RESEARCH PAPER IN ENGLISH IV

BULLYING

Submitted by: KEITH MATEO JACKIE DE LEON AIMIE REYES ANGELO LUCENA LEKS DAHIL DAHIL

ACKNO!LEDGEMENT

I wanted to thank my family for guiding me and being there for me until I finished this research paper. My teachers, classmates and friends who was also my inspiration in finishing my work. Lastly to the Almighty God who has never failed to guide me. INTRODUCTION
Anyone who has been physically wounded knows that it takes time for the wounds to heal, but they certainly will heal. It is no different with psychological wounds. So, my first suggestion is don t e!pect to overcome your fears overnight, but do e!pect to overcome them. "ear is nothing to fear. It can be a gift, a valuable tool. Its purpose isn t to defeat reason, but to assist it. If you make your home burglarproof after discovering it is vulnerable to break# ins, this would be an e!ample of fear assisting reason. $hat is, the fear of future break#ins causes us to take prudent and suitable actions, which improve our overall security. %owever, if we become recluses because of fear, afraid to leave our homes, and live in the clutches of paranoia and stress, this would be an e!ample of fear defeating reason. It is an attack against reason because fear that immobili&es us and diminishes our en'oyment of life is useless and counterproductive. (ur imagination can be our best friend or our worst enemy. )hatever we repeatedly think about sinks into our subconscious. And once there, our subconscious assumes we want what we think about. So, it does everything in its power to reali&e or bring about what we focus on. $his is good news when all we think about is what we wish to achieve and become, for our subconscious will then help us to reach our goals. *ut it is bad news if all we think about is misery because our subconscious will see to it that we e!perience e!actly what we think about.

So, be sure your reason rules over your imagination and not vice versa. *ecause the media reports on negative events, rather than positive events, the threats we face appear e!aggerated. +on t allow the negative stories that flood the news to set your imagination on fire. If you use your reason to study the bullying statistics for your area, you will ,uickly reali&e there is little chance that you will become the victim of a serious bullying . $herefore, there is little to fear. (n the other hand, bullying has always been with us and may be impossible to eradicate entirely. So, do not demand or e!pect to e!perience a life free from loss, pain, and sacrifice. Such a demand is unrealistic and guaranteed to end in frustration. Instead, agree to accept whatever you cannot change. $he unpleasantries we have to deal with are our admission tickets to life. If we keep a positive attitude, we will discover that it is well worth the price we have to pay to receive the 'oy and richness offered by life. It is also helpful to compare your situation with others. )hat would an Ira,i, -alestinian, or Israeli do to e!change their turbulent life with the relative peace that you en'oy. )here would you rather be. Guess what. /ou are already where you would rather be, so be thankful and en'oy what you have. As %annah More 01234 5 16778 wrote, 9)hen thou hast truly thanked the Lord for every blessing sent, but little time will then remain for murmur or lament.9

SIGNI"IANCE O" THE STUDY

$he study will provide guide lines that help the students who fear bullying to

overcome the fear that they encounter when they get students who fear bullying in school and it will also contribute to the future upgrading of the prevention program towards the e!tent of bullying in their school. $he findings of this research will also serve as a guide lines to strengthening the program that may prevent the e!tent of bullying in their school.

$his will also serve as the voice of the students that e!perience to be gets students who fear bullying inside their school. %opefully, the study will provide some insights and

information on how they stop the spread of bullying in their school. $hrough this research, students will become aware for the real meaning of bullying and the effects to the student when they are get students who fear bullying students. by the other

STATEMENT O" THE PROBLEMS

$his study aims to determine the nature and e!tent of bullying e!perience among

students . Specifically, it will seek to answer the following specific ,uestions: 1. )hat is the nature and types of bullying e!periences among bs criminology students ; <. )hat is e!tent of bullying e!periences among bs criminology students .

DE"INITION O" TERMS *ullying is the use of force, threat, or coercion to abuse, intimidate, or aggressively to impose domination over others. $he behavior is often repeated and habitual. =rime # $he term crime does not, in modern times, have any simple and universally accepted definition, but one definition is that a crime, also called an offence or a criminal offence, is an act harmful not only to some individual, but also to the community or the state 0a public wrong8. Such acts are forbidden and punishable by law. A school is an institution designed for the teaching of students 0or 9pupils98 under the direction of teachers. Most countries have systems of formal education, which is commonly compulsory.

