effects of bullying
TRANSCRIPT
EFFECTS OF BULLYING
_________________
Undergraduate Thesis Presented to the
Faculty and Staff of the College of Criminology
Nueva Ecija University of Science and Technology
Cabanatuan City
___________________
In Partial Fulfillment of the Requirements
for the Subject Psychology
___________________
By
Marlon de Lara
Cedric D Jale Arceo
Arnie Angelo Andulan
Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
Eddie Boy Tamares
Acknowledgements
The researcher’s wishes to express their deepest gratitude
to the special people who have extended their assistance for the
success of this study;
The Almighty God, who is the source of life and strength of
knowledge and wisdom.
Mrs. __________________ for her genuine apprehension,
encouragement, patient and guidance and whose expertise and
knowledge were generously shared;
To the fellow classmates, for sharing their knowledge and
idea in helping the researchers in the construction of the
project;
To the beloved parents and guardians for untiring love and
support;
The Lord and Savior Jesus Christ, this piece of work was
heartily offered.
DEDICATION
The researchers would like to dedicate this study to the
Almighty God, to their beloved families and friends, to their
Alma Mater- the Nueva Ecija University of Science and Technology,
to their classmates, instructors and to the professor of this
subject Psychology __________________
The researchers would also like to dedicate this project to
their fellow criminology students; they knew that they will
serve this information to them.
TABLE OF CONTENTS
TITLE PAGE
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
CHAPTER
1 THE PROBLEM AND ITS SETTING
Introduction
Statement of the Problem
Assumption of the Study
Importance of the Study
Scope and Delimitation of the Study
Definition of Terms
2 METHODOLOGY
Research Method of Collecting Data
Sampling Design
Statistical Treatment of Data
3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
Summary of Findings
Conclusions
Recommendations
REFERENCES
Questionnaire – Checklist
Curriculum vitae
Chapter I
THE PROBLEM AND ITS SETTING
Introduction
Bullying is a form of aggressive behavior manifested by the
use of force or coercion to 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 sometimes referred to as a "target".
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. states have laws against it
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 abuse. Robert W.
Fuller has analyzed bullying in the context of rankism.
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
verb "to bully" is first attested in 1710(Zwerdling, 1987 )
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. 2005). 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 indicative of situations of bullying. Virginia Woolf
considered fascism to be a form of bullying, 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 as: ,Fighting,Vandalism, Truancy,
Dropping out of school. Stealing Smokingand Alcohol/and or drug
abuse
Effects on the victimThe 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 them and guide them with the
techniques to conquer bullies!
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 a corresponding lack of
discipline.
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 towards bullying behaviors.
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
their way out of difficult situations.
It is commonly believed that children who bully are “loners” or
are socially isolated. Research, however, shows this is not the
case.
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 from
the child’s home/family life, peers, or school.
Family risk factors: Lack of involvement in child’s interests,
activities, and daily life, Lack of supervision .Overly
permissive, lack of limitsand Harsh, physical discipline
Peer risk factors:Engage in bullying behaviors Support bullying
behaviors Idealize violence School risk factors:Unsupervised
break timesUnsupervised student areas such as lunchrooms,
bathrooms, hallways, locker rooms, playgrounds Apathy towards
bullying on the part of teachers and administratorsInconsistent
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 difficult to detect means it is
difficult for parents or school officials to intervene.
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 join in on the harassment of the chosen victim.
This form of bullying is slow, drawn-out, calculated,
manipulative torture of the victim. The effects on the victim can
be so severe as to result in depression, eating disorders,
transferring or dropping out of school, and/or suicidal thoughts
or attempts.
It is not as easy to recognize as the black eyes and
playground brawls of more traditional, physical bullying, but it
is certainly no less significant.
Local Literature
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.[10][17] 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).[1]
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.[19]
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 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
themselves:( Besag, 1989)
"[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 skills."( Hamilton, 2004)
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 fundamental and negative factor in the development
of their adult personality.
In the 2000s and 2010s, a cultural movement against bullying
gained popularity in the 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
2006, 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 authors report.(Sandigan, 2004)
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 self esteem: by demeaning others, the
abuser feels empowered.
