Académique Documents
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Introduction
affect others, particularly when the behavior is habitual and involves an imbalance of power. It
can include verbal harassment, physical assault or coercion and may be directed repeatedly
towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or ability. The
"imbalance of power" may be social power and/or physical power. The victim of bullying is
Bullying consists of three basic types of abuse – emotional, verbal, and physical. It
typically involves subtle methods of coercion such as intimidation. Bullying can be defined in
many different ways. The UK currently has no legal definition of bullying, while some U.S.
Bullying ranges from simple one-on-one bullying to more complex bullying in which the
bully may have one or more 'lieutenants' who may seem to be willing to assist the primary bully
in his or her bullying activities. Bullying in school and the workplace is also referred to as peer
Bullying can occur in any context in which human beings interact with each other. This
includes school, church, family, the workplace, home, and neighborhoods. It is even a common
push factor in migration. Bullying can exist between social groups, social classes, and even
between countries (see jingoism). In fact, on an international scale, perceived or real imbalances
of power between nations, in both economic systems and in treaty systems, are often cited as
some of the primary causes of both World War I and World War II.
Foreign Literature
The word "bully" was first used in the 1530s meaning "sweetheart," applied to either sex,
from the Dutch boel "lover, brother," probably diminutive of Middle High German buole
"brother," of uncertain origin (compare with the German buhle "lover"). The meaning
deteriorated through the 17th century through "fine fellow," "blusterer," to "harasser of the
weak". This may have been as a connecting sense between "lover" and "ruffian" as in "protector
of a prostitute," which was one sense of "bully" (though not specifically attested until 1706). The
High-level forms of violence such as assault and murder usually receive most media attention,
but lower-level forms of violence such as bullying have only in recent years started to be
addressed by researchers, parents and guardians, and authority figures( Whitted, K.S. & Dupper,
D.R. 2015). It is only in recent years that bullying has been recognised and recorded as a
separate and distinct offence, but there have been well documented cases that have been recorded
over the centuries. The Fifth Volume of the Newgate Calenda(Complete Newgate Calendar
Tarlton Law Library) contains at least one example where Eton Scholars George Alexander
Wood and Alexander Wellesley Leith were charged, at Aylesbury Assizes, with killing and
slaying the Hon. F. Ashley Cooper on February 28, 1825 in an incident which might today be
described as "lethal hazing(George Alexander Wood and Alexander Wellesley Leith,2003) The
Newgate calendar contains several other examples that, while not as distinct, could be considered
and wrote of Hitler and the Nazis in 1934 as "these brutal bullies.( Zwerdling, 1987)
Bullying behavior can have negative consequences for both the bully and the victim.
Studies have shown that boys identified as bullies in middle school were four times as likely as
their peers to have more than one criminal conviction by age twenty-four.
Children who bully are more likely to engage in other criminal and anti-social behaviors, such
drug abuse
Effects on the victim The stress from being bullied can create problems for children at school.
Students may be fearful of attending school, riding the bus, using the bathroom or being alone in
the hallway.This fear and anxiety can make it difficult for the child to focus and engage in the
classroom, making learning that much more difficult.Bullying can cause children to experience
fear, depression, loneliness, anxiety, low self-esteem, physical illness, and in some cases, even
suicidal thoughts.The Kids Manual to Overcoming Bullying and Gain Self Confidence E-Book-
This e-book is among the best and easily applicable strategies that exists in the world today! Not
only is it written for children, in their unique language,you as the parent can learn along with
There are many theories on what causes violent and/or anti-social behavior in children.
Increased exposure to violence through mass media, video games, and the internet.
Suffering as victims of abuse or neglect themselves, or a generally more permissive society with
While certainly each of these theories has merit, there is no single cause of bullying behavior in
children.
There are however certain generalized characteristics displayed by children who engage in such
behavior.
