicting harm to someone is not a new act of

bullying rather, it’s much earlier to say that making violence to each other are the

one can be labeled on initial acts of bullying.

Hymelet. Al., (2005) said that bullying can be a source of health

problem, especially physical health issues, because of anxiety and physical injury

on contacts from the bully. Most of the people who are being bullied take place in

public for the bully to humiliate much more the person. The act of bullying is

greatly affected by those who stands against the act, because somehow it makes

the bully to rethink of what he is doing, especially if one of the against it is their

peers or friends. The society takes a very special role in lessening the cases of

bullying, because they can do something against it while it is happening. It’s just

a matter of whether you will stand for what is right, or just let this act continue

and somehow when time comes, your kids can be the next ones to be bullied.

Murkowski et al., (2001) viewed bullying from a group dynamics

perspective i.e. integrity, homogeneity, and other evolutionary changes are

viewed in group as goals in group dynamic perspective. The attainment of these

goals is given utmost value by all members of a group. Those children who are

considered as hindrance or those who are supposed to be unable to achieve these

goals are victimized and excluded from the specific group by other members of

that particular group. As a result these children are observed to be anxious and

they become socially isolated because of their inability to accept ecological

changes and adaptability to meet the desired requirements to stay along the

group. Thus such children are victimized and rejected because these threaten

consciously or unconsciously, group integrity, and other ecological changes

through different

Hawker & Bolton (2001) using the concept from social order theory

presented a different explanations about bullying. Within the society individuals

have different roles and power within the society. This power is exhibited in the

form of aggression. Terasahjo & Salmivalli (2003) proposed individuals in

two forms on the basis of aggression (a) physically aggressive (b) verbally

aggressive. Aggressive behavior is reinforced and power within the group is valued

ways.

Cardigan (2003) also observed bullying as a socialization process and

gender policing in many qualitative studies .According to these researchers, in

socialization process power is valued, so victim is observed to show deviation both

in behavior and appearance.

Ma (2001) extended the knowledge about victim bully cycle and argued

that gender, effective socioeconomic status, physical health all contributed to

victim bully cycle. Though parental care, their socioeconomic status, number of

siblings, family system and academic conditions were considered to contribute to

a great extent in the victim bully cycle, but researchers showed that these factors

have no notify able effect on students of any grade. Affective home conditions

were also considered the main characteristics of bullies, then victims in the school.
The students with well established affective conditions show no bullying behavior.

But students with poor affective conditions are considered at risk of bullying others

than to be bullied by others. Among all factors and variables researchers found

school climate as major factor to contribute in victim bully cycle. School location,

its disciplinary actions are associated with bullying behavior of individuals, school

climate can be changed through the implementation of various policies, practices

whereas school context is unchangeable. Parents, administration teaching staff

and local bodies can control school climate through their active participation and

may be considered helpful in reducing bullying in the early stages of middle school.

According to Hoover & Olson (2000), bullying also impact school and

communities. They suggested some characteristics of schools which promote

bullying. The students studying in such schools feel: a) unsafe; b) overt behavior;

c) Mistrust; d) gang formation either formal or informal. They do all these to

promote bullying or to protect the group from bullying. Actions are taken against

such schools by parents and community to reduce poor educational climate.

More over bullying is not a result of large or small class sizes or academic

competition. Underlying violent conduct are the behaviors, beliefs and attitudes of

all the persons involved, be they affection, regard, satisfaction, friendship,

teamwork or tolerance, as well as dislike, discrimination, favoritism, omission and

intolerance.

Belaya and others, 2006; Gazelle,2006; Ortega, 2000; Kuperminc, Lead

beater and Blat, 2001; (2010) said that bullying and its various forms are an
integral part of the school and classroom life and climate which pupils live and

breathe. Hoover,

Oliver, & Hazler (2012) believed that bullying has severe impact on the

lives of individuals. They affect and impose not only upon the well-being of every

member of the educational community, but also upon their practices and

performance. The universal presence and extent of school bullying and, above all,

its consequences for the socio affective and cognitive growth of students make it

a priority in the analysis of school climate and coexistence, which are keys to

students’ learning and development.

Barone (2000) argues that anti–bullying will improve and will be a source

of initiating a healthy disciplinary environment. A lot of researches are conducted

to know the needs of individuals for guiding the educators and policy makers.

Basic physical care security, guidance, support, love, affection and respect are

perceived as basic needs of individuals. According to

Houston et al., (2009) through the introduction of peer support system,

many relationship problems such as rejection, isolation, and social exclusion have

become identifiable. The trainings of school heads, staff are considered essential

to understand the functions, duties, responsibilities of peer support system to

introduce preventions and interventions.

Juvoven et al. (2011) finds that bullying experiences are connected with

lower academic performance of students of public middle schools in Los Angeles.