Researchers have identified other risk factors such as
depressionand personality 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 were not predictive of these behaviors.
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 effective adult-level activities
such as administrative end-runs, well-planned and orchestrated
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, norm within the group.
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 some undertaking
of 'risk' by group members.
It is the general unwillingness of bystanders to expend these
types of energies and to 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 who have
not.
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 teasing the victim or egging on the
bully.
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 strengthens the motivation to
remain passive.
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 the two together.
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 candidates for becoming the 'targets' of chronic
bullying.
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
if they fight back.
STATEMENT OF THE PROBLEM
The study discussed the Effects of Bullying Among Youth from
Barangay Isla, Cabanatuan City: it’s implication to Behavior
Specifically, the following questions will be answered::
1. What are the profile of the respondents in terms of:
a. Sex
b. Age
2. What are the factors or causes of Bullying?
3. What are the effects of bullying ?
ASSUMPTIONS OF THE STUDY
1. That the there are some risk factors affecting
bullying.
SCOPE AND DELIMITATION OF THE STUDY
The study confined itself to the identification of the
Effects of Bullying Among Youth from Barangay Isla, Cabanatuan
Citya: it’s implication to Behavior
The researchers also determine the causes of bullying , the
roles of parents to guide their
SIGNIFICANCE OF THE STUDY
The findings which this study will reveal, may benefit
certain groups and the benefits they may be able to gain are as
follows:
students – this group may use this study as an example to
bear in their mind they are 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 attain their goals will not
be in vain.
Future Researchers / the Researchers themselves – the
finding of this study will be serving as a good source of
accurate and useful information for them.
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 school youth and its
implication to education.
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 overcome
the effects of being bullied
To all community organizations. It is imperative for them to
know the characteristics of a children and youth in the community
it enables them further to adopt precautionary measures or
remedies to forestall their unfavorable behavior.
RESEARCH PARADIGM
INPUT PROCESS OUTPUT
Educational,
Spiritual
Development
Moral Development
Livelihood
Activities
Provide School
Materials
Comprehend
Functional strong
parental guidance
close relationship
of school
partnership
comprehend school
School grants
Guidance
Parent’s Education
Encourage to attend
church activities
livelihood seminars
/ workshops
Government
scholarship prayer
meeting (B.S.)
livelihood program.
Youth who are self
sufficient
Better graduate
Productive Citizen
partnership
The study aimed to assess the effects of bullying as perceived
by their parents that will be based on the data gathered.
The respondents of this study involved 30 parents who are
bonafide residents of Barangay Isla, Cabanatuan City, Nueva
Ecija.
DEFINITION 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 childhood and maturity.
Cyber-bullying is any bullying done through the use of
technology. This form of bullying can easily go undetected
because of lack of parental/authoritative supervision.
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,
lesbian, bisexual, transgendered (LGBT)
Chapter 2
METH0D OF RESEARCH
This chapter presents the research method, sources of data,
data gathering instruments that used in the investigation.
Research Design
The researchers used 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
According to Calderon(1993) descriptive analytical method of
research as certain to 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
situation”. He further described it as a fact-finding with
adequate interpretation usually beyond fact-finding.
The descriptive method of research involves as a certain
data gathering process on 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 between the available
described..
The Respondents
The respondents of this study are 30 selected parents of
thiry children who were experienced being bullied and were
chosen through simple random sampling. Sampling is the
method by which a researcher chooses a group of respondents
(the sample from a larger population and then formulating a
universal assertion about the whole matter. The researchers
used is purposive sampling,
According to Tan (2006) Simple random sampling is the
selection on random basis of elements from sampling frame,
wherein each element has an equal chance or probability of being
chose as subject of the study
Locale of the Study
This study was conducted at Brgy. Isla, Cabanatuan City.
Data Gathering tools
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 instruments 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 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.
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.
Treatment of the Data
The responses of the respondents to the questionnaire
checklist were carefully tallied, tabulated and organized
including those derive from interviews, observation and
documentary analysis. The data presented, analyzed and
interpreted with the used of weighted mean, frequency counts,
percentage and ranking system.