Children who are impulsive, socially dominant, confrontational, or easily frustrated may tend
Other characteristics of children who bully may include a lack of empathy, a propensity to
question authority and push limits or break rules, idealization of violence, and the ability to talk
It is commonly believed that children who bully are “loners” or are socially isolated. Research,
Children who bully generally do not have a difficult time making friends and generally
maintain at least a small group of friends who support their bullying behavior.Some bullies may
even be popular; although the popularity of a bully tends to decrease at higher-grade levels.Also,
contrary to popular belief, research shows that children who bully do not lack self-esteem.While
boys are more likely to be bullies than girls, both boys and girls may bully and both may become
victims.Boy bullies are much more likely to engage in physical bullying. Bullying between girls
is more likely to involve social exclusion, which is harder to discover, but no less painful for the
victim.
Bullying generally takes place between children in the same grade level, although many times
older students may bully younger students.Environmental risk factors for bullying may come
Family risk factors: Lack of involvement in child’s interests, activities, and daily life, Lack of
Peer risk factors:Engage in bullying behaviors Support bullying behaviors Idealize violence
School risk factors:Unsupervised break times Unsupervised student areas such as lunchrooms,
bathrooms, hallways, locker rooms, playgrounds Apathy towards bullying on the part of teachers
and administrators Inconsistent rule enforcement Social exclusion is the most common form of
bullying between girls. This form of girl-on-girl bullying can be very difficult to detect.. Being
Think of it as the “Mean Girls” syndrome. This behavior may begin as early as grade
school, but probably peaks in junior high. It entails social isolation, vicious lies and rumors, and
constant harassment. This type of bullying is focused on humiliating the victim and is generally
carried out over long periods of time. It can be psychologically devastating for the victim. The
bully in this situation is generally very popular, smart, charming, and attractive – generally
viewed positively by adults. This girl usually has a clique of girls at her beck and call eager to
The effects on the victim can be so severe as to result in depression, eating disorders, transferring
It is not as easy to recognize as the black eyes and playground brawls of more traditional,
Local Literature
Bullying is the activity of repeated, aggressive behavior intended to hurt another person,
gain power over another personNorwegian researcher Dan Olweus defines bullying as when a
person is "exposed, repeatedly and over time, to negative actions on the part of one or more other
persons." He defines negative action as "when a person intentionally inflicts injury or discomfort
upon another person, through physical contact, through words or in other ways".
Bullying behavior may include name calling, verbal or written abuse, exclusion from
activities, exclusion from social situations, physical abuse, or coercion.[10][17] Bullies may behave
this way to be perceived as popular or tough or to get attention. They may bully out of jealousy
U.S. National Center for Education Statistics suggests that bullying can be classified into two
categories:
poking, throwing things, slapping, choking, punching and kicking, beating, stabbing, pulling
to socially isolate the victim. This isolation is achieved through a wide variety of techniques,
including spreading gossip, refusing to socialize with the victim, bullying other people who wish
to socialize with the victim, and criticizing the victim's manner of dress and other socially-
significant markers (including the victim's race, religion, disability, sex, or sexual preference,
etc.). Ross[19] outlines an array of nonviolent behavior which can be considered 'indirect
bullying,' at least in some instances, such as name calling, the silent treatment, arguing others
into submission, manipulation, gossip/false gossip, lies, rumors/false rumors, staring, giggling,
laughing at the victim, saying certain words that trigger a reaction from a past event, and
mocking. The UK based children's charity, Act Against Bullying, was set up in 2003 to help
children who were victims of this type of bullying by researching and publishing coping skills.
It has been noted that there tend to be differences in how bullying manifests itself
between the sexes. Males tend to be more likely to be physically aggressive whereas females
tend to favour exclusion and mockery, though it has been noticed that females are becoming
more physical in their bullying.[15] There can be a tendency in both sexes to opt for exclusion and
mockery rather than physical aggression when the victim is perceived to be too strong to attack
without risk, or the use of violence would otherwise cause problems for the bullies, or the bullies
see physical aggression as immature (particularly when bullying occurs among adults).
Controversy
Some researchers have suggested that some bullies are "psychologically strongest" and
have "high social standing" among their peers, while their victims are "emotionally distressed"
and "socially marginalized".( Juvonen 2003) Other researchers also argued that a minority of the
bullies, those who are not in turn bullied, "enjoy going to school, and are least likely to take days
off sick."