 According to the article, “Stellar Bully Project” by Stellar

(2011), these are the causes of bullying: the bullies want to get noticed; they

like having power over their peers; they have problems at home; they think that

it is “cool and funny”; they have aggressive personality; they experienced lack of

adult supervision; jealousy; revenge; and the need to release their feelings out on

others. While the effects of bullying are: low self-confidence, depression, suicidal

thoughts and suicide attempts (as mentioned earlier), abnormal fears and worries,

sleep disorders, nervous habits, frequent crying, bed-wetting, poor appetite or

digestive problems, school problems, rage, psychological post-trauma disorders,

self-destructive behaviour and lastly, alcohol or substance abuse. Therefore,

bullying is an important issue that needs close attention from both parents and

schools. Bullying needs to be resolved at early stage to avoid further problems for

long period of time

Lyness (2013) also suggested that, for younger kids, the best way to

solve a bullying problem is to tell a trusted adult. For teens, though, the tell-an-

adult approach depends on the bullying situation. One situation in which it is vital

to report bullying is if it threatens to lead to physical danger and harm. Numerous

high school students have died when stalking, threats, and attacks went

unreported and the silence gave the bully license to become more and more

violent. Sometimes the victim of repeated bullying cannot control the need for

revenge and the situation becomes dangerous for everyone

RELATED STUDY
 Skrzypiec (2008) administer a survey by involving almost 1400 seventh-

, eighth- and ninth graders in Australian primary schools and examined the effects

of bullying on students’ learning and their social and emotional wellbeing and

mental health status. The analysis found that a third of students who had been

seriously bullied also reported having serious difficulties in concentrating and

paying attention in class because of bullying and the fear associated with it. The

report (Plan International, 2008) finds that bullying is common in schools

throughout the world and that bullied students often develop concentration

problems and learning difficulties. Bullying is a form of social interaction that many

school children experience. Among all methods of bullying assessment ,self-

reports are valued more ,in which individuals are asked to indicate frequently

experienced forms of harassment with a specified time frame or they are asked

to express their subjective feelings of being a victim

Nishina & Juvonen (2003) compared the relative frequencies of

different bullying behavior experienced by students and concluded verbal

aggression to occur more than frequently than physical or indirect aggression.

Konishi et al. (2010) studied the links between school bullying and

student-teacher relationships and academic achievement in Canadian schools. The

study worked with data for almost 28 thousands 15-year-old students participating

in the Program for International Student Assessment conducted by Organization

for Economic Cooperation and Development in 2006. Results of multilevel analyses

showed that academic achievement was negatively related to school bullying and
positively related to student-teacher connectedness. In other words, students who

reported being bullied or suffering some other form of peer mistreatment showed

lower academic achievements than their non-bullied peers. Students who reported

a better rapport with their teachers also showed higher academic achievements.

Lacey et al. (2011) demonstrate the effect of bullying and bullying

climate on achievement in high schools of Virginia. The authors use data for

students of the 9th to - 12th class grade. The victims are identified by asking

students whether they were bullied, whereas the bullying climate was measured

by scale which describes the extent of bullying at school.. The results show

negative effect on students’ performance; moreover, the bullying climate does not

correlate with student poverty, school size and the proportion of minority students

in the school.

Luiselli et al. (2005) studies the relationship between students’ behavior

at school and their performance. Unlike other papers, this study examines the

implementation of the program which supports positive behavior at elementary

school in urban areas. The program consisted of special training for teachers and

administration, discipline referrals which were completed for students who

misbehaved, making the student to remain out of school for several days,

increasing classroom activity engagement and reinforcing positive performance.

As a result of such intervention discipline problems decreased and students’

performance increased significantly in reading and mathematics tests.

 In connection to this, Skiba R.J. and Peterson (2000), in their study

entitled “School Discipline at a Crossroads” stated that harsh and punitive

disciplinary policies often can create a negative school climate rather than

improving student behavior. Schools have a long history of expelling and

suspending students because of their DISRUPTIVE, dangerous, or otherwise

challenging behavior. But according to the study conducted by Maag J.W. (2001)

entitled “Rewarded by punishment: Reflections of the disuse of positive

reinforcement in schools”, stated that Discipline policies, such as, suspensions and

expulsions, do not attempt to modify behavior or provide students with skills for

improvement.

Espero and Espinosa (2010) aimed to explore and elaborate the

concept of bullying in the elementary school setting and based on experiences

and perceptions of the students, showed that there is a different conception of

bullying. Grades 3 to 5 students concurred that bullying comprises primarily of

physical hurting and threats whereas the grade 6 students believe that there are

other forms. Another particular note in that study was that there are different

viewpoints on the awareness of the bullies regarding the morality of their act

among the respondents, where students from grades 4 to 6 believed that the

bullies were aware that what they are doing is wrong. The grade 3 students,

however, believe otherwise, which can be inferred to the fact that they were not

yet experienced the different forms of bullying. In here we infer that there can be
a same scenario in which lack of awareness on bullying is relevant in the tertiary

level.

Espero and Espinosa (2010) aimed to explore and elaborate the

concept of bullying in the elementary school setting and based on experiences

and perceptions of the students, showed that there is a different conception of

bullying. Grades 3 to 5 students concurred that bullying comprises primarily of

physical hurting and threats whereas the grade 6 students believe that there are

other forms. Another particular note in that study was that there are different

viewpoints on the awareness of the bullies regarding the morality of their act

among the respondents, where students from grades 4 to 6 believed that the

bullies were aware that what they are doing is wrong. The grade 3 students,

however, believe otherwise, which can be inferred to the fact that they were not

yet experienced the different forms of bullying. In here we infer that there can be

a same scenario in which lack of awareness on bullying is relevant in the tertiary

level.

Another study conducted by the British-based Plan International

(2008) entitled “Toward a Child-Friendly Education Environment A Baseline Study

on Violence Against Children in Public Schools” showed that at least 5 out of 10

children in Grades 1-3, 7 out of 10 in Grades 4-6, and 6 out of 10 in high school

have experienced some kind of violence in school. Verbal abuse (which includes

being ridiculed and teased, being shouted at and being cursed or spoken to with

harsh words) was listed as the prevailing form of violence experienced by children
in all school levels. They also included family background and personal

circumstances, influence of peers and media, lack of awareness about children’s

rights, fear, inability of authority figures to respond to cases, and lack of policies

as influential factors to incidences of violence in schools.

