Input Process Output

1. Senior High School Data gathering procedure Significant of Bullying as

students of Llamas consciousness to senior high
Memorial Institute school students.
respondents’ Statistical Treatment of data
background in terms gathered Reason for bullying in
of the following: Emotional aspect.
Interpretation of Data

1.1Why does bullying

happen?

1.1.1 To gain a sense of

power among their
classmates.
1.1.2 They are scared, so they
try to scare others to hide
their feelings.
1.1.3 To get things they want.
1.1.4 They are unhappy and
take it out on others.
1.1.5 They are scared, so they
try to scare others to hide
their feelings.

2.Determining the impact of

bullying on the emotional
aspect of senior high school
students in Llamas Memorial
Institute, making a conclusion
and making generalization.

Conceptual Framework

Figure 1: Conceptual Framework

This figure presents the conceptual framework, Where in the input consist of 1:) The
respondent’s background 2) Determining the impact of bullying on the emotional aspect of
Senior high school students in Llamas Memorial Institute.
On the other side, it is the process consists of 1) Data gathering procedure, followed by 2)
Statistical Treatment of data gathered, and lastly 3) analysis of data gathered. Outputs are the
following 1) Significant of Bullying as consciousness to senior high school students. 2) Reason
for bullying in Emotional aspect. The researcher aims to determine the different impact of
bullying in the emotional aspect of senior high school students.

Statement of the Problem

This study aimed to determine the reading comprehension of grade 7 students towards to the
enhancement of teaching reading strategies.
Specifically, it sought to answer the following questions:

1, What is the Impact on students who are bullied

1.1 Have low self-esteem

1.2 Have nightmares
1.3 Have an increased risk of depression and substance abuse
1.4 Feel disconnected from school and not like school
1.5 have depression, anxiety, feelings of loneliness and isolation

2, What is the different type of bullying?

2.1 Physical bullying
2.2 Social bullying
2.3 Social bullying Verbal bullying
2.4 Cyber bullying

Scope and Delimitation

The scope of the study is the impact of bullying on the emotional aspect of senior high school students in
Llamas Memorial Institute. This research study began in November 2018 and it will end on March 2019.
The possible respondents in this study are grade 11 and grade 12 in Llamas Memorial Institute. The
researcher made a survey to the impact of bullying in the emotional aspect. The research focused on the
impact of bullying on the emotional aspect.

Significance of the Study

Students-it will help the students to have more knowledge about the topic bullying, they will
know its scope, how to deal with it, they will know the cause of it and how it affects the student’s
life and their academic performances.
Teacher-it will help the teachers to guide the students to build a connection with the students
who are experiencing bullying. This study will also help them plan strategically on how to
address the issues in connection to bullying.
Parents-this research will help them to understand what circumstances their child is going
through and how to help their child recover from the physical, emotional, and psychological
damage.
Community-this study will help in raising the knowledge and awareness of community in
bullying, how it seriously affects the victim, what causes the bully to commit bullying and how
to treat and approach someone who is experiencing bullying.