Some have argued that bullying can teach life lessons and instill strength. Helene de
Castro a child development academic, sparked controversy when she argued that being a victim
of bullying can teach a child "how to manage disputes and boost their ability to interact with
others," and that teachers should not intervene, but leave children to respond to the bullying
"[I]f boys or girls are able to stand up for themselves, being attacked by enemies can help
their development. Studies have shown that children become more popular among, and respected
by, teachers and fellow pupils if they repay hostility in kind. They remember such experiences
more vividly than friendly episodes, helping them to develop healthy social and emotional
Despite occasional assertions that bullying can be positive and even productive, the
avowed normative consensus is that bullying is a form of abuse and is wholly negative. Most
victims report bullying as something that scars them for a long time, and sometimes as a
English-speaking world. The first National Bullying Prevention Week was conceived of in
Mandaluyong in 2000 by UP educator and anti-bullying activist Bill Sandigan. The charity Act
Against Bullying was formed in the UK in 2003. In 2016, National Bullying Prevention Month
was declared in the Philippines . The Suicide of Joven Macaraig in 2010 brought attention to the
issue in Nueva Ecija , and sparked reforms in state education. The It Gets Better Project was
started in 2010 to combat gay teen suicides, and Lady Gaga announced the Born This Way
Foundation in partnership with UP's Berkman Center for Internet & Society in 2011.
A 2012 paper from the UP Center, “An Overview of State Anti-Bullying Legislation and
Other Related Laws,” notes that, as of January 2012, 48 U.S. states had anti-bullying laws,
though there is wide variation in their strength and focus. Sixteen states acknowledge that bullies
often target their victims based on “creed or religion, disability, gender or sex, nationality or
national origin, race, and sexual orientation.” Each of the 16 employs a wide array of additional
parameters, the paper notes, ranging from age and weight to socioeconomic status. Of the 38
states that have laws encompassing electronic or “cyberbullying” activity, 32 put such offenses
under the broader category of bullying and six states define this type of offense separately, the
Related Studies
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.[26] In the long term it can lead to
Posttraumatic Stress Disorder and an inability to form relationships - even leading to celibacy.
There is evidence that bullying increases the risk of suicide. It is estimated that between 15 and
25 children commit suicide every year in the UK alone, because they are being bullied.
Among the cases of media bullying suicides following: Ryan Halligen, Phoebe Prince, Dawn-
Marie Wesley, Kelly Yeomans, Jessica Haffer, Hamed Nastoh, or April Himes.
Research indicates that adults who bully have authoritarian personalities, combined with
a strong need to control or dominate. It has also been suggested that a prejudicial view of
subordinates can be a particularly strong risk factor. Some have argued that a bully reflects the
environment of his home, repeating the model he learned from his parents.
Further studies have shown that envy and resentment may be motives for bullying.
Research on the self-esteem of bullies has produced equivocal results. While some bullies are
arrogant and narcissistic, others can use bullying as a tool to conceal shame or anxiety or to boost
disorders,[41] as well as quickness to anger and use of force, addiction to aggressive behaviors,
mistaking others' actions as hostile, concern with preserving self image, and engaging in
obsessive or rigid actions. A combination of these factors may also be causes of this behavior. In
one recent study of youth, a combination of antisocial traits and depression was found to be the
best predictor of youth violence, whereas video game violence and television violence exposure
It is often suggested that bullying behavior has its origin in childhood. As a child who is
inclined to act as a bully ages, his or her related behavior patterns will often also become more
sophisticated. Schoolyard pranks and 'rough-housing' may develop into more subtle, yet equally
attempts at character assassination, or other less obvious, yet equally forceful forms of coercion.
Often bullying takes place in the presence of a large group of relatively uninvolved
bystanders. In many cases, it is the bully's ability to create the illusion that he or she has the
support of the majority present that instills the fear of 'speaking out' in protestation of the
bullying activities being observed by the group. Unless the 'bully mentality' is effectively
challenged in any given group in its early stages, it often becomes an accepted, or supported,
In such groups where the 'bully mentality' has been allowed to become a dominant factor
in the group environment, injustice and abuse often become regular and predictable parts of the
group experience. Bystanders to bullying activities are often unable or unwilling to recognize the
true costs that silence regarding the bullying can have, both to the victim or victims, and to the
group. Bystanders often feel unwilling to empathize with the victim, regardless of their feelings
towards the bully. The reversal of a culture of bullying within a group is usually an effort which
requires much time, energy, careful planning, coordination with others, and usually requires
undertake this type of risk that bullies often rely upon in order to maintain their power. Unless
action is taken, a 'culture of bullying' is often perpetuated within a group for months, years, or
longer.
