Cainta Catholic College

A. Bonifacio Ave. Poblacion, Cainta, Rizal, 1900

“The Impact of Bullying in School on the Children’s Psychological Development”

How does bullying affect student’s development?

Jumaryse R.Marabut

II – BEED

Table of contents

Introduction………………………………………………..1

Implication to studies……………………………………18

Bibliography……………………………………………….22

Glossary…………………………………………………….24

Introduction

Bullying is a problem that can cause negative consequences for the right of the

student to learn in a safe environment. It can have negative consequences both for the

bullied students and the victim. Bullying also comprises of direct behavior that can

intimated one or more students against the victim. Causing student to be social isolated

through intentional rejection. Lists middle school (grades 6,7,8) as the age where the

majority of bullying occurs. This means that the effects of those short, difficult years can

last ten to fifteen times longer than the period in which they occurred. As any victim of

bullying knows, the metaphoric blade of the bully cuts deep, and such pain can be

carried for years afterward, even if that person is no longer in your life.

Have an increased risk for later life depression. Interestingly, they also found that

victims of cyber bullying those bullied via electronic devices had an even higher risk for

depression, greater even than their bullies or those who were both victims and bullies.

Bullying, and it’s persistent, underlying damage to the mental health of both the victims

and the perpetrators is making a strong case for intervention. No longer can it be

viewed as the inevitable trials of the playground, but rather as a serious form of

childhood abuse Section 7 of Republic Act No. 10627, otherwise known as the “An Act

Requiring All Elementary And Secondary Schools To Adopt Policies To Prevent And

Address The Acts Of Bullying In Their Institutions” The law defines the act of bullying as

“any severe or repeated use by one or more students of a written, verbal or electronic

expression, or a physical act or gesture, or any combination thereof” that is “directed at

another student.”  This law scopes any physical and emotional that affects the victim’s

harmful physical or emotional property.

Psychological projection  or  Freudian Projection the unconscious act of denial of a

person's own attributes, thoughts, and emotions, which are then ascribed to the outside

world, such as to the weather, the government, a tool, or to other people. Thus, it

involves imagining or projecting that others have those feelings. Bullies project their

anger / frustrations / insecurities onto other people.  A bully may project his/her own

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feelings of vulnerability onto the target of the bullying activity. Despite the fact that a

bully's typically denigrating activities are aimed at the bully's targets, the true source of

such negativity is ultimately almost always found in the bully's own sense of

personal insecurity and/or vulnerability. 

Such aggressive projections of displaced negative emotions can occur anywhere, or

even international armed conflict. Conformity is a type of social influence involving a

change in belief or behavior in order to fit in with a group. This change is in response to

real or imagined group pressure. The child may suffer trauma as he/she grows older.

Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep

and eating patterns, and loss of interest in activities they used to enjoy. These issues

may persist into adulthood. Health complaints decreased academic achievement. They

are more likely to miss, skip, or drop out of school. Bullying can occur randomly or

regularly. It can happen daily, weekly, or monthly. In fact, one in 10 bullying victims are

bullied daily, while one in five victims are bullied once or twice a month . The bullied

student can rarely predict when the bullying will occur, and if the student can predict the

bullying, often teachers and staff may not address the incident. In fact, staff may not

even catch the first few acts of bulling.

When child was bullied not only his physical body will be hurt most importantly

emotionally all the negatives that he have received from his classmates he might not

forget it for the rest of his life. An aggressive victim who’s not proficient in schoolyard

politics may react to being bullied in over-the-top ways that cut further at his social

standing. And when he bullies other kids himself, it’s usually not in the winsome ways of

the popular kid, who knows how to get away with bad behavior. The most popular teen

uses laughter, for instance, so he doesn’t come across as too mean when gossiping.

Relational aggression, bullying that takes the form of rumor-spreading and name-

calling, rather than physical blows. It involves purposeful exclusion of victimized kids

and gossiping about them.

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The bully is verbally abused, the bully will most likely repeat the pattern at school.

Bullies are not allowed to be happy or comfortable at home. In fact, the bully could be

the object of physical, verbal and emotional abuse at home. Children are not born to

be bullies; they are made to be bullies. The child’s environment grows up in, and the

way the perceive themselves, makes them to become the kind of person they are.