Comedis (2014) titled “The Role of Social Skills in the Academic

Performance of De La Salle Araneta University Freshmen Students: Creating A

Culture “focused and aimed at the significant relationship between social skills and

academic performance in Sociology, confirmed of an indication that students' pro-

social behaviors affect teachers' behavior and students' own actual achievements,

and therefore concluded, that there is a significant relationship among social skills

and academic performance in the Philippine college setting.

In a study entitled “Literature Review of Bullying at Schools” the researcher,

Carla Bennett,(2015) analyzed that bullying does not need to be a reality that

students face. As more schools adopt whole school prevention programs and

actively work with students, staff, and parents in effectively addressing the issues

of bullying in each individual school, students will develop into adults with empathy

for one another, acceptance of personal differences, and knowledge of how to

solve problems and resolve conflict and by intervening with students during their

school years, the bully-victim cycle that takes place in adolescence and adulthood

may decline with each graduating class, in turn ending the bully-victim cycle that

takes place in early years and eventually putting an end to behaviors that have

grown to crisis status in recent years.

 Wolke, Lereya, et.al. (2013) made a research titled “Adult

Psychiatric Outcomes of Bullying and Being Bullied by Peers in Childhood and

Adolescence “with the goal of testing whether bullying victimization in the

elementary level could predict psychotic experiences in late adolescence showed

that victims of bullying had a higher occurrence of psychotic experiences at 18

years of age. The researchers therefore concluded that any involvement in

bullying, whether as a victim, bully/victim or bully may increase the danger of

developing psychotic experiences in adolescence..

On a study conducted by Dr. Iris WagmanBorowsky in 2010 showed

in its results how, in more than one hundred and thirty thousand students

surveyed, twenty-two percent (22%) of them reported of having suicide attempts

(Borowsky, 2010). Physical abuse, sexual abuse, a mental health problem, and

running away from home were also parts of the reports of those sixth, ninth, and

twelfth graders that they surveyed (Borowsky, 2010). This study proves yet

another unnerving account of not only the youth’s but people in general’s

tendency of succumbing in the depths of negativity, which, more than often, based

on the other studies mentioned here, leads to the unthinkable.

Another study related to suicide attempts due to bullying was

conducted by Dr. Mark Hatzenbuehler and Dr. Katherine Keyes in 2006-

2008 (Hatzenbuehler and Keyes, 2006-2008). This time, they conducted the

study on the Lesbians, Gay, Bisexual, and Transgender (LGBT) community in

Oregon, USA. Many of them, the study was ninety-five percent confident, most
likely did 2.25 times suicide attempts. These people were, on the other hand, from

a county wherein there are few anti-bullying policies implemented. And the study

shows that counties or places with fewer or no anti-bullying policies implemented

for the LGBT community has a bigger chance of having young lives taken from its

population count than those with abundant ones. Another implication yet was

made here on how people’s different perceptions and upbringings have impacted

not just themselves, but also those that they meet.

On a study conducted in North England, as mentioned above, it

showed another implication of how bullying affects, not just those who bully and

are bullied, but even those who have heard, or witnessed first-hand an account

of bullying

Rivers and Noret, (2010). In this study, those who have witnessed

bullying reported some symptoms of suicidal attempts. Among boys, it was

concluded in this study that if they feel helpless, being perpetrated repeatedly,

and having a less supportive home environment leads to more tendency of having

ideas of ending their lives. A conclusion of this study, as well, was that

helplessness, if coupled with witnessing a bullying account, wherein the victim is

perceived helpless – thus, increasing more and more feeling of helplessness—

creates, in the onlooker’s mind, ideas of suicide. Thus, feelings created due to

bullying, whether they are felt by the onlookers or bullies or victims themselves,

play a very significant role in this study of the effects of bullying.

 On another study (Klomek, Kleinman, Altschuler, Marrocco,

Amakawa, Gould, 2011), it was shown, from the range of ninety-six students

who whom the study was conducted upon, that those involved in the actual

bullying (the bullies and the victims), have a higher and greater risk of having

ideas relating to suicide.

A study of King, Horwitz, Berona, Jiang, (2013) shows that

young adults, who are just some time older than the common bully victims and

bullies, actually have a higher risk of engaging into suicidal behavior, compared

to the younger ones like those from middle school. It then indicates that because

that period of time is most commonly seen as one of the most emotional period

in a person’s life.

An interesting study which focused on the tendency of the both

sexes to commit suicide, and is related to the study, which therefore is being

stated showed that of all the data that the researchers have gathered, most of

the deaths are those of men (Karch, Logan, McDaniel, Floyd, Vagi, 2013). An

interrelated result is that a percentage of it, is because of bullying. And take into

consideration that the study was conducted based on a scale or range of ten- to

seventeen-year-old people.

According to a study from the Massachusetts Department of Public Health

and the Centers for Disease Control and Prevention, more than 1 out of 4 middle

school students say they have been bullied, while 15% of high schools students

answer similarly. Bullying can lead to any number of problems for victims,
including a higher suicide rate, worse performance in school and more. According

to the CDC: 22.5% of high school bullying victims are likely to consider suicide;

40.9% of middle school bullying victims are likely to intentionally harm

themselves; 20.4% of high school bullying victims are likely to be physically hurt

by a family member. However, many parents, teachers and school administrators

are not taking the necessary steps to prevent bullying. In fact, some adults

consider bullying a part of growing up and something that will pass over time. But

in reality, bullying can cause long-lasting mental and emotional damage, including

depression and anxiety. This is not an issue that only affects the victims either.

