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Bullying And Unhealthy Psychological Atmosphere In Class: It’s

Impact On Quality Of Education

Specific Questions:
1. What is the Impact of bullying and unhealthy psychological atmosphere on
a student?
2. What will be their impact on their studies in they have been affected by
intimidation?
3. How to prevent bullying from student for not being affected by his/her
studies?
CHAPTER 1

Bullying And Unhealthy Psychological Atmosphere In Class: It’s


Impact On Quality Of Education

I.INTRODUCTION

Bullying and unhealthy psychological atmosphere is our daily experience,


especially with people with disabilities and defects in their bodies. Most victims of
bullying are students with disabilities and abnormal physiology. It is difficult for a
student to enter his daily school with fear and interact with their fellow students,
thus affecting their learning and they may have trauma to people.
Bullying is not just a buzzword co-opted by the media to drive ratings from
frightened school children and their worries parents. Bullying is a serious problem
that has far reaching implications for the person being bullied and for the bully as
well. In this topic readers will find information on what bullying is, how it impacts
people and where victims can get help.
To prevent the bullying our Senate was indicate the school for students who
was have disabilities and abnormal physiology, it’s help to prevent and stop
bullying and help the victim to avoid to the people who they bullied.
In this study the researcher will search for another way how to prevent
bullying to stop it. And how to help and to guide the victims who experience the
bullying. That they not fear to enter the school daily and have a educated person.
As a student I want to help and to prevent bullying in our school and our country.

II.THEORETICAL FRAMEWORK

Social Cognitive Theory


Bullying continues to be a serious problem in schools, in some more than
others. Anti-bullying interventions have markedly varying success rates. (Rigby
&Smith, 2011) It affects psychological well-being and psychosocial functioning for
the victims. Conversely, perpetrators of bullying are at an increased risk of poor
school adjustment, worse academic achievement, increased alcohol use and
smoking, and higher criminality rates as adults. (Shetgiri, Lin & Flores, 2012) In
2009, ABC News reported that at least 30% of American students are bullies or
being bullied, causing 160,000 students to be absent from school each day.
(Murray, Hewitt, Maniss & Molinatti, 2004) The internet, YouTube, and cell phone
messaging are exacerbating the problem by further expanding the audience.
According to a study done involving the reaction of school staff to the
victimization, about 66% of the students who reported that bullying stated that
after they did so, the school staff responded poorly. (Murray, Hewitt, Maniss &
Molinatti, 2004) In addition, when there is a stigma of acceptance of bullying by
the school staff due to non-intervention, bullying episodes increase which creates
a toxic environment. A study funded by the National Institute of Child Health and
Human Development, conducted in 2001 took a national sample of 15,600
students from grades six through ten. This study showed that 19% of the
participants bullied others often while 9% bullied others weekly. Additionally, 19%
were bullied sometimes and 8% indicated they were bullied weekly. This study
also indicated that special needs children are at a higher risk of being bullied.
(Murray, Hewitt, Maniss & Molinatti, 2004).

Bullying and ‘Theory of Mind'


According to Jon Sutton, Peter K. Smith and John Swettenham, Department of
Psychology, Goldsmiths College, London bullying in schools has been found to be
widespread. The popular stereotype of a bully, supported by theories based on
the social skills deficit model, is of a powerful but ‘oafish’ person with little
understanding of others. In this article, we trace the origin of this view, and
present an alternative view: that some bullies, at least, will need good social
cognition and theory of mind skills in order to manipulate and organize others,
inflicting suffering in subtle and damaging ways while avoiding detection
themselves. Such skills, although likely to be utilized in all bullying, may be
particularly useful for ringleader bullies and in the indirect forms of bullying which
are more common between girls. Suggestions for further research in this area are
made, and implications for antibullying work briefly discussed.
Traditional Bullying
Traditional bullying is defined as harmful acts done with the intent to harm
another that are repeated or occurring over a period of time, and are
characterized by an imbalance of strength or power, such that the victim does not
feel he/she can stop the interaction (Espelage & Swearer, 2003; Olweus, 1993;
Raskauskas & Stoltz, 2007). There are three main forms of bullying: (a) physical
bullying which includes hitting, kicking, and shoving; (b) verbal bullying such as
name-calling, verbal insults and teasing, and (c) relational aggression which
includes both indirect and direct behaviors towards others. Crick and Grotpeter
(1995) have defined relational aggression as behaviors intended to harm
relationships through exclusion from the group or spreading rumors with the
intent to have other peers reject him/her.