Bystanders who have been able to establish their own 'friendship group' or 'support group'
have been found to be far more likely to opt to speak out against bullying behavior than those
Despite the large number of individuals who do not approve of bullying, there are very
few who will intervene on behalf of a victim. Most people remain bystanders and tend to accept
the bullying or to support the bully. In 85% of bullying incidents, bystanders are involved in
In most bullying incidents, bystanders do not intervene to restrain the bullying. When the
bully encounters no negative response from observers, it provides social approval for the
bullying and encourages continuation of the behavior. There are many reasons why individuals
choose not to intervene. They may be relieved that the victim of a normal and generally-present
danger is someone else, they may take vicarious satisfaction in the bullying, or they may worry
that they risk becoming the next victim through intervention. An intuitive understanding that
others will be similarly unwilling to assist them if they do become the next victim likely
Researchers have been considered the just-world belief theory to explore a posited
decline in anti-bullying attitudes. "This is the idea that people get what they deserve and deserve
what they get." The study determined that children do seek to understand, justify, and rectify the
different injustices they come across in everyday life. However, further research is needed to link
While on the surface, chronic bullying may appear to be simply the actions of an
'aggressor' (or aggressors) perpetrated upon an unwilling 'targeted individual' (or individuals), on
a certain deeper level, for it to succeed, the bullying-cycle must also be viewed as necessarily
including a certain chronic inadequate response on the part of the target (or targets). That is, a
response that is seen by both the bully and the target as insufficient to prevent the chronic
bullying-cycle from repeating itself between the given individuals. A suitable response to any
given attempt at bullying varies with the occasion, and can range from ignoring a bully to turning
a prank around so that it makes a 'pranksteree' out of the would be prankster, to even summoning
legal intervention. In any case, the targeted individual must necessarily somehow demonstrate to
the would-be bully that one will not allow one's self to be daunted, intimidated, or otherwise
"cowed" by the bully. Those individuals or groups who are capable of reacting to initial bullying
attempts in ways that tend to sufficiently discourage potential bullies from repeated attempts are
less likely to be drawn into this destructive cycle. Those individuals or groups who most readily
react to stressful situations by perceiving themselves as 'victims' tend to make the most suitable
Under some circumstances, targets may be chosen in what may be a completely random
or arbitrary process, especially in groups in which the 'bully mentality' may have already
succeeded in achieving domination within the group. In such groups, the defense mechanisms of
the entire group may have already been 'broken down', and therefore the targeting of individuals
no longer requires the seeking out of 'certain personality types' to become the 'next target'. The
reversal of such chronic and well entrenched bullying behavior in such groups sometimes
requires a much more carefully planned, coordinated, determined, and multi-individual response
from a would-be target than in a group in which either the 'bully mentality' may not (yet) prevail,
or ideally in a group that may have already taken a pro-active preventative approach towards
bullying.
The bullying-cycle must include both an act of aggression on the part of a potential bully,
and a response by a potential target that is perceived by both as a certain sign of submission. The
cycle is only set in motion when both of these two essential elements are present. Once both of
these two elements manifest themselves, the bullying cycle often proceeds to feed on itself over
time, and may last for months, years, or even decades. The cycle is most easily broken at its
initial onset; however, it can also be broken at any later point in its progression by simply
removing either one of its two essential ingredients. While group involvement may seem to
complicate bullying activities, the act is most often an implied agreement in principle between a
chief bully or instigator and the target that the one has 'submitted' to the other. In the act of
bullying, the bully attempts to make a public statement to the effect of: 'See me and fear me, I am
so powerful that I have the ability to inflict pain upon the intended target at the time and manner
of my choice without having to pay any consequences.' Should an intended target exhibit a
'defeated attitude' in response to chronic bullying, then the bullying is likely to continue. In
circumstances where a 'bullying pattern' has not yet fully established itself, should the intended
target respond with a clear attitude of self-confidence that somehow demonstrates that the bully's
attempt to dominate is futile, then the bullying attempt will often quickly diminish or end all-
together. Established patterns of bullying may require greater and more persistent effort to
reverse. Institutions and organs of society often reinforce bullying, often by implying to or telling
targets of bullies that they are responsible for defending themselves, and then punishing victims
The study discussed the Effects of Bullying Among Senior High School in Araullo
a. Sex
b. Age
The study confined itself to the identification of the Effects of Bullying Among Senior
The findings which this study will reveal, may benefit certain groups and the benefits
more luckier than those who are bullied even life is very struggling because of economic
problems, they are still send in the school to learn by their parents, thus will challenge to them
and enabling them to perform well in class, study harder to upgrade their knowledge and
intelligence so that the difficulties experienced by their parents in sending them to school to
Future Researchers / the Researchers themselves – the finding of this study will be
The cost of educating a child is tremendous, it matters not so much, how much our
government spends for every child provided that the child finishes the school year successfully.