Dunne (2010) set out to investigate the consequences of bullying in

terms of school absenteeism in senior high schools in Ghana. As expected, boys

and girls who experienced physical and psychological bullying in senior high

schools were more likely to report unexcused absences from school than those

who were not bullied. He did not find gender differences in the associations

between school absenteeism and the frequency or type of bullying. Boys and girls

who were physically or psychologically bullied were almost twice as likely to miss

school as those who were not bullied.

Legal Basis of Support for Bullying at School

UNICEF (2010) noted that “All children have the right to be protected from

violence, exploitation and abuse. Yet, millions of children worldwide from all socio-
economic backgrounds, across all ages, religions and cultures suffer violence,

exploitation and abuse every day. Millions more are at risk.”

Dealing with pupils negative behavior parents should be aware of the type

of discipline to be used. Positive punishment is highly effective rather than using

force or physical punishment but assertive discipline sometimes needed in other

circumtances. Here are the following laws that mandated all concerned in dealing

to protect the right of every child. Presidential Decree No. 603, s. 1974 of Art. 3

with the Rights of the Child of Sec. 8 stated that ” Every child has the right to

protection against exploitation, improper influences, hazards, and other conditions

or circumstances prejudicial to his physical, mental, emotional, social and moral

development.”

Another law is the Republic Act No. 7610 known as an "Special Protection

of Children Against Abuse, Exploitation and Discrimination Act" which state Section

2 Declaration of State Policy and Principles. It is hereby declared to be the policy

of the State to provide special protection to children from all firms of abuse,

neglect, cruelty exploitation and discrimination and other conditions, prejudicial

their development; provide sanctions for their commission and carry out a

program for prevention and deterrence of and crisis intervention institutions of

child abuse, exploitation and discrimination. The State shall intervene on behalf of

the child when the parent, guardian, teacher or person having care or custody of

the child fails or is unable to protect the child against abuse, exploitation and
discrimination or when such acts against the child are committed by the said

parent, guardian, teacher or person having care and custody of the same.

This statement of Rep. Villar highly suggests that the laws dealing with the

rights and welfare of the children are needed to be implemented and utilized to

the fullest than never. The assessment on administering Child Protection Policy is

in accordance with the DepEd Order No.40 series 2012 known as DepEd Child

Protection Policy and its conceptual literature is somehow related on the following

existing laws:

Under the Philippine Constitution of 1987 child’s protection is clearly stated

and enclosed on the following article(s): Art. XV. Sec. 3, (b). 1987 Philippine

Constitution: “the State shall defend the right of children to assistance, including

proper care and nutrition, and special protection from all forms of neglect, abuse,

cruelty, exploitation and other conditions prejudicial to their development…”

Article XIV, Section 3, and (b): “all educational institutions shall inculcate

patriotism and nationalism, foster love of humanity, respect for human rights…

Article 218, 220, 233 of the Family Code of the Philippines and PD 603 “gives the

school, its administrators and teachers, or the individual, entity or institution

engaged in child care the special parental authority and responsibility over the

minor child while under their supervision, instruction or custody”… the Philippine

Constitution.
 The Republic Act No. 10627 known as the “Anti-Bullying Act of 2013”

under Sec. 3 which is the Adoption of Anti-Bullying Policies state that “ All

elementary and secondary schools are hereby directed to adopt policies to address

the existence of bullying in their respective institutions.” According to R.A. 10627

(Anti-Bullying Act of 2013) under Rules 4 of Section 6 state that “All public and

private schools shall adopt bullying prevention programs. These programs shall

be applicable to all students regardless of level of risk or vulnerability to bullying.

Said programs shall also be comprehensive, multi-faceted and shall involve all

education stakeholders and personnel. Interventions may include programs such

as counseling, life skills training, education, and other activities that will enhance

the psychological, emotional and psycho-social well-being of both the victim and

the bully.”

Meanwhile, in section 8 paragraph 4, public and private kindergarten,

elementary and secondary schools, through their administrators, principals, and

school heads, shall adopt and implement a child protection or anti-bullying policy

in accordance with this implementing rules and regulation submit the same to the

Division Office. The anti-bullying policy may be a part of the school’s child

protection adopted by the school. Such policy shall likewise be included in the

school’s student and / or employee handbook and shall be conspicuously posted

on the school walls and website, if there is any; educate students on the dynamics

of bullying, the anti-bullying policies of the school as well as the mechanism for

the anonymous reporting of acts of bullying or relation and educate parents and
guardians about the dynamics of bullying, the child protection or anti-bullying

policy of the school and how parent and guardians can provide support and

reinforce the said policy at home.

Section 7 of the anti-bullying law on the other hand, tells that there

shall be an intervention programs to promote the continuity of comprehensive

anti-bullying policies. Intervention refer to a series of activities which are designed

to address the following issues that influence the students to commit bullying;

factors that make student a target of bullying; and effect of bullying provisions of

this act.

In addition, Luistro (2013) noted that RA 10627 has enhanced DepEd

existing Child Protection Policy (DepEd Order No. 40, s. 2012) which puts primary

importance on the well-being of children and to promote a zero-tolerance policy

for any act of child abuse, exploitation, violence, discrimination, bullying and other

related offenses. He said that the Act contributed to the Department’s continuing

push to develop safe and nurturing learner-centered institutions.