III.STATEMENT OF THE PROBLEM


This study aims to determine that bullying still appears to be a big
hindrance to one’s emotional growth. Hence, it also affects the victim
physically.
Specifically, it aims to answer the following questions:
1.What is the Impact of bullying and unhealthy psychological atmosphere
on a student?
2.What will be their impact on their studies if they have been affected by
intimidation?
3.How to prevent bullying from student for not being affected by his/her
studies?
3.1 Hypothesis
There is a significant relationships between the bullying and unhealthy
psychological atmosphere to the students. Students who suffer from bully are
frightened by their fellow students and it's having the fear of being around the
school.

IV.SIGNIFICANCE OF STUDY
Students nowadays are emotionally imbalance; they tend to be easily
affected by the people around them. We are teenagers and we are still in a
process of metamorphosis. We are affected by several matters serves to greatly
affect our growth.
This study will be beneficial to the school personnel, parents, students and
other researchers. This 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- 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 ill make use of the result of
our present study. This study will serve as their basis and comparison to their
future study.

V.SCOPE AND LIMITATION


Bullying is still big problem in school. In fact, the rate of students being
bullied in school is getting higher and higher every year. This study directly
involves bullies and those who bullied. This study aims to deepen our knowledge
on why and how bullies act way. This help us understand the and in the same
time, help them as well through giving care, love and attention.
This study was conducted at Santa Cruz Institute. The respondents were 30
Senior students who have been bullied and is presently being bullied.

VI.DEFINITION OF TERMS
Bullying is said to be have a long term affect on its victim. This study helps
the victims to be knowledge about the bullies. To further more understand about
The contents of this research paper, here are some key words to help you out:

Bullying-a person who habitually seeks to harm or intimidate those whom


they perceive as vulnerable.
Emotionally- in a manner characterized by intense feeling.
Bully-a person who habitually seeks to harm or intimidate those whom
they perceive as vulnerable.
Metamorphosis- a marked change in appearance, character, conditions, or
function.
Frightened- feeling fear or made to feel afraid.
Chapter 2
Review of Related Literature and Studies

This chapter includes the view of related literature and studies which the
researchers have perused to shed light on the topic under study.

FORIEGN RELATED LITERATURE


Dan Olweus notes in his article, A Profile of Bullying, that the percentage of
students who have reported being bullied has risen nearly 50% since 1983
(Olweus, 2003). Olweus attributed this rise to negative societal developments.
According to Stop Bullying Now (2004), an organization devoted to educating the
public about the dangers of aggressive behaviors in school, 14% of students who
are or have been bullied experience severe psychological reactions that may lead
to long-term negative effects on their development. Studies have shown that
bullying can have disastrous effects on the victims and on the bullies
themselve.For example, according to William Coleman, professor of pediatrics at
the University of North Carolina School of Medicine, bullies are four times more
likely to engage in criminal behavior by age 24. Both bullies and victims are more
likely to engage in substance abuse. In addition, victims have fewer friends and
are more likely to be depressed (Lemonick, 2005, p. 145). In surveys the most
common type of bullying reported is verbal bullying.
Ross (2002, p. 107) also states in her research that “15% to 20% of all students
will experience some form of bullying during their school years and between 10%
and 20% of children are bullied often enough for them to consider it a serious
problem”. Harris & Hathorn (2006, p. 55) indicate that bullying is most likely to
decrease as students get older. They report that “incidences of bullying in boys
decreased from 50% at age 8 to 7.5% at age 18” and “incidences of bullying in
girls decreased from 35% at age 8 to 14.5% at age 18”. Although they are lower
numbers, 7.5% and 14.5% are still large numbers; that is just under one quarter of
the student population that is still using bullying behaviors at the brink of
adulthood. Harris & Hathorn (2006, p. 55) go on to say that “although incidences
of bullying decrease as children progress through school, the boys and girls who
are identified as serious bully offenders remained constant year after year”.
Harris & Hathorn (2006, p. 55) state that “in secondary schools, bullying is
more indirect and is more likely to occur with an older student bullying a younger
student”. They have categorized these indirect behaviors into four categories;
relational aggression, verbal bullying, racial bullying, and other. Relational
aggression refers to behaviors such as “giving hurtful nicknames, making
humiliating remarks, mocking, and making others feel alone at school…it is
emotional violence that inflicts harm on others through the use of relationships”
(Harris & Hathorn, 2006, p. 51). Verbal bullying is the most common form.
Combine verbal bullying (action) with racial bullying / minority bullying (reason)
and it is the majority of bullying taking place in secondary schools. Harris &
Hathorn (2006, p.52) state that the following statics were found in studies they
and their associates have completed on bullying in grades 7 – 12.