Bullies have self esteem problems.

Dr. Randy A. Sansone said that bullying is the effect of being bullied victims may

develop a variety of psychological as well as somatic symptoms, some of which may

persist into adulthood.” These long term psychological effects are very troubling to

our society in the light of the increase of school shootings in recent decades. Many of

the alleged shooters in these incidents were reported to have been bullied for years

before they finally gave in to their own angry, violent urges. Bullying can no longer be

dismissed as a kid’s problem that should be handled on the playground.

 

The most common reactions to bullying in young children are that they will begin to

act younger than is appropriate for their age. In an attempt to protect themselves from

the bullying situation, they will become very clingy to adult figures. This is interpreted

by their peers as being “a baby”. This does nothing but increase the teasing that is

already troubling the child. The more a child gravitates toward teachers and adults

hoping to be protected, the harsher becomes the bullying. This is especially

destructive during the pre-teen years when children are trying to understand how to

develop personal relationships with peers. This can have lifelong consequences on

an individual’s ability to bond with others.

They crave for assistance.  Young people crave dependence and do not want

assistance. They will, therefore, attempt to deal with their problems on their own.

Because their coping skills are not developed enough at this age to deal with

complicated situation of bullying they begin to internalize the problem and develop a

sense of helplessness. This can result in depression and anxiety disorders. When left

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unchecked, this anxiety can even begin to manifest itself as eating disorders, most

commonly as anorexia and bulimia especially in female victims.

 Dr. Sansone cites that research in both the U.S. and in Finland has shown a direct

link between young children that are bullied. All of these physical manifestations can

add to the child’s increased difficulty with social development, which in turn will

continue on the cycle of bullying. For instance a child dealing with sleeping problems

may be tired in school and begin to perform badly. This can easily become fodder for

future bullying incidents. In an effort to ease their children’s discomfort parents may

turn to medication that will only treat the physical ailment while the emotional cause

of the problem is left unsolved.

The common denominator of bullying is that the bully holds the power, the victims are

unable to defend themselves, and the hostile actions occur repeatedly.  Being a bully

makes a child feel powerful, and the center of attention. Often a child, who is victimized

by one group, acts out against a less powerful group and becomes both a victim and a

bully. Children can also become bullies because they experience difficult relationships

at home with their parents and siblings. Bullies and victims both need attention and

help.

When the children were 8 years old, 6.0% of boys within the study population were

bullies, 6.4% were victims, and 2.8% were both bullies and victims. Of the girls in the

study, 3.6% were victims, while less than 1% were bullies, or both bullies and victims.

Boys and girls differed in their bullying behavior. While boys were often bullies,

bully/victims, or victims, girls were rarely bullies but were often victimized. Among the

boys, bullying was more physical, while among the girls it was a more subtle kind of

emotional mistreatment, such as being excluded from a group or being the subject of

gossip. Girls were found to be less likely to be bullies than boys, but when they were

bullies they were more likely to have psychiatric conditions at age 8 years. This may be

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explained by the fact that girls are raised to control their aggressive and physical

behaviors more than boys are. When they are unable to do so, their inability to control

themselves is likely to be the result of a pre−existing psychiatric problem. Boys are

given wider latitude with aggression and physicality and are less likely to have a

psychiatric condition as the cause of their poor behavior.

When children were identified as having psychiatric illness at the time they were acting

out as bullies, the risk of future psychiatric problems was notably high. The researchers

suggested that children who are bullies should be screened for psychiatric problems to

determine whether they would benefit from early mental health interventions. When no

psychiatric illness is present, a focus on appropriate school behavior and improving

peer relationships is recommended to address bullying actions. Because those boys

who are bullies, or who are both bullies and victims, and girls who are victims have a

higher risk than the normal population to develop psychiatric issues in adolescence and

early adulthood, they should be monitored closely for signs of emerging mental health

problems.