Whereas, the implementation of the Child Protection Policy is guided

accordingly with the DepEd Order No. 40, series of 2012 for the information and

guidance of all concerned, the Department of Education (DepEd) issues the

enclosed copy of the Policy and Guidelines on Protecting Children in School from

Abuse, Violence, Exploitation, Discrimination, Bullying and Other Forms of Abuse

entitled "DepEd Child Protection Policy."

 Likewise, the Family Code of the Philippines is quite clear on the matter:

“Article 233. The person exercising substitute parental authority shall have the

same authority over the person of the child as parents.”

Moreover, Republic Act No. 7610 known as an "Special Protection of

Children Against Abuse, Exploitation and Discrimination Act" which state in Section

2 under the declaration of state policy and principles state that “It is hereby

declared to be the policy of the state to provide special protection to children from

all firms of abuse, neglect, cruelty exploitation and discrimination and other

conditions, prejudicial their development; provide sanctions for their commission

and carry out a program for prevention and deterrence of and crisis intervention

in situations of child abuse, exploitation and discrimination. The State shall

intervene on behalf of the child when the parent, guardian, teacher or person

having care or custody of the child fails or is unable to protect the child against

abuse, exploitation and discrimination or when such acts against the child are

committed by the said parent, guardian, teacher or person having care and

custody of the same.”

The state gives also protection to young children specifically the elementary

grade level and high school students before their parent or guardians, teachers or

to any person having of the custody of the child committing any forms of abuses.

Republic Act No. 9208 known as the “Anti-Trafficking in Persons Act of

2003.” As Sec. 3 defined (b) Child refers to a person below eighteen (18) years of
age or one who is over eighteen (18) but is unable to fully take care of or protect

himself/herself from abuse, neglect, cruelty, exploitation, or discrimination

because of a physical or mental disability or condition.

This law also protect the child under 18 years of age especially those who

are in school (elementary/high school students) against to those who wants to

take an advantage in behalf of a child’s weakness.

And lastly, the Republic Act No. 9344 known as the “Juvenile Justice and

Welfare Act of 2006” state that “It shall cover the different stages involving

children at risk and children in conflict with the law from prevention to

rehabilitation and reintegration.” Under the declaration of state policy, in Sec. 2

it states in the following: (c) The State likewise recognizes the right of children to

assistance, including proper care and nutrition, and special protection from all

forms of neglect, abuse, cruelty and exploitation, and other conditions prejudicial

to their development; (d) Pursuant to Article 40 of the United Nations Convention

on the Rights of the Child, the state recognizes the right of every child alleged as,

accused of, adjudged, or recognized as having infringed the penal law to be

treated in a manner consistent with the promotion of the child’s sense of dignity

and worth, taking into account the child’s age and desirability of promoting his/her

reintegration. Whenever appropriate and desirable, the State shall adopt

measures for dealing with such children without resorting to judicial proceedings,

providing that human rights and legal safeguards are fully respected. It shall
ensure that children are dealt with in a manner appropriate to their well-being by

providing for, among others, a variety of disposition measures such as care,

guidance and supervision orders, counseling, probation, foster care, education

and vocational training programs and other alternatives to institutional care.

It is also supported by the Ethics of Professional Teacher Promulgated by

Board of Professional Teachers by virtue of the resolution No. 435, series of 1997

prescribes in Sec. 8 (Teachers and Learners) that teacher shall not inflict corporal

punishment for acts which clearly not manifestation of poor scholarship.

There are so many existing laws that are intended for the development of

child protection in the Philippines. In contrast with the implementation of these

laws, according to the study of the Philippine Legislator’s Committee on Population

(PLCP) and with the United Nations International Children’s Emergency Fund

(UNICEF, 2016) revealed that the public is not well-informed on the laws

particularly with RA 7610 (Special protection of Children against Child Abuse) and

RA 9262 (Anti-violence against women and their children) due to lack of funds in

desiminating of the information. Furthermore, most of the victims of human

trafficking are women and youth because do not know how they can protect

themselves from this kind of human abused. In addition, undersecretary for Legal

and Legislative Affairs, Atty. Alberto Muyot (2013) states that “hindi pwedeng

mawala ang Department of Education (DepEd) sa child protection. Tayo ang tulay

sa reintegration ng mga children at risk at mga children in conflict with the law.”
Concept of Bullying in the Schools

According to the paper, Bullying in Middle Schools: An Asian Pacific

Regional Study by the Asia Pacific Education Review (2018, Vol.9, No.4), “Filipino

children have a higher rate of being “made fun of” by other children (57-58%)

than school children in Australia, Hong Kong, Indonesia, Japan, Malaysia, New

Zealand, Singapore, and Taiwan.”

In a study conducted by DepEd, Muyot (2017) claimed that the Survey of

Students in public schools is already an eye-opener detailing the increasing

concerns of high school students to bullying. Seventy-four percent of secondary

school student-respondents, pointed out that bullying is their main concern

compared to child abuse. Another growing concern he pointed out are the rising

cases of psychological bullying in the advent of social networking sites like

Facebook and Twitter, where students are exposed to cyber bullying.

Here in the Philippines, Filipinos are definitely enjoying the perks of what

technology brings. In fact, the Philippines is often dubbed as the “Texting Capital

of the World”, as Filipinos send billions of text messages per year. This is the

reason why cyber bullying is very rampant in the society. Some people send

messages through text, e-mails, and even some social networking sites to destroy

other’s reputation. In high school, there are different behaviors of students that

fall along different types of bullying. These include direct and indirect bullying.