The presentation, analysis and interpretation of the data
will be based on the weighted mean as shown by the scale ranges
as follows(Calderon, 1993)
1. For percentage computation is: % = f/n x 100Where:
% = percentage
f = number of respondents for every item
N = total number of respondents
2. For weighted mean: TWF
WM = --------- NWhere:
WM = stands for weighted meanF = stands for frequenciesW = stands for weightedTWF = stands for weighted frequencyN = total number of respondentsThe table of equivalent which is the basis of the
interpretation of the data will be :(Tan 2006)
Weight Scale VerbalInterpretation
4.50 above 5 Strongly agree
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
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
interpretations of data done after tabular presentation.
Table 1. shows the age profile of the respondents.
Table 1
Gender Profile
Sex Frequency Percentage Rank
Male
Female
12
18
40%
60%
2
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
study was conducted at Brgy. Isla Cabanatuan City
Table 2 show the age profile of the Respondents
Table 2
Age Profile
Age Frequency Percentage Rank
20 below
21-25
26-30
31-36
37 above
2
4
5
7
12
6.7%
13.3%
16.7%
23.3%
40%
5
4
3
2
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
B.1 causes of bullying
Table 3
causes W F % WF WM VI R1) Lack of involvementin child’s interests,activities, and dailylife
54321
156333
50%20%10%10%10%
7524963
Total 30 100% 117 3.9 Agree 12 Lack of supervision 5
4321
410646
13%33%20%13%20%
20401886
Total 30 100% 92 3.0 MA 83) Overly permissive, lack of limits
54321
106590
33%20%16%30%0
502415180
Total 30 100% 107 3.5 A 34) Harsh, physical discipline
54321
415443
13%50%13%13%10%
20601283
Total 30 100 103 3.4 MA 5.55) Unsupervised break times
54321
651234
20%16%40%10%13%
30203664
Total 30 100% 96 3.2 MA 7
6 Unsupervised studentareas such as lunchrooms, bathrooms,hallways, locker rooms, playgrounds
54321
415443
13%50%13%13%10%
20601283
30 100 103 3.4 MA 5.57) Apathy towards bullying on the part ofteachers and administrators
54321
106590
33%20%16%30%0
502415180
30 100% 107 3.5 A 3 8) Idealize violence 5
4321
106590
33%20%16%30%0
502415180
30 100% 107 3.5 A 3
Table 3 presents 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 involvement in child’s
interests, activities, and daily life
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 mean of 3.4 which means
moderately agree.
Bullying can occur in nearly any part in or around the school
building, though it may occur 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
bullying the target.
Table 4
Effects of Bullying
Effects W F % WF WM VI Ra) Loss of interestin school and extracurricular activities
54321
85674
26%16%20%13%13%
402018144
Total 30 100% 96 3.2 MA 1b) Frequent complaints of illness to avoid attending school
54321
410547
13%33%16%13%23%
20401587
Total 30 100% 93 3.1 MA 2c) Sudden decrease in academic performance
54321
36786
20%20%23%26%20%
152421166
Total 30 100% 82 2.7 MA 4d) Seems afraid of going to school, riding the bus, walking to school, or taking part in organized activities with peers
54321
54669
16%13%20%20%30%
251618129
Total 30 100 90 3.0 MA 3e Anxiety or low self-esteem
54
46
13%20%
2024
321
596
16%30%20%
15186
Total 30 100% 85 2.8 MA 5
It is indicated in item a) a) Loss of interest in
school and extracurricular activities is one of the main
effects of being bulliedwith 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
moderately agreed, ranked 2.
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 interpreted as
moderately agree
Ranked 5 is item e) Anxiety or low self-esteem has
weighted mean of 2.8 verbally interpreted as moderately
agree
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the findings; the
conclusions arrived at based on the findings and recommendations
offered.
Summary
This study was aimed at assessing the effects of Bullying.
”. The questionnaire was the main instrument used to gather the
needed data. This study was conducted during the First semester
of School year 2012-2013.