What is deplorable to not is the enormous number of school leaves every year. When a child
leaves school before attaining functional literacy, much of our effort, time and money go down
the drain. He do not acquire the needed skills for a productive and favorable life.
Usually, majority of the out of school youth because of bullying effects becomes the sick
of our society, they will become delinquent, they have a rebellious spirits, in this regards the
researchers want to know through this study what are the behavioral development of our of
To all the parent. So that the parents will be able to know that they should have a sense
of dedication and devotion to duty as parents in implementation of some strategies for the
development of their kids although they experienced being bullied or those who committed
bullying to bring them in a state that they can be proud to be the parents even of those who
children and youth in the community it enables them further to adopt precautionary measures or
Development sufficient
Parent’s Education
Government scholarship
Materials
prayer meeting (B.S.)
Comprehend Functional
livelihood program.
strong parental guidance
partnership comprehend
school partnership
The study aims to assess the effects of bullying as perceived by their parents that will be
The respondents of this study involved 30 parents who are parents of selected high school
DIFINITION OF TERMS:
bully is defined as simply "forcing one's way aggressively or by intimidation," the term
may generally apply to any life experience where one is motivated primarily by intimidation
instead of by more positive goals such as mutually shared interests and benefits.
YOUTH. An early stage of growth and existence, the period of life coming between
Cyber-bullying is any bullying done through the use of technology. This form of
Gay bullying and gay bashing are expressions used to designate verbal or physical
actions that are direct or indirect in nature by a person or group against a person who is gay,
METH0D OF RESEARCH
This chapter presents the research method, sources of data, data gathering instruments
Research Design
The researchers will use the descriptive analytical method of research for this is the most
appropriate means of evaluating the effects of bullying among children and its implication to
Behavior
prevailing conditions affecting a given group hence, this study calls for this method. It is a study
components to serve as a direction in reaching a goal. He pointed out that the descriptive
methods tells “what is”, that which leads to a scientific information about education, and other
fact-finding.
prevailing conditions and practice or descriptions of objects, process or persons as they exist for
about a certain educational phenomenon, predicting for identifying relationship among and
The respondents of this study are 30 selected parents of thirty senior high school
students who aree experienced being bullied and are chosen through simple random
respondents (the sample from a larger population and then formulating a universal assertion
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
The materials and instruments to be used for gathering data are the questionnaire-
checklist, the interview, and the documentary analysis techniques, scattered sources.
going to be used in the gathering data. It will be employed primarily to come up with the
planned, written questions related to a particular topic, with space provided 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 in which the
researcher stimulates the respondents to give the needed information for the study.
The researchers will prepare the instruments use through readings of the questionnaire-
checklist of other studies just to obtain some ideas. Finally they if the researchers able to do and
After the adviser has 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
The responses of the respondents to the questionnaire checklist will carefully tally,
tabulate and organize including those derive from interviews, observation and documentary
analysis. The data presented, analyzed and interpreted with the used of weighted mean,
The presentation, analysis and interpretation of the data will be based on the weighted
% = f/n x 100
Where:
% = percentage
This chapter presented, analyzed and interpreted all the data interpreted all the data
gathered in this study. Presentation was done through the used of tables. Analysis and
Table 1
Gender Profile
Male 12 40% 2
Female 18 60% 1
Total 30 100%
The table one shows the sex profile of the respondents, the table shows that there were 18
or 60% of the respondents were females ranked 1, and 12 or 40% were males ranked 2.