Sometimes, it may be physical such as fighting, punching, pushing, kicking,

hitting, strangling, beating, physical assault, and direct vandalism (Hawker and

Boulton, 2014).

Verbal bullying is another type where it goes to the core on how we treat

each other (Freedman, 2017). Verbal bullying begins when children and people in

general do not treat each other with respect and use vulgar words to hurt or to

humiliate another person which includes name calling, insulting, making racist

comments, and constant teasing (Kevorkian & D’Antona, 2018).

Social bullying is a type that also happens in school. Social bullying occurs

when one or more students try to ignore and exclude one student from their group

or peers. Students also bully through attacks on property. They tend to get things

from others without the consent of the owner or they hide the things they get

from owners.

Another type is cyber bullying wherein, electronic communication is used

by perpetrators to maintain anonymity and give them the capacity to post

messages to a wide audience. In today’s reality, where communication is 24/7, it

is becoming more and more difficult to get separated from your own personal

gadgets. Text messaging can be a link or a tool to exclude and hurt others

(Rouralski& Limber, 2017). Students send text messages that can destroy others’

reputations.

Students who use their friends to bully others are called relational bullies

(Bullock, 2017). They use their relationships to hurt their own peers. For instance,
a bully spreads lies about a member of their group, spoils others’ secrets, and

asks someone else to attack a certain person. Hawker and Boulton (2014)

concluded that students who are victimized by peers suffer a variety of

psychological distress. They feel more anxious, depressed, lonely, and feel worse

about themselves than the non-victims.

Students have reasons to perform bullying. Bullying can be modeled.

Moreover, they can be acquired from their families and their culture (Macklem,

2018). If their families use an aggressive behavior to solve problems, children

learn to communicate with others and also achieve their goals aggressively

(Orpinas & Horne, 2016). Boys prefer performing physical bullying to express their

masculinity (Chui, 2018). They want to show their power in order to control others

(Macklem, 2018). Furthermore, boys are able to gain happiness and pleasure

when they bully (Chan & Chan, 2015). Girls who bully could be smaller (Macklem,

2018). Girl bullies try to gain attention from other people. Girls tend to be more

insecure and jealous because they want to establish a high social status. One

research proposed that girls bully their peers in order to create excitement in their

social lives in order to do away with boredom (Owen, 2015). Bullying could also

be an influence of media like television shows, music, websites, and videogames

that encourages and even praises violent behaviors as means to assert one’s self.

Taken out of the context, a troubled child may use these examples as a way to

perform aggressiveness and to gain popularity between peers and other people.
One reason why students perform bullying is that they want to catch the attention

of others so that others will feel weak and scared, thus taking advantage of them.

When bullying incidents occur in school, they interfere with the student’s

learning and academic performance, thus, making their performance decline and

may result to further disruption to the educational process due to suspensions and

expulsions (Washington State Report, 2018). It has also been found that it affects

school achievement, pro-social skills, and the psychological well-being of both the

bully and the victim (Boulton, Trueman& Murray, 2018). Many children skip school

for the fear of being bullied or teased in school, and other students tend to drop

out of school and prefer to stay home. In addition, when students are unable to

focus on their academics because of the fear for their safety and the risk of being

bullied, they are now robbed from the opportunity to learn. Students who are

victims of bullying are at risk of developing severe psycho-social adjustments and

emotional problems, which may persist into adulthood (Raesaenen & Puura,

2016). Recently, emerging studies equally indicated that bullied children were

significantly likely to report of having insomnia, they bed wet, feel sad, and

experience headaches and stomachaches (Monks, Smith, Naylor, Barter & Irelend,

et.al., 2018).

Students who experience bullying incidents may have different ways in

coping with the situation. Students may tell to their parents or teachers. Some

students remain silent, because they are afraid that the situation will become

worse. Other students fight back the bully to defend themselves from being
bullied. Some students become emotional, they cry to lessen the feeling of being

bullied. There is also a possibility that the victims become the bully. The victims

try to talk it out with other people to express their feelings and to seek comfort

from them. Nonetheless, students who experience bullying may have different

ways of coping with the bullying situations. Several studies in western societies

about their primary and secondary school ages have indicated that in general,

more successful strategies can include telling the experience to their teacher,

asking a friend for help, or just simply ignoring the situation. Less successful

strategies may include fighting back or passive helpless behavior (Hunter et.al.,

2014; Naylor et.al., 2016).

Conceptual Framework

Figure 1. Research Paradigm

The diagram shows the relationship between the dependent and

independent variables of the study. The independent variables that will not be
affected by any other factors in the course of the study is composed of the

demographic profile of the study. The factors that will be determine based on the

tallied responses pertaining to the type of bullying experienced by the students

and the effects of bullying perceived by students. The pointing arrow at the middle

represents the relationship of two variables of this study.

Theoretical Framework.

This study is guided by Jean Piaget’s Moral Development Theory (1950).

Moral Development Theory is defined as the process through which children

develop proper attitudes and behaviors toward other people in society, based on

social and cultural norms, rules, and laws.

Moral development is a concern for every parent. Teaching a child to

distinguish right from wrong and to behave accordingly is a goal of parenting.