Summary of the Findings:
Profile of the Respondents.
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 last ranked belong to aged 20
below is with two or 6.7 percent.
EFFECTS OF BULLYING
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 involvement in child’s
interests, activities, and daily life
Effects of Bullying
It is indicated in a) Loss of interest in school and
extracurricular activities is one of the main effects of being
bulliedwith 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 moderately agreed, ranked 2.
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 interpreted as
moderately agree
Ranked 5 is item e) Anxiety or low self-esteem has
weighted mean of 2.8 verbally interpreted as moderately
agree
Conclusion
Based on the findings, the following conclusions are
given and concluded:
1. Bullies react aggressively in response to provocation or
perceived insults or slights. It 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 can also be long term effects.
3. Children who are bullied can suffer from low self esteem
and other emotional problems and children who do the
bullying are much more likely to have problems with drugs
and alcohol later in life
4. . The victims of bullies often loose self esteem, start
having trouble in school, and withdraw from friends and
activities. If it is not stopped and continues for long
enough, children can suffer these problems permanently.
5. Not being able to understand the harm they do to
themselves (let alone their victims), psychopathic
bullies are particularly dangerous."
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 to talk about their
experiences making it even harder to help them.
3. Never tell the child just to ignore the bullying. They will
feel as if you are just going to 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. Teach them to always use the
buddy system.
6. Sometimes children exhibit certain behaviors that irritate
or provoke others. If this is the case, help the child to
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SAMPLE QUESTIONNAIRE
Name (Optional): ______Age Gender ______Direction: . Please put a check mark to the blank providedcorresponds to any number written above each item to best expressyour opinion by using the following code below:
5 – Strongly Agree4 – Agree3 – Moderately Agree2 – Disagree1 – Strongly disagree
1. Causes of Bullying
causes 5 4 3 2 11) Lack of involvementin child’s interests,activities, and dailylife
2 Lack of supervision
3) Overly permissive, lack of limits
4) Harsh, physical discipline
5) Unsupervised break times
6 Unsupervised studentareas such as lunchrooms, bathrooms,
hallways, locker rooms, playgrounds
7) Apathy towards bullying on the part ofteachers and administrators
8) Idealize violence
2. Effects of Bullying
Effects 5 4 3 2 1a) Loss of interest in school and extra curricular activities
b) Frequent complaints of illness to avoid attending school
c) Sudden decrease in academic performance
d) Seems afraid of goingto school, riding the bus, walking to school, or taking part in organized activities with peers
e) Anxiety or low self-esteem
LETTER TO THE RESPONDENT
Dear Respondents,
Greetings!
The undersigned researchers who are BS Criminologystudents of Nueva Ecaija University of Science and Technology,Cabanatuan City are presently conducting their research studyentitled “Effects of Bullying ”. In partial fulfillment of therequirements for the subject Psychology
In connection with the above, they requesting your outmostcooperation and support by answering the herein attachedquestionnaire checklist.
Rest assured that your answer will be treated with strictconfidentiality.
Thank You:
Very truly yours,
Marlon de Lara
Cedric D Jale arceo
Arnie Angelo Andulan
Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
Eddie Boy Tamares
Rommel Grospe
Jimver Reyes
Nueva Ecija University of Science and TechnologyCabanatuan City
Prof. Aniceto Y. FranyDean. College of CriminologyNueva Ecija University of Science and TechnologyCabanatuan City
Dear Sir:
This is to request permission from your good office ofallowing the hereunder researchers to conduct their studyentitled “effects of bullying” in our school NEUST In partialfulfillment of the requirements for the subject Psychology
In connection to this, may we request your permission toallow us to distribute questionnaires to the criminologystudents in under your jurisdiction regarding our research .
Thank you very much for your kind consideration.
Truly yours,
Marlon de Lara
Cedric D Jale arceo
Arnie Angelo Andulan
Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
APPROVED: Eddie Boy Tamares Rommel Grospe
PROF. ANICETO Y. FRANY Jimver ReyesNueva Ecija University of Science and TechnologyCabanatuan City
Noted by:____________________Adviser