But worse off were kids who were both bully victims and bullies – they experienced all

types of depressive and anxiety disorders, and suffered most severely from suicidal

thoughts, depressive disorders, generalized anxiety and panic disorder, compared with

the other groups of participants. In fact, about 25% of these participants said they had

suicidal thoughts as young adults, and about 38% had panic disorder.  Childhood

psychiatric disorders, abuse, socioeconomic status, and family hardships and

“instability,” some of the connections were less profound, but many were still there.

Bully victims still had a greater risk for anxiety disorders. Those who were both bullies

and victims had greater risk of depression and panic disorder. Men in this group still had

a much greater risk of sociality; for women, the greater risk was agoraphobia. Those

who were bullies only retained their greater risk for antisocial personality disorder.

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Researchers found that bullying had its greatest influence on the health of kids who

were repeatedly targeted, and it was linked with poorer mental and physical health,

increased symptoms of depression and lower self-esteem.

 kids who had been bullied in the distant past had lasting psychological wounds,

although not to the same extent as those being bullied currently or who were repeatedly

bullied. For those children, mental health scores declined over time, suggesting they

didn't feel as good about themselves and experienced more negative emotions.

The study did not look at bully’s full range of physical effects, but the questionnaire

asked children about basic physical activity, such as whether being bullied caused them

to have trouble walking around the block, doing their chores or playing sports.

It did not consider physical complaints and injuries, such a stomachaches, pain, cuts

and broken bones, Bogart told Live Science.

She also said the study only measured in-person bullying and didn't include cyber

bullying.

Bullying is comprised of direct behaviors such as teasing, taunting, threatening, hitting,

and stealing that are initiated by one or more students against a victim. In addition to

direct attacks, bullying may also be more indirect by causing a student to be socially

isolated through intentional exclusion. While boys typically engage in direct bullying

methods, girls who bully are more apt to utilize these more subtle indirect strategies,

such as spreading rumors and enforcing social isolation (Ahmad & Smith, 1994; Smith

& Sharp, 1994).

The act of being bullied tends to increase some students' isolation because their peers

do not want to lose status by associating with them or because they do not want to

increase the risks of being bullied themselves. Bullied leads to depression and low self-

esteem problems that can carry into adulthood (Olweus, 1993; Batsche & Knoff, 1994).

Parents are often unaware of the bullying problem and talk about it with their children

only to a limited extent (Olweus, 1993). Student surveys reveal that a low percentage of

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students seem to believe that adults will help. Students feel that adult intervention is

infrequent and ineffective, and that telling adults will only bring more harassment from

bullies. Students report that teachers seldom or never talk to their classes about bullying

(Charach, Pepler, & Ziegler, 1995). School personnel may view bullying as a harmless

rite of passage that is best ignored unless verbal and psychological intimidation crosses

the line into physical assault or theft.

School bullying generally harms children's ability to learn at school, and has been

shown to contribute to truancy and dropout rates (Scarpaci, 2006; Whitted & Dupper,

2005). As a low-level, subtle form of violence, bullying creates an unsafe school

environment and can lead to more serious types of violence among students (Whitted &

Dupper, 2005). Those students who witness bullying often become distressed,

intimidated, and fearful that they themselves might become victims of bullying. These

feelings may harm academic performance and distract attention from school work (Reid

et al., 2004; Whitted & Dupper, 2005). In fact, bullying prevention programs have been

proven to raise the overall academic achievement of schools, suggesting that rampant

bullying undermines educational efforts (Scarpaci, 2006).

 Victims commonly experience emotional problems such as anxiety, depression, and

loneliness more often than their peers (Junoven, 2005; Whitted & Dupper, 2005). They

also develop somatic symptoms, such as problems sleeping, chronic head-aches and

stomachaches, bedwetting, and fatigue (Brown et al., 2005). Bullying also leads to

academic and behavioral problems in victims, who may lose interest in school, or use

somatic symptoms as an excuse to stay home from school (Scarpaci, 2006).

Children who learn they can get away with violence and aggression continue to do so in

adulthood. They have a higher chance of getting involved in dating aggression, sexual

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harassment and criminal behavior later in life. Stress and anxiety caused by bullying

and harassment can make it more difficult for kids to learn. It can cause difficulty in

concentration and decrease their ability to focus, which affects their ability to remember

things they have learned. Bullying is painful and humiliating, and kids who are bullied

feel embarrassed, battered and shamed. If the pain is not relieved, bullying can even

lead to consideration of suicide or violent behavior.