Jean Piaget, a Swiss psychologist, explored how children developed moral

reasoning. He rejected the idea that children learn and internalize the rules and

morals of society by being given the rules and forced to adhere to them. Through

his research on how children formed their judgments about moral behavior, he

recognized that children learn morality best by having to deal with others in

groups. He reasoned that there was a process by which children conform to

society's norms of what is right and wrong, and that the process was active rather

than passive.
 Piaget found two main differences in how children thought about moral

behavior. Very young children's thinking is based on how actions affected them or

what the results of an action were. For example, young children will say that when

trying to reach a forbidden cookie jar, breaking 10 cups is worse than breaking

one. They also recognize the sanctity of rules. For example, they understand that

they cannot make up new rules to a game; they have to play by what the rule

book says or what is commonly known to be the rules. Piaget called this "moral

realism with objective responsibility." It explains why young children are

concerned with outcomes rather than intentions.

Older children look at motives behind actions rather than consequences of

actions. They are also able to examine rules, determining whether they are fair or

not, and apply these rules and their modifications to situations requiring

negotiation, assuring that everyone affected by the rules is treated fairly. Piaget

felt that the best moral learning came from these cooperative decision-making

and problem-solving events. He also believed that children developed moral

reasoning quickly and at an early age.

Lawrence Kohlberg, an American psychologist, extended Piaget's work in

cognitive reasoning into adolescence and adulthood. He felt that moral

development was a slow process and evolved over time. Still, his six stages of

moral development, drafted in 1958, mirrors Piaget's early model. Kohlberg

believed that individuals made progress by mastering each stage, one at a time.

A person could not skip stages. He also felt that the only way to encourage growth
through these stages was by discussion of moral dilemmas and by participation in

consensus democracy within small groups. Consensus democracy was rule by

agreement of the group, not majority rule. This would stimulate and broaden the

thinking of children and adults, allowing them to progress from one stage to

another.

PRECONVENTIONAL LEVEL. The child at the first and most basic level, the

preconventional level, is concerned with avoiding punishment and getting needs

met. This level has two stages and applies to children up to 10 years of age.

Stage one is the Punishment-Obedience stage. Children obey rules because

they are told to do so by an authority figure (parent or teacher), and they fear

punishment if they do not follow rules. Children at this stage are not able to see

someone else's side.

Stage two is the Individual, Instrumentation, and Exchange stage. Here,

the behavior is governed by moral reciprocity. The child will follow rules if there

is a known benefit to him or her. Children at this stage also mete out justice in an

eye-for-an-eye manner or according to Golden Rule logic. In other words, if one

child hits another, the injured child will hit back. This is considered equitable

justice. Children in this stage are very concerned with what is fair.

Children will also make deals with each other and even adults. They will

agree to behave in a certain way for a payoff. "I'll do this, if you will do that."

Sometimes, the payoff is in the knowledge that behaving correctly is in the child's
own best interest. They receive approval from authority figures or admiration from

peers, avoid blame, or behave in accordance with their concept of self. They are

just beginning to understand that others have their own needs and drives.

CONVENTIONAL LEVEL This level broadens the scope of human wants and

needs. Children in this level are concerned about being accepted by others and

living up to their expectations. This stage begins around age 10 but lasts well into

adulthood, and is the stage most adults remain at throughout their lives.

Stage three, Interpersonal Conformity, is often called the "good boy/good

girl" stage. Here, children do the right thing because it is good for the family, peer

group, team, school, or church. They understand the concepts of trust, loyalty,

and gratitude. They abide by the Golden Rule as it applies to people around them

every day. Morality is acting in accordance to what the social group says is right

and moral.

Stage four is the Law and Order, or Social System and Conscience stage.

Children and adults at this stage abide by the rules of the society in which they

live. These laws and rules become the backbone for all right and wrong actions.

Children and adults feel compelled to do their duty and show respect for authority.

This is still moral behavior based on authority, but reflects a shift from the social

group to society at large.

POST-CONVENTIONAL LEVEL. Some teenagers and adults move beyond

conventional morality and enter morality based on reason, examining the relative
values and opinions of the groups with which they interact. Few adults reach this

stage.

Correct behavior is governed by the sixth stage, the Social Contract and

Individual Rights stage. Individuals in this stage understand that codes of conduct

are relative to their social group. This varies from culture to culture and subgroup

to subgroup. With that in mind, the individual enters into a contract with fellow

human beings to treat them fairly and kindly and to respect authority when it is

equally moral and deserved. They also agree to obey laws and social rules of

conduct that promote respect for individuals and value the few universal moral

values that they recognize. Moral behavior and moral decisions are based on the

greatest good for the greatest number.

Stage six is the Principled Conscience or the Universal/Ethical Principles

stage. Here, individuals examine the validity of society's laws and govern

themselves by what they consider to be universal moral principles, usually

involving equal rights and respect. They obey laws and social rules that fall in line

with these universal principles, but not others they deem as aberrant. Adults here

are motivated by individual conscience that transcends cultural, religious, or social

convention rules. Kohlberg recognized this last stage but found so few people who

lived by this concept of moral behavior that he could not study it in detail.
 This theory is relevant to this study because it is the process through which

children develop proper attitudes and behaviors toward other people in society,

based on social and cultural norms, rules, and laws.

Chapter III

RESEARCH METHODOLOGY

Research Design Used

The descriptive type of research was used in this study to know the effect

of bullying to the grade 7-students of Bataan National High School AY 2019-2020.

According to Fraenkel et. al (2006), descriptive research, also known as

statistical research, describes data and characteristics about the population or

phenomenon being studied. Descriptive research answers the questions who,

what, where, when and how. Descriptive research involves gathering data that

describe events and then organizes, tabulates, depicts, and describes the data

collection. It is concerned with conditions or relationships that exist, opinions that

are held, processes that are going on, effects that are evident or trends that are

developing. It is primarily concerned with the present, although it often considers

past events and influences as they relate to current conditions.