Definition of terms
Bullying - Bullying is unwanted, aggressive behavior among school aged children that involves
a real or perceived power imbalance. The behavior is repeated, or has the potential to be
repeated, over time. Both kids who are bullied and who bully others may have serious, lasting
problems.
Senior high school - Senior High School (SHS) covers the last two years of the K to 12
program and includes Grades 11 and 12. In SHS, students go through a core curriculum and
subjects under a track of their choice.
Impact - a powerful effect that something, especially something new, has on a situation or
person.
Emotional aspect - Emotional aspect is how we feel about something internally. The emotional
aspect of losing a loved one can be very difficult.
K to 12 - The K to 12 Program covers Kindergarten and 12 years of basic education (six years
of primary education, four years of Junior High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education, middle-level skills development, employment, and
entrepreneurship.
Bullying
The Merriam Webster dictionary defines bullying as the abuse and mistreatment of someone vulnerable
by one who is stronger and more powerful. The root cause and repercussion, however, transcend beyond a
few-worded definition. While bullying has first been regarded as a simple banter between children in
school environment, confessions from victims of such act and news about young people committing
suicide due to bullying have forced not only school officials but also authorities around the globe to look
at the issue. According to a study by The Youth Ambassadors for Kids Club, 77 percent of students are
bullied mentally, verbally and physically. The Philippines is not an exemption. “Over here, with the study
in 2016, bullying actually increased about 71 percent already, and that’s a remarkable number considering
that those that are bullied are the youth and in the school setup,” Cheyenne Dela Fuente, expert in Child
Behavior and Psychology told The Manila Times during the launch of an anti-bullying campaign.
Moreover, Dela Fuente noted that bullying is prevalent among teenagers mainly because of peer pressure,
“That’s the age when peer pressure comes in; teenagers are trying to belong and if they don’t, they are
out, they will be excluded from what others are doing.” Before anyone can insinuate that bullying is not
as big as it is made up to be, Dela Fuente warned that bullying is a silent enemy. “It is quiet—you don’t
see it, there’s no face. Anybody can bully someone else and the sad thing is, usually the ones bullied don’t
speak up,” the expert noted. Still according to Dela Fuente, bullying can take part in many forms with the
most common ones including: cyber bullying, which has become very rampant due to the prevalence of
social media and the Internet; social bullying which is excluding people from any event; physical
bullying, which involves hitting other people; and verbal abuse. And with these acts, bullying has been
proven to take a toll on its victims. “You have anywhere from just feeling isolated to the more extreme
cases of suicide which at the moment is increasing drastically. So we really need to put a stop to it,” the
holder of a master’s degree in Psychology shared. Heeding this distress call is local clothing brand
Penshoppe that came up with its anti-bullying campaign, “I am different.” “When we did our research, we
found out that it is when you are perceived different, that’s when people start bullying you,” Penshoppe
brand director Jeff Bascon told The Manila Times during the launch of the campaign in Bonifacio Global
City. Asked why the brand has embarked on this advocacy, Bascon noted that it’s one of the most relevant
issues for the youth, their primary market. Adding to their conviction of the importance of the campaign,
Bascon and his team found out that there is no specific foundation in the country purely focused on anti-
bullying. As such, the clothing company partners with Teach for the Philippines. “That’s because we feel
that one of the best ways to reach the youth is through education. Teach for the Philippines will help us
come up with an anti-bullying education program that will be engrained to the programs of teachers here
in the Philippines,” Bascon explained. Funding this campaign are the shirts that bear the messages “I am
different” and “Different is Good.” A significant portion of the shirt sales will go to the brand’s project
with Teach for the Philippines. The company has also tapped the biggest names not only in the local but
also in the international fashion scene to raise further awareness in this campaign. Bella Hadid (with 15. 3
million followers on Instagram alone), Cameron Dallas (20.5 million), Lucky Blue Smith (3.3 million),
Kaia Gerber (2.2 million) as well as Asian stars Sandara Park (6.2 million) and Mario Maurer (5.8
million) have all agreed to lend their star power and social media influence. “What’s also nice here is that
we are able to easily enjoin our international ambassadors. In a heartbeat, they said yes,” Bascon proudly
noted. Local ambassadors and celebrities like Jimmy Alapag, Ronnie Alonte and Loisa Andalio have also
joined the campaign by showing that they too – deemed almost perfect by their adoring followers – are
different in their own definition. “Hopefully, with this campaign and the awareness that this company and
these celebrities are putting forward, people will recognize that it is a problem and that bullied people
would actually stand up and say that enough is enough,” Dela Fuente noted, commending the campaign.
Dela Fuente shared tips on what to do when one experiences bullying. “Number one, speak up. It doesn’t
matter which adult or which other person you will talk to, but say something about it to someone else.
Two, acknowledge that you are different and it’s fine,” he enumerated. “Three, walk away. Don’t retaliate
because if you do, you will aggravate the situation, you will empower the bully. You may send out the
wrong signal that, ‘Do it to me again because I am paying notice to your bullying tactics.’ So just don’t
acknowledge it,” he continued.
Definitions serve an important communicative and social purpose in our society. They help ensure that
different individuals can converse and interrogate phenomena confident in their knowledge that they are
talking about the same thing. A definition helps to set boundaries and clarify what something is or is not,
what it includes and what it might exclude. Sometimes definitions are ubiquitous enough to cover a range
of purposes; for example, water has a generally agreed form and characteristic, regardless of the setting.
There are, however, greater issues in reaching agreement about definitions relating to social issues, which
are fundamentally shaped by the context and purpose for which they will be used. Bullying is an example
of a social problem whose definition can be altered by the context in which it is used (e.g. counselling,
policy, legal or research contexts). The definition of bullying has changed over time and continues to