Being bullied at the age of 7 and 11 also was associated with personal feelings of poor

general health at age 23 and 50, and with poor cognitive functioning at age 50,

according to the study in the American Journal of Psychiatry. Bullied children did not,

however, show higher rates of alcohol dependence in mid-life. Bullying victims most

often were male and had parents in manual jobs who were not highly involved in their

lives. Often they were in public care, or cared for by people other than their parents.

Bullied children were more likely to be unemployed and to feel socially isolated.

They raised the possibility that "bullying victimization generates further abuse from

peers or adults, forming the first stage in a cycle of victimization that perpetuates itself

over time and across situations."

Depression and anxiety tied to bullying at school persisted at least through people's

mid-twenties. Worst off were those who had been both bullies and targets of bullying,

according to findings published Wednesday in JAMA Psychiatry.

The effects of childhood bullying can last not only through adolescence and young

adulthood, but also through middle age. Earlier studies had shown the negative

psychological and social effects of bullying to be evident into a person’s 20s, but the

new research tracked the psychological health and cognitive function of once-bullied

kids till they were 50. A person’s well-being is affected number of ways. All the reason,

the authors urge, to take bullying just as seriously as we would any other form of

childhood abuse. It turned out that on almost every measure, people who’d been bullied

as children had more problems across life. Being bullied either occasionally or

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frequently was linked to greater psychological distress at age 23 or age 50and being

bullied frequently as a child was associated with greater risk for depression at age 45. It

was also linked to poorer cognitive function at age 50, which is a disturbing finding in

itself. The authors suggest it may mirror the known link between childhood maltreatment

and cognitive function or it could be a sign of early aging, both of which have been

indicated by previous studies.

While the name calling may sound insignificant, often bullying can lead to more

aggressive behaviors if they are not stopped when they are noticed. Due to the rapid

advancements in technology, it is possible to bully or harass others from the privacy and

safety of one’s own home, often keeping the identity of the bully a secret, which in turn,

makes discovering the action that much more of a challenge for parents. While it may

be difficult for parents to identify bullying behavior in their own children, it is important

for parents to be aware of the warning signs and types of bullying their children may be

taking part in, either at school or from behind their bedroom doors. Despite schools

across the nation adopting a variety of anti-bullying programs, including comprehensive

training programs, they often fall short on addressing the issues that arise on school

campuses.

Before age 16, participants were asked whether they had been bullied or bullied others,

how frequently, and where any bullying occurred, among other questions.

Using this data, the researchers divided the kids into four groups: kids uninvolved in

bullying; pure victims who were bullied but did not bully others; pure bullies who were

never victimized themselves; and "bully/victims," a group of kids who both bullied and

were bullied.

Five percent of the kids, or 112, were bullies only, and 21.6 percent, or 335 kids, were

pure victims. Another 4.5 percent were bully/victims. The rest were neither.

Pure bullies did not show problems with emotional functioning as adults, Copeland said,

which is unsurprising given that they had all the power in their childhood relationships.

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But they did show increased risk of developing antisocial personality disorder. People

with this disorder have little empathy and few scruples about manipulating others for

their own gain. The disorder is linked with a greater risk of becoming a criminal. Most

bullies did not go on to have the disorder, Copeland said, but they were more likely to

develop it than other groups.

Pure victims, on the other hand, were at higher risk for depression, anxiety, panic

attacks and agoraphobia than kids uninvolved in bullying, the researchers found. Worst

off were the bully/victims, who were at higher risk of every depressive and anxiety

disorder in the book. 

Young students are vulnerable to this phenomenon. In this period they achieve new

social skills through social learning processes and, of course, through social

interaction so that the group importance increases when it comes to school context. Any

disorder or factor appeared in the school environment or in the classroom

According to Olweus(1993), bullying is characterized by the presence of three criteria:

an aggressive behavior intended to cause harm; the behaviorism produced in

a repeated manner over time and in interpersonal relations, an imbalanced

power is perceived. Similarly in Japan was offered a bullying definition: “a type of

aggressive behavior made by a person.