LOCAL RELATED LITERATURE


According to bullying researcher, John Hover found in his 1992 study that 14
percent of all students in rural Midwestern USA had been moderately to severely
traumatize by a bully at some point in their school career. (Hoover, 2000) It hasn't
been until the latest violent and fatal high school shootings in American society
that local communities, school administrators, teachers, parents, and students
have begun to take a zero tolerance policy and attitude towards bullies and
bullying behaviors. Even though school wide programs have been enacted,
bullying behaviors are still prominent within our schools and unfortunately the
numbers of incidences of school violence and shootings have increased.
Mona O'Cornelios of the Anti-Bullying Centre at PUP College in has written,
"There is a growing body of research which indicates that individuals, whether
child or adult, who are persistently subjected to abusive behavior are at risk of
stress related illness which can sometimes lead to suicide." Those who have been
the targets of bullying can suffer from long term emotional and behavioral
problems. Bullying can cause loneliness, depression, anxiety, lead to low self-
esteem and increased susceptibility to illness."" In the long tem it can lead to
Posttraumatic Stress Disorder and an inability to form relationships even leading
to celibacy.
According to O’Connel, et al. (1999): “bullies may influence the behaviors of
peers in some ways. First, bullies capture the attention of peers by exposing the
way how they engage in aggressive behavior. Bullies who have been engaging
intensively in aggressive behavior and never been punished tend to be far more
aggressive and also tend not to be more fearful of any consequences. By standing
peers will also more probably act as bullies did if there are no consequences for
the models. Second, lack of sensitivity of the peers to filter the exposure of
negative aspects of aggressive interaction among them, may cause to the
imitation of similar actions”

FORIEGN RELATED STUDIES


Recently, much attention has been placed on the issue of bullying in
schools, both in the United States and in foreign countries. Countries like
Norway, Sweden, Japan, and Australia have been at the center of attention
on issues related to bullying. It is generally believed that incidences of
bullying are quite common among middle school students because many of
these students must make swift and sometimes many transitions before
entering high school. These coupled with hormonal changes during puberty
can result in undesirable negative behaviors. 
Acts of violence through bullying do not start with murder or rape. Such
acts are often observed in the form of insults, put downs, threats, and general
neglect. In 1984, Norway reported that three middle school boys committed
suicide after extensive bullying by a group of peers (Greenbaum, 1991). 
Bullying is not a new phenomenon; it has existed for decades. Countries
like Ancient Greece, England, and Australia have encountered problems
related to bullying for centuries. In the United States, situations ranging from
problems on the school yard playground to hazing and initiation rites of
fraternities are commonly manifested in bullying ( Home and Socherman,
1996). 

LOCAL RELATED STUDIES


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 and
harassment in each individual school, students will develop.
Bullying in the Philippines is widespread in schools and over the internet,
with a study that states that about 50 per cent of Pilipino students are bullied
in school. Bullying can easily affect both the bully and the victim. and that's
why the government in the Philippines is working hard to crack down on it.
The latest measures include the Signing the anti-bullying act of 20l3. which
criminalizes any act of bullying or cyber bullying that happens in the country.
Read on to learn about bullying in The Philippines.
For any bullying prevention program to be successful it is necessary for
each school to have a clear and easily understood philosophy that promotes a
safe and positive environment. This philosophy should stand during the early
childhood years and continue throughout high school. Three values which
promote a positive climate and develop a basis for a bullying prevention
program include the belief that all children can learn, people should be
treated with respect and dignity. and there is no place for violence in the
school. (Orpinas & Home. 2006. p. 85). Bullying is associated with several
behaviors that pose risk to the adolescents‘ physical and psychological health.
CHAPTER 3
Methodology

This chapter deals on the discussion of the methods to be used in the study,
the instrument in gathering data, the presentation and distribution of
respondents (tabular form) the number of respondents to be employed in the
analysis and interpretation of data gathered.