change. The efforts to define bullying have required researchers to apply a critical perspective not just to
bullying, but to the nature of society and the setting in which the interaction is occurring. Historically, the
focus of defining bullying has been on observable behaviours and the experience of the individual who is
bullied. It is particularly useful to include information about the forms of behaviour considered to
illustrate bullying when reviewing the findings of research studies. How bullying is specifically described
or defined to the participants obviously influences their responses, the results of the study and possible
applications. Shaw and Cross (2012) look to the most well-known definition of bullying, provided by
pioneering Norwegian researcher Dr Dan Olweus, when writing on their research into patterns of
clustering in Australian schools. This definition, by far the most commonly cited in studies published over
the last decade, describes bullying as ‘an aggressive behaviour repeated over a period of time,
characterised by real or perceived imbalance of power perpetrated with the intent to harm the target’
(Olweus, as cited in Shaw & Cross, 2012, p. 142). A similar definition is provided in another Australian
study by Coffin, Larson and Cross (2010), who likewise reference the work of Olweus when they say
bullying is:
… physical, social or psychological in nature but … always involves unprovoked intent to harm which
occurs repeatedly in familiar social settings and incorporates a power imbalance (p. 77).
The work of Olweus appears again in a US study into the effects of online bullying on school
engagement. The study examining the validity of the ‘traditional definition’ in relation to emerging issues
of online bullying states that: … a person is bullied when he or she is exposed, repeatedly and over time,
to negative actions on the part of one or more other persons, and he or she has difficulty defending
himself or herself (Olweus, as cited in Randa & Reyns, 2014, p. 257).
When researchers attempt to define bullying for students in studies, they often refer to a list of bullying
behaviour ‘types’ to explain the concept for participants. An enormous variety of descriptions exists. One
recent example is that provided by Randa & Reyns (2014, p. 257), who describe forms of bullying in their
explanation of the behaviour, citing ‘verbal (e.g. name calling), physical (e.g. hitting, shoving), financial
(e.g. demanding money) or psychological (e.g. social exclusion)’, adding that ‘with the ease and
increasing availability of online/mobile communications, it can now be carried out in the school setting or
online’. Other researchers use other bullying behaviour ‘types’. Hemphill, Tollit and Kotevski (2012)
provided descriptive information to participants for their study of the rates of bullying among Victorian
secondary school students. ‘Traditional bullying’ was described as having been teased or called names,
having rumours spread about them, being deliberately left out of things, being physically threatened or
being actually hurt. ‘Relational bullying’ was described as getting back at another student by not letting
them be in the group of friends, and telling lies or starting rumours about other students to make other
kids not like them. Asking participants their definition of bullying provides an important insight into this
commonly used term, and goes some way towards explaining the difficulties associated with reaching
agreement on a formal definition. For example, the definition supplied by participants in the study by
Coffin, Larson and Cross (2010) reinforces the point made by many researchers that definitions of
bullying are contextual, with the language and cultural patterns common to the setting in which
individuals live having a dominant impact on how bullying is perceived and explained: Bullying was a
word that was widely understood by all children and adults in each community. A few adults in the
smaller towns referred to it as a wadjella (white person) word, but they also explained they had a word
with the same meaning in their language. When asked to describe bullying, people included all of the
characteristics associated with bullying: prolonged or repeated behaviour such as ‘teasing’, ‘picking on’
or ‘hitting’ by a more powerful person against a weaker, smaller or younger person (p. 80). The study also
found that participant discussion about bullying was geared towards intra-familial dimensions. The
authors point out that bullying that happens within the family, including by parents, provided
opportunities for children to learn and practise these behaviours. Both children and adults indicated that it
was considered ‘normal’ for older kids to bully younger kids, and many described bullying between
siblings or cousins as a regular occurrence (Coffin, Larson & Cross, 2010, p. 83). In a critique of classical
constructs of bullying in schools, Carrera, DePalma and Lamerias (2011) reason that the ‘phenomenon of
bullying has been conceptualized in various ways, and to some extent, the choices of terminology, along
with the associated meanings, connotations, and implications have varied according to the cultural context
of the analysis’ (p. 480). Citing cultural differences between countries like Italy and Japan, they list the
following characteristics as common across definitions of bullying: • it involves a broad range of actions
which are deployed repeatedly over a prolonged period of time and which are harmful to the person at
whom they are directed • it is deliberate in nature; that is, there is a goal of harm • in general, it is
assumed that these actions are not provoked • the abuse may be enacted by an individual or group, and the
object of the abuse may be one or more individuals. Bullying is the activity of repeated, aggressive
behavior intended to hurt another person, physically or mentally. Bullying is characterized by an
individual behaving in a certain way to gain power over another person Norwegian 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. Bullies may behave this way to be perceived as
popular or tough or to get attention.They may bully out of jealousy or be acting out because they
themselves are bullied. U.S. National Center for Education Statistics suggests that bullying can be
classified into two categories:
1. Direct bullying, and
2. indirect bullying (which is also known as social aggression).
Ross states that direct bullying involves a great deal of physical aggression, such as shoving and poking,
throwing things, slapping, choking, punching and kicking, beating, stabbing, pulling hair, scratching,
biting, scraping, and pinching. He also suggests that social aggression or indirect bullying is characterized
by attempting 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 he 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 in2003 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. 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).