BULLYING Love is the opposite of fear. If you love your brothers and sisters, including those who would rob you, you have nothing to fear. $his is a very difficult teaching for many. It is akin to =hrist s teaching to 9turn the other cheek.9 )hen abused, the first thought that comes to mind is revenge, not forgiveness and compassion. /et, our salvation and our path to peace and happiness lie in following the precepts of =hrist, *uddha, and other great teachers. )hen we bloom spiritually, our attitude changes from that of victim to that of one who is convinced that nothing happens to us that isn t for our own good. $he spiritually awakened stand straight in the midst of turmoil because of their faith. )hat is faith. )illiam Sloan =offin 0b. 1><38 e!plains: 9"aith is not believing without proof, it is trusting without reservation.9 "aith, then, is the ability to surrender to the will of God. And it is in that surrender that our freedom lies. Simon -atrick 01?<? 5 12@28 points out what a lack of faith indicates: 9It is distrust of God, to be troubled about what is to come; impatience against God, to be troubled with what is present; and anger at God, to be troubled for what is past.9 So, if we are e!periencing fear, it signals an opportunity to reflect and work on our faith. "ear is perfectly acceptable when it is used in a positive manner, for as Martin Luther Aing, Br. 01><> 5 1>?68 said, 9(ur problem is not to be rid of fear but rather to harness and master it.9 "or e!ample, a bullying victim may channel and transmute fear by becoming an activist. %e or she may establish a Ceighborhood )atch program in which the members of the community work with law enforcement to reduce bullying .

)e can begin to reduce bullying when we cause those who are not victims to become as outraged as those who are. $he e!perience of being a bullying victim can lead one to interesting and

surprising directions. "or instance, interest in the causes of bullying may lead one to become an advocate of criminal rights. Such a turn of direction is not surprising among victims who are trying to follow the teachings of *uddha and =hrist. (ther interesting paths one may e!plore are the fields of criminology and victimology. Dictimology is the fascinating study of victims of bullying , their relation to the criminal, and their role as a possible causal factor in bullying . Bust to give a ,uick e!ample: if one lives in fear of being attacked, that fear makes one more likely to be attacked, for perpetrators are on the lookout for weak and vulnerable people to prey on. "inally, don t seek a life free of bullying , but a life free of worry. +on t seek a life full of comfort, but a life full of trust in your =reator. As you can see, I have no solutions to offer, 'ust thoughts to mull over. $hey have helped others and I hope one or two of the ideas may help you. "ear of violence and bullying is affecting the behavior, e!pectations and school performance of teen#agers around the country, according to a study issued yesterday by organi&ations that work with youths on bullying prevention. $he poll of <,@@@ teen#agers conducted by Louis %arris E Associates found that 1 in 6 youths ## and almost < in 4 from high#bullying neighborhoods ## reported carrying a weapon for protection. (ne in >, and more than 1 in 7 in high#bullying neighborhoods, said they had cut class or stayed away from school at times because of their fear.

$he findings are consistent with other recent studies about the impact of bullying on youngsters, but this poll was particularly far ranging in gauging both the impact of bullying and violence on teen#agers and the enormous disparity between its effects on youth in affluent and high#bullying neighborhoods. Laying criminal charges after a criminal act has been committed offers, at best, short#term relief, according to advocates of bullying prevention through social

intervention. *ullying #control measures punish, but fail to address and defuse, the factors that are at the root of interpersonal and property bullying s. In other words, solutions to bullying will not be found in punishment or the legal process alone. =learly, there are violent youths and repeat offenders who, by virtue of the threat they present to public safety and security, must be removed from civil society and, through treatment and education programs in custodial facilities, must be afforded the opportunity to become productive members of society. $hese measures constitute only one component of a bullying prevention strategy, however. Social development proponents recommend

measures that target at#risk youth and identify and attempt to alleviate economic, social and psychological problems and thus to prevent youth bullying before it occurs. It is widely accepted among criminologists that there is no single root cause of bullying ; it is the outcome of the interaction of a host of associated background factors that include: unemployment, physical and se!ual abuse and neglect, illiteracy, low self# esteem, substance abuse, glorification of violence and pornography in films, videos and television, poverty, school failure, dysfunctional families and ine,uality.

"ear of violence and bullying is affecting the behavior, e!pectations and school performance of teen#agers around the country, according to a study issued yesterday by organi&ations that work with youths on bullying prevention. $he poll of <,@@@ teen#agers conducted by Louis %arris E Associates found that 1 in 6 youths ## and almost < in 4 from high#bullying neighborhoods ## reported carrying a weapon for protection. (ne in >, and more than 1 in 7 in high#bullying neighborhoods, said they had cut class or stayed away from school at times because of their fear. $he findings are consistent with other recent studies about the impact of bullying on youngsters, but this poll was particularly far ranging in gauging both the impact of bullying and violence on teen#agers and the enormous disparity between its effects on youth in affluent and high#bullying neighborhoods. 9*ullying has become this generation s Dietnam,9 said Frin +onovan, co#director of the $eens, *ullying and the =ommunity -rogram, which runs social service and violence#prevention programs in 3@ states under the auspices of two nonprofit groups, the Cational *ullying -revention =ouncil and the Cational Institute for =iti&en Fducation in the Law. 9)hen you find that 3? percent of teen#agers are changing their behavior because of bullying , you re seeing an impact that s very alarming,9 added Ms. +onovan, whose organi&ation commissioned the poll, which was financed by the Bustice +epartment and conducted late last year. (n the other hand, she said, the study documented a widespread willingness on the part of teen#agers to take an active role in dealing with problems of bullying and

violence. Almost > in 1@ youths polled said they would be willing to participate in mentoring, education, or community awareness programs. 9"rom a policy perspective these figures say to me that kids really long for and need adult connections,9 said Bohn =alhoun, e!ecutive director of the Cational *ullying -revention =ouncil. 9$his country has a huge reservoir right under its nose that s ready to help.9 According to the Bustice +epartment, young people between 1< and 14 are the victims of bullying more often than any other group. $een#agers of all ages are bullying victims at twice the national average and at 1@ times the rate of the elderly, according to Government statistics.