Psychosocial consequences include: negative emotional responses; identity crisis;

health problems; somatic problems due to chronic all stress; negative responses to

school environment; counterproductive responses and minimized efforts in learning

processes. These symptoms appears with a greater frequency in girls. Felix

and McMahon (2006) stated that bullying affects psychological and physical safety of

students and that it is associated with psychosocial disorders.

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Bullying affects school climate, teacher’s morale and, indirectly, affects

student’s abilities to perform in learning activities. Experiencing bullying over of a time

causes mental, academic and social problems. Generally, victims consider school

unsafe place and develops various concerns about this place. Anxiety, as a

consequence of bullying, can turn into a variety of other emotional and mental

problems. Moreover, even those, not directly involve,

are also affected by this phenomenon in bullying. The uncertain climate in which they

learn produces fear of not becoming themselves targets of bullying.

Other than spending less time with friends, these associations stayed significant, even

when the researchers controlled for other factors like childhood IQ, social class,

childhood adversity, and the tendency to internalize or externalize behavior problems.

The researchers found that kids who were victimized were physically sick (headaches

and stomachaches) more often and had were absent from school more often than their

peers. Results of study involving almost two thousand sixth graders of primarily low

income families, showed that victims of bullying experienced more depression and

physical illness, missed more school and experienced more depression and physical

illness than their peers. In addition, their school performance tended to be poorer. The

specific bullying acts reported in these studies were name calling and physical

aggression such as kicking and shoving. Bullying also comes in other forms it can be a

physically aggressive attack or a psychologically aggressive attack such as social

isolation, exclusion or non selection.

Helping a child through a bullying situation can be complicated and often requires

collaboration between parents, kids, teachers, and school counselors. If you are

concerned that your child is being bullied it is especially important to ask your child how

their day at school went. Because some children feel embarrassed about being bullied,

asking about this topic directly may not help you find an answer.

Bullying can contribute to students feeling socially isolated, worthless or depressed. In

addition, the psychological effects of bullying can last well into adulthood and increase a

person’s chance of experiencing things like anxiety disorders. Contacting a

psychologist may be a good way to help your child overcome their bullying situation.

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Together, you and your psychologist can identify healthy strategies to improve the

overall quality of your child’s functioning at school.

A study published in the BMJ Occupational and Environmental Medicine Journal

showed that the odds of heart disease are more than doubled in someone who has

been bullied.  This increased risk may be caused in part to the fact that they are more

likely to be overweight, possibly due to comfort eating as a coping mechanism.

However, the fight-flight response experienced when you are bullied can help to explain

why your risk of heart disease and other vascular complications are increased

Children are fairly narcissistic by their very nature. Children are not born appreciating

children are fairly narcissistic by their very nature. Children are not born appreciating

that other people are actually just like they are with their own needs and independent

rights. A long period of development must occur before children grasp that the other

people around them have needs and interests just like they do and need to be

accommodated and accorded respect. The golden rule of treating others as you would

yourself like to be treated makes no sense to a young child who has not yet matured to

the point where this basic appreciation of the individuality of every person has been

grasped. Instead, children need to be held in line with what amount to incentives for

acting as though other people matter. So by saying that bullying is a narcissistic action,

I'm not at all saying that all bullies are narcissists. Adult bullies who have not outgrown

their childhood narcissism probably do qualify, but little kids are just going to be that

way. This is why I'm not terribly optimistic that we can solve the problem of bullying in

our time.Other people are actually just like they are with their own needs and

independent rights. A long period of development must occur before children grasp that

the other people around them have needs and interests just like they do and need to be

accommodated and accorded respect. The golden rule of treating others as you would

yourself like to be treated makes no sense to a young child who has not yet matured to

the point where this basic appreciation of the individuality of every person has been

grasped. Instead, children need to be held in line with what amount to incentives for

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acting as though other people matter. So by saying that bullying is a narcissistic action,

I'm not at all saying that all bullies are narcissists. Adult bullies who have not outgrown

their childhood narcissism probably do qualify, but little kids are just going to be that

way. This is why I'm not terribly optimistic that we can solve the problem of bullying in

our time.