According to Birion et. al, (2005), the descriptive research is conducted to

describe systematically a situation or area of interest factually and accurately.

These include population census studies, public opinion surveys, fact-finding

surveys, status studies, task analysis, questionnaire and interview studies,

observation studies, job description, surveys of literature, documentary analysis,

anecdotal records, critical incident reports, test score analyses and normative data

Since this study will describe the effect of bullying to the grade 7-students

of BNHS enrolled for the Academic Year 2019-2020, the descriptive research

methodology is the most appropriate method to use.

Respondents of the Study

The respondents of the study will be students that experience bullying in

the school, respondents shall be randomly selected through the aide of guidance

record in the school within the last three years across all levels. They were primary

chosen since they are the ones having direct knowledge and perceptual input

about experiences of a bullied student.

According to Tan (2006) Simple random sampling is the selection on

random basis of elements from sampling frame, wherein each element has an

equal chance or probability of being chose as subject of the study

Research Instrument

The instrument of the study shall be a self-made survey checklist

questionnaire, using Likert scales the respondents shall thick selected pre

determined response in order to gather the data needed. The survey shall be
composed of two parts, the first part shall be intended to determine the

demographic profile of the respondents while the second part shall be intended

for determining the perceptual responses on the type of bullying experienced by

the students and the effects of bullying perceived by students.

Construction and Validation of the Instruments

Through reading of several literature and studies, the researcher came up

with an instrument to be used in this study. The questionnaire was prepared and

arranged according to the sequence in the statement of the problem. Since the

questionnaire was devised by the proponent and patterned after OLWEUS

research questionnaire which has the same variables of this study, it is also

presented to the research adviser, guidance counselor of the three different school

in Bataan for modification and validation of the research questionnaire.

Treatment of the Data

The responses of the respondents to the questionnaire checklist were

carefully tallied, tabulated and organized including those derive from interviews,

observation and documentary analysis. The data presented, analyzed and

interpreted with the used of weighted mean, frequency counts, percentage and

ranking system. In order to determine the demographic profile of the

respondents, frequency analysis shall be utilized, the formula is:

where: P = Percentage
 f = Frequency

N = Total number of respondents

In order to determine the perspective towards the type of bullying

experienced by the students and the effects of bullying perceived by students,

weighted mean was used:

4𝑓 + 3𝑓 + 2𝑓 + 1𝑓
𝑊𝑀 =
𝑁

where:

WM – Weighed Mean

f - Frequency

N - Total number of respondents

To interpret the data, the scale point interval used was shown below:

Point Score Range Interval Descriptive Rating

4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.49 Disagree
1 1.00-1.74 Strongly Disagree
Greetings!!

We, the fourth year students of this colleges under BS Criminology, are
conducting a research entitle “Effectiveness of Criminology Corps of Cadet
Officers in Bataan Heroes Memorial College”.

But, this could not be possible without your help as our respondents, so,
we are calling for your cooperation by answering the following questions that
would be beneficial to this study.

We would greatly appreciate your participation. Rest assured that the data
gathered is for scholastic on research purposes only and be treated with utmost
confidentiality
Thank you and God bless!!!

Very Truly Yours

Group Representative
 The Questionnaire
Part I
The Profile of the Respondents
1. Name(Optional):___________________Sex:____________Age;_______
Grade level______________________ FamilyIncome_________________
Residence: Urban______, rural_______

Part II- Types of Bullying

Instruction: kindly put check to the item that you experience before in school
2. What types of bullying that you experienced before?
___ Physical ___ Verbal ____ Social
______Cyber/Texting
Individual Welfare

The bullying has an effect to

individual being in terms of
1. poor communication to
family and friends
2. experience traumatic
depression
3. having a low grade
4. Having a violent attitude
5. Try to drink alcohol
6. Bully others
7. Lack of interest to others,
school and everything
8. I fight back when someone
hits me first
9. If anyone tease me than I
take its revenge from my
younger school fellows
10. I always want take revenge
if someone bullied me
Self-efficacy

The bullying has an effect to self-

efficacy of the victim in terms of
1. Having a low self-esteem
2. Showing uninterested to
perform duties and
responsibilities at home or
school
 3. Prefer to be alone than
socialize with others
4. Afraid of talking and mingle
other persons around him
5. Think person other person
that they will always bullied
by them

III: THE EFFECTS OF BULLYING ON THE ACADEMIC PERFORMANCE OF A

STUDENT
1) Bullying lowers my self-esteem.
2) I tend to think people around me
don’t like/accept me.
3) Because of being bullied, I have
doubts on putting my trust on my
classmates.
4) I feel isolated in class because of
bullying.
5) Feeling isolated because of
bullying, I don’t have the confidence
to voice out my opinions and views
in class.
6) To avoid being bullied, I resort to
absenteeism from my classes.
7) I do some schoolwork for them,
for me not to be bullied.
8) I feel that I am not allowed to
participate in class discussions
because of the bullies around me.
9) I feel like people are going to
judge me and therefore, even
though I know the answers, I just
decide not to recite.
10) Having been skeptic on putting
my trust on my classmates because
of being bullied, I tend not to ask
questions or information regarding
school work (e.g. assignments,
quizzes, etc.).
11) Being bullied has hampered my
productiveness in school.
12) Bullying distracts my focus in
studies.
13) My grades have been affected
because of the effects of bullying in
class.
 Chapter Notes

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