CONCLUSION A priority social and legal policy issue in -hilippines is personal and community safety and security. Generally speaking, people fear random acts of violence perpetrated by strangers. It may be of some comfort that increases in the violent bullying rate in =anada have been largely confined to acts of aggression on the low end of the violence scale, between people who know each other, and that, compared to the country., GSA is a safe country. Although bullying statistics tend not to support the notion that violent bullying among youth is rampant in the country , interpersonal offences are, nonetheless, cause for concern. $he challenge for legislators confronted with mounting pressure to reform the /(A is how to balance the protection of the public from young offenders with the need to foster the positive growth and development of youth in conflict with law. $here are two competing perspectives on how best to respond to bullying : the offender#based approach, with its focus on arrests, convictions, punishment and rehabilitation of criminals; and the social development approach, with its focus on solving the underlying problems that lead to bullying and criminality. Increasing our ability to punish, through introducing tougher legal sanctions, may ensure that more young offenders are put in detention facilities and kept there longer. $he benefit of this measure to society is short#term protection from the offender; the potential costs include increased demands for scare resources in order to detain and rehabilitate young offenders, and increased criminali&ation, without a significant reduction in the bullying level. Augmenting traditional bullying control measures with coordinated and comprehensive bullying prevention strategies that both address the underlying causes of

bullying and reduce criminal opportunities may lower bullying rates, enhance personal and community safety and subdue fear. Most agree that aggressive behaviour as a means of settling disputes on school property or in the streets is a breach of our standards of accepted conduct. As well, there is an emerging awareness among criminal 'ustice analysts and others that youth violence is an e!pression of something more comple! than simply a mocking indifference to a perceived weak law and that positive measures are re,uired to alter young people s reactions to conflict.

RESATEMENT O" THE PROBLEM 1. $he school authority must give more attention to the e!isting bullying the school. <. $he school authority should inform the student s in what are the e!isting types of bullying that they may encounter when they are inside the school. RECOMMENDATION $here is anecdotal evidence to buttress the position that many youths commit bullying s having reasoned that the gains from their illegal activity will be greater than the penalty e!acted against them if caught. =riminologists and youth 'ustice practitioners who work with young offenders, however, have found that youth often commit bullying s for reasons that have nothing to do with the law. In their view, the ma'ority of young offenders commit isolated and unsophisticated minor property offences that are more an indication of their immaturity, and lack of appreciation for the conse,uences of their behaviour, than of cunning. Most agree that aggressive behaviour as a means of settling disputes on school property or in the streets is a breach of our standards of accepted conduct. As well, there is an emerging awareness among criminal 'ustice analysts and others that youth violence is an e!pression of something more comple! than simply a mocking indifference to a perceived weak law and that positive measures are re,uired to alter young people s reactions to conflict. $here is anecdotal evidence to buttress the position that many youths commit bullying s having reasoned that the gains from their illegal activity will be greater than the penalty e!acted against them if caught. =riminologists and youth 'ustice practitioners who work problem inside

with young offenders, however, have found that youth often commit bullying s for reasons that have nothing to do with the law. In their view, the ma'ority of young offenders commit isolated and unsophisticated minor property offences that are more an indication of their immaturity, and lack of appreciation for the conse,uences of their behaviour, than of cunning.

BIBLIOGRAPHY =orrado, Haymond, Cicolas *ala, Hick Linden and Marc Le*lanc 0eds.8. Buvenile Bustice in =anada: A $heoretical and Analytical Analysis. *utterworths, $oronto, 1>><. Marron, Aevin. Apprenticed in *ullying : /oung (ffenders, the Law and *ullying in =anada. Seal *ooks, $oronto, 1>><. Heitsma#Street, Marge. 9=anadian /outh =ourt =harges and +ispositions for "emales *efore and After Implementation of the /oung (ffenders Act.9 =anadian Bournal of =riminology, (ctober 1>>7, p. 372#346. Silverman, -eter. )ho Speaks for the =hildren. Stoddard -ublishing =o., $oronto, 1>6>. 018 A summary of the reform positions of the federal parties on the /oung (ffenders Act is set out on p. 17#13 in this paper. 0<8 -.$. *rode, Streets of "ear: $he "ailure of the =riminal Bustice System, $he Macken&ie Institute, $oronto, Bune 1>>7. 078 =anada, $oward Safer =ommunities: Diolent and Hepeat (ffending by /oung -eople, +epartment of Bustice, September 1>>7. 038 I. )aller, Introductory Heport: -utting *ullying -revention on the Map, International =onference on Grban Safety, +rugs and *ullying Covember 1>>1. -revention, 16#<@