The above data shows that most of the respondents were female and not so many were
males. This implied that there were more females are cooperated with the researchers during the
Table 2
Age Profile
20 below 2 6.7% 5
21-25 4 13.3% 4
26-30 5 16.7% 3
31-36 7 23.3% 2
37 above 12 40% 1
Total 30 100%
The table two shows that there were 12 or 40 percent of the respondents aged of 37 and
above with as ranked are 7 or 23.3 percent were at aged ranged of as 31-36 ranked two, four or
16.7 percent belongs to aged ranged of 26-30 as ranked three; four or 13.3 percent at the age 21-
25 as ranked 4; and the last ranked belong to aged 20 below is with two or 6.7 percent.
B. EFFECTS OF BULLYING
Table 3
CAUSES OF BULLYING
causes W F % WF WM VI R
1) Lack of involvement in child’s 5 15 50% 75
interests, activities, and daily life 4 6 20% 24
3 3 10% 9
2 3 10% 6
1 3 10% 3
Total 30 100% 117 3.9 Agree 1
2 Lack of supervision 5 4 13% 20
4 10 33% 40
3 6 20% 18
2 4 13% 8
1 6 20% 6
Total 30 100% 92 3.0 MA 8
3) Overly permissive, lack of 5 10 33% 50
limits 4 6 20% 24
3 5 16% 15
2 9 30% 18
1 0 0 0
Total 30 100% 107 3.5 A 3
4) Harsh, physical discipline 5 4 13% 20
4 15 50% 60
3 4 13% 12
2 4 13% 8
1 3 10% 3
Total 30 100 103 3.4 MA 5.5
5) Unsupervised break times 5 6 20% 30
4 5 16% 20
3 12 40% 36
2 3 10% 6
1 4 13% 4
Total 30 100% 96 3.2 MA 7
6 Unsupervised student areas 5 4 13% 20
such as lunchrooms, bathrooms, 4 15 50% 60
hallways, locker rooms, 3 4 13% 12
playgrounds 2 4 13% 8
1 3 10% 3
Ranked 1 was Lack of involvement in child’s interests, activities, and daily life the item 1
of the table 3 shows that a big number of respondents agreed to this factor as indicated by its
weighted mean of 3.9 this means that the main reason of bullying others is because Lack of
The children are bullying others because Overly permissive, lack of limits, Apathy
towards bullying on the part of teachers and administrators and Idealize violence, is shown in
items 3, 7 and 8 of the table which obtained a weighted mean of 3.5 and verbally interpreted as
Agree ranked 3 . ranked 5. are items 4) Harsh, physical discipline and 6 Unsupervised student
areas such as lunchrooms, bathrooms, hallways, locker rooms, playgrounds both has weighted
more frequently in physical education classes and activities, recess, hallways, bathrooms, on
school buses and while waiting for buses, and in classes that require group work and/or after
school activities. Bullying in school sometimes consists of a group of students taking advantage
of or isolating one student in particular and gaining the loyalty of bystanders who want to avoid
becoming the next victim. These bullies may taunt and tease their target before physically
Table 4
EFFECTS OF BULLYING
Effects W F % WF WM VI R
a) Loss of interest in school and 5 8 26% 40
extracurricular activities 4 5 16% 20
3 6 20% 18
2 7 13% 14
1 4 13% 4
Total 30 100% 96 3.2 MA 1
b) Frequent complaints of illness 5 4 13% 20
to avoid attending school 4 10 33% 40
3 5 16% 15
2 4 13% 8
1 7 23% 7
Total 30 100% 93 3.1 MA 2
c) Sudden decrease in academic 5 3 20% 15
performance 4 6 20% 24
3 7 23% 21
2 8 26% 16
1 6 20% 6
Total 30 100% 82 2.7 MA 4
d) Seems afraid of going to 5 5 16% 25
school, riding the bus, walking to 4 4 13% 16
school, or taking part in organized 3 6 20% 18
activities with peers 2 6 20% 12
1 9 30% 9
is one of the main effects of being bullied with its weighted mean of 3.2 verbally
attending school indicated that it is one of the effects of being bullied with weighted
Ranked 3 is item d) Seems afraid of going to school, riding the bus, walking to
school, or taking part in organized activities with peers has weighted mean of 3.0
This chapter presents the summary of the findings; the conclusions arrived at based on
Summary
”. The questionnaire was the main instrument used to gather the needed data. This study was
Gender Profile
The table one shows the sex profile of the respondents, the table shows that there were 18
or 60% of the respondents were females ranked 1, and 12 or 40% were males ranked 2.