Cause and Effect of Bullying

In considering the broad range of impacts associated with bullying, it is critical not to dismiss the
experience of those who engage in bullying. Looking at the trajectory of mental health, education
and future life chances for this particular group of students provides a strong rationale for
intervention and preventative systems of support. In its international review of bullying research
literature, the United Nations Children’s Fund (2014) flagged concerns about the association
between children who engage in bullying and an increased likelihood of depressive symptoms
and suicidal ideation. Further, it points to strong evidence that: Bullying (of others) has been
linked to future engagement in juvenile delinquency, including theft and robberies, vandalism,
arson, physical attacks, gang involvement and the selling of drugs. Children who bully others
also report increased rates of risky behaviours, including smoking and drinking, fighting, being
injured in physical fights and carrying weapons (p. 120). These (and other) findings related to
life trajectories do not provide unequivocal evidence of a causal relationship between bullying
and, for example, criminal behaviour. Such trajectories result from a wide number of factors, of
which bullying may be only one. However they do suggest that bullying others is an important
‘signal’ that warrants attention and action from parents and schools. A large-scale dataset
collected from 3112 students in Australian primary and secondary schools in three states was
used as a basis for an investigation of students who engaged in online bullying and their
‘perceptions of the impact and harm they thought their actions had on the students they had
cyberbullied’ (Campbell et al., 2013, p. 617). Participants aged between 10 and 19 years were
surveyed, and the focus question related to this study was: ‘Have you cyberbullied someone this
year?’ (p. 618). Only 8.9 per cent of surveyed students reported that they had engaged in online
bullying during the previous 12 months (p. 619). Unpacking the data from this Australian study
of the perceptions of students who engage in online bullying further: • 57 per cent did not
consider their behaviour to be harsh • 74 per cent did not believe their behaviour had a
significant impact on the student/s they targeted. In terms of the students who engaged in online
bullying, the researchers found that they ‘reported more social difficulties and higher scores on
stress, depression and anxiety scales than those students who were not involved in any bullying’
(p. 614). This is consistent with a German study of students in Years 8 to 9 which found that
students bullying others directly and relationally showed enhanced externalising problems; the
negative effects of bullying and victimisation on their psychological adjustment were made
worse by the lack of coping mechanisms or support among these students (Hampel, Manhal &
Hayer, 2009, p. 474). Results from a longitudinal study of 700 Australian students examining
consequences associated with engaging in bullying (Hemphill et al., 2011) adds further weight to
this association: … bullying perpetration in Year 7 was associated with an almost three-fold
increase in weapon carrying, and approximately a two-fold increase in theft, violent behaviour,
binge drinking and marijuana use. Bullying perpetration in Year 10 showed stronger associations
with Year 11 outcomes. For example, bullying perpetration in Year 10 predicted a four-fold
increase in carrying a weapon in Year 11 and over a three-fold increase in theft and violent
behaviour. Weaker but significant associations were found between Year 10 bullying perpetration
and outcomes including school suspension, marijuana use and binge drinking (p. 112). Similar
results were found from another longitudinal study of 500 boys (and their mothers) in the US
who were tracked from six to 19, with twice-yearly screening using the Child Behaviour
Checklist and specific questionnaires focused on the experience of bullying (Ttofi et al., 2011c).
Results demonstrated that engaging in bullying, as reported by both the boys and their mothers,
was strongly correlated with delinquency in adolescence. In a separate longitudinal study of 500
German children, interviewed at nine and then 14 years of age, researchers also found a strong
relationship between girls who engaged in bullying and later reports of antisocial behaviour
(Ttofi et al., 2011a). The association between health complaints and involvement in bullying was
examined in a study of 2427 Greek adolescents (Politis et al., 2014). Using data from a
computerised survey, researchers found that students who engaged in bullying were more likely
than other students to report backache and fatigue. This supports previous studies that also found
an association between somatic symptoms and bullying perpetration. The researchers suggest
that stressful, prolonged violent interactions can weaken the immune system of the child
involved through a physiological route (p. 7). Caution is recommended when considering
findings which suggest a causal relationship between bullying others and adverse mental health,
crime and behavioural development outcomes. Such studies are, however, invaluable in pointing
out possible influences on how bullying is demonstrated and responded to that are common
across communities, and serve an important role in progressing research and practice.