3.1 Research Design


The research used descriptive research- Descriptive study describes and
interprets information in an attempt to answer the ''What is’’ question. It is
concerned wit the conditions that exists. 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 (Best and Khan. 2003). Since the study will be employing the
survey method to explore the relationship of motivation and self-esteem of
employees in a medical institution, the descriptive research method is most
applicable.
Questioners with combined motivation and self-esteem scales were be handed
out to the participants. Information regarding demographic factors such as age,
civil status and length of service were collected as well.

3.2 Respondents of the Study


The respondents of this study are 30 Senior Students who were experienced
being bullied.

Respondents Number of Respondents


Grade 11- STEM 15
Grade 11 -HUMMS 10
Grade 11- TECH-VOC 5

3.3 Research Instrument


The materials and instruments to be used for gathering data are the
questionnaire checklist the interview, and the documentary analysis techniques
scattered sources.
Questionnaire-Checklist. The questionnaire checklist is the main instrument
used in the gathering data. It was employed primarily to come up with the
perception of respondents concerning the subject matter Good(2009), a
questionnaire is a list of planned. written Questions related to a particular topic,
with space promised for indicating the response to each questions, intended for
submission to a number of persons for reply. commonly used in normative survey
studies and in the measurement of attitudes and opinions.
Interview. The Interview technique will also be used to complement the
gathering of data for the study. Interview provide information which may be
confidential that may not ordinarily be given in writing. The interview according
to Vockell (2000) is a technique which the researcher simulates the respondents
to give information for the study.

3.4 Research Locale


This study will be conducted at SANTA CRUZ INSTITUTE Senior High School
Department.

3.5 Data Gathering Procedures


The researchers prepared the instruments used through readings of the
questionnaire-checklist of other studies just to obtain some ideas. Finally they if
the researchers able to do and it was presented to their professor.
After the adviser had corrected and approved the questionnaire the
researchers will Xerox them into 30 copies together with the letter asking
permission from the respondents to be part of the study as well as the Teacher's
approval in conducting this study and in the distribution of the questionnaire to
the respondents.

3.6 Treatment of the Data


The responses of the respondents to the questionnaire checklist were carefully
talked, 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.
The presentation. analysis and interpretation of the data will be based on the
weighted mean as shown by the scale ranges as follow (Calderon 1993)

1.For percentage computation is:


% = f/n x 100
Where:
%= percentage
f = number of respondents for every items
n = number of respondents
Bullying And Unhealthy Psychological Atmosphere In Class: It’s
Impact On Quality Of Education

Name:_____________________ Sex:_______
Year/Strand:________________ Age:_______

Direction: Please put a checkmark in the blank provided correspond to any


number written above each item to best express your opinion by using the
following code bellow.
5- Strongly Agree
4-Agree
3-Moderately agree
2-Disagree
1-Strongly Disagree

1.Causes of bullying
Causes 5 4 3 2 ¹
1.Lack of involvement in
child’s interests, activities. and
daily life.
2.Lack of supervision.

3.Overly permissive lack of


limit.

4.Harsh, physical discipline

5.Unsupervised break time

6.Unsupervised students areas


such as school canteen,
bathrooms, hallways, and
classrooms.
7.Idealize the violence.

2.Effects of Bullying
Effects 5 4 3 2 1
1.Loss of interest in study and
extra curricular activities.
2.Complaints of illness to
avoid attending school.
3. Sudden decrease the
academic performance.
4. Seems afraid of going to
school, walking to school, or
taking part in organized
activities in peers.
5.Anxiety or low self-esteem.

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