Age Profile
That there were 12 or 40 percent of the respondents aged of 37 and above with as ranked
are 7 or 23.3 percent were at aged ranged of as 31-36 ranked two, four or 16.7 percent belongs to
aged ranged of 26-30 as ranked three; four or 13.3 percent at the age 21-25 as ranked 4; and the
causes of bullying
Ranked 1 was Lack of involvement in child’s interests, activities, and daily life the item 1
of the table 3 shows that a big number of respondents agreed to this factor as indicated by its
weighted mean of 3.9 this means that the main reason of bullying others is because Lack of
Effects of Bullying
main effects of being bullied with its weighted mean of 3.2 verbally interpreted as moderately
agreed ranked 1.Item b Frequent complaints of illness to avoid attending school indicated that it
is one of the effects of being bullied with weighted mean of 3.0 verbally interpreted as
Ranked 3 is item d) Seems afraid of going to school, riding the bus, walking to school, or
taking part in organized activities with peers has weighted mean of 3.0 interpreted as
moderately agree.
Ranked 4 is item c) Sudden decrease in academic performance has weighted mean of 2.7
Ranked 5 is item e) Anxiety or low self-esteem has weighted mean of 2.8 verbally
Based on the findings, the following conclusions are given and concluded:
is unclear whether their acts of bullying give them pleasure or are just the most
effective way they have learned to get what they want from others
2. Bullying negatively affects both the child being victimized and the child who is the
bully. There are always short-term affects and if the bullying is severe enough there
problems and children who do the bullying are much more likely to have problems
withdraw from friends and activities. If it is not stopped and continues for long
RECOMENDATION
From the findings of the study based on the conclusions drawn the following
1. Bullying should not be taken lightly as it can cause serious problems for all the children
involved.
2. Being bullied is a very stressful ordeal for children. Many bullying victims are reluctant
ignore it and they should not have bothered to tell in the first place.
4. Make contact with the bully’s parents. Often they are unaware of their child’s behavior
and will want to help work with you to make positive changes.
5. Do not allow your child to hang around empty playgrounds or stay late at school alone.
6. Sometimes children exhibit certain behaviors that irritate or provoke others. If this is the
case, help the child to find more suitable ways to interact with friends and peer groups.
REFERENCES
Student Reports of Bullying, Results From the 2011 School Crime Supplement to the
National Crime Victimization Survey, US National Center for Education Statistics
Bennett, Elizabeth Peer Abuse Know More: Bullying From a Psychological Perspective
(2016)
George Alexander Wood and Alexander Wellesley Leith The Complete Newgate
Calendar Volume V, Tarlton Law Library The University of Texas School of Law
Zwerdling, Alex (2015 ) Virginia Woolf and the Real World p.263
Pawlowski, Merry M. (2011) Virginia Woolf and fascism: resisting the dictators'
seduction p.104
Besag, V. E. (1989) Bullies and Victims in Schools. Milton Keynes, England: Open
University Press
Carey, T.A. (2013) Improving the success of anti-bullying intervention programs: A tool
for matching programs with purposes. International Journal of Reality Therapy, 23(2),
16-23
Kim YS, Leventhal B; Leventhal (2016). "Bullying and suicide. A review". International
Journal of Adolescent Medicine and Health 20 (2): 133–54. doi:10.1515/IJAMH.2008.20.2.133
SAMPLE QUESTIONNAIRE
Name (Optional):
______Age Gender ______
Direction: . Please put a check mark to the blank provided corresponds to any number written
above each item to best express your opinion by using the following code below:
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
8) Idealize violence
2. Effects of Bullying
Effects 5 4 3 2 1
a) Loss of interest in school and
extracurricular activities