Gene and environment interactions are a burgeoning area of scientific research and an

increasing body of evidence demonstrates that children who are victims of bullying are

at risk for developing emotional problems including depression.

Violence is a product of alienation ad rage that seems common for teens today. Bullying

is harmful behavior of a more superior people direct to inferior person. The most

common form of bullying is verbal. Sexual harassment is another form of bullying that

increases in adolescence.

High school bullies tend to pick o students who can’t fit in. They usually select victims

who are physically weak. Being victim of school bullying causes students to feel less

connected with their other classmates. Leads to poor physical health lowered

participation in extracurricular activities, violence and suicide. The ability to form natural

relationship is often leads to emotional disturbance in adulthood.

Some may still consider bullying a harmless part of growing up, but mounting evidence

suggests that the adverse effects of being bullied aren't something kids can just shake

off. The psychological and physical tolls, like anxiety and depression, can follow.

Researchers found that at age 50, those who'd been bullied reported somewhat poorer

physical health than those who hadn't been, and also had an increased incidence of

anxiety, depression and suicidal thoughts. They also had lower education attainment;

memory tests indicated that they tended, as a group, to have somewhat poorer

cognitive function than those who weren't bullied.

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Some bullies attack their targets physically, which can mean anything from sexual

assault. Others use psychological control or verbal insults to put themselves in charge.

Guys and girls who are bullied may find their schoolwork and health suffering. Some

having stomach pains and diarrhea and was diagnosed with a digestive condition called

irritable bowel syndrome as a result of the stress that came from being bullied

throughout ninth grade. In afternoons hungry and unable to concentrate in class

because he was too afraid to go to the school cafeteria at lunchtime. Studies show that

people who are abused by their peers are at risk for mental health problems, such as

low self-esteem, stress, depression, or anxiety. They may also think about suicide more.

 Dan Olweus, a research professor of psychology, was the first to conduct an

intensive study on bullying among students using his own systematic researching

methods. He created the Olweus Bullying Prevention Program (OBPP), which had

significant results in reducing school bullying (Hazelden Foundation, 2007). Olweus’s

efforts contributed greatly to the fight against bullying because it brought awareness,

initiated other professionals to conduct research, and vastly expanded the meaning of

bullying (Voo, 2007). Olweus’s efforts have made a great impact on school violence and

helped to bring safety back into schools.

 Similar to the Olweus Bullying Prevention Program, legislators have

implemented programs such as, No Child Left Behind to help keep schools safe

(Edmondson & Zeman, 2001). In fact, to assure school safety the federal government

has linked school funding to school safety laws, giving schools no option but to

implement these law in order to receive funding (Edmondson & Zeman, 2001). To

greatly lower school violence, the government has to create policies that hold bullies

accountable and support victims. Linking school funding to school safety laws is an

effective way to ensure schools are becoming safer for students.  

Today, bullying is viewed much differently than it was in the 1800’s. It took many

years for the term to be identified for the serious problems it presents. Due to

researchers like Dan Olweus, gaining true understanding of bullying is now possible.

Educators have been able to gain insights of these issues so they can help stop them

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from occurring. Indeed, with the growth of technology bullying will be difficult to track

and school administrators will have to stay current as electronics continue to change. It

is difficult to determine what the future of bullying will be, yet as the government

continues to mandate school safety laws and begins to strictly hold bullies accountable

for their actions, schools will become a safer place for children.

School is supposed to be a safe haven for children. They should never fear walking

the halls or playing on the playground because someone is hell-bent on making their

lives miserable. Even still, when kids go home, they should be able to leave the

drama of the school day behind. Unfortunately this is not the case. With the rise in

Internet use, more and more kids are logging into their social media accounts just to

find someone from their school has posted humiliating things about them. When

people get frustrated and angry, they can usually stop themselves from doing things

that will hurt others. When kids don’t have the ability to regulate their emotions, small

annoyances can provoke them and cause them to severely overreact. For example, a

child may be innocently walking down the hall and accidentally bump into a bully.

Even though the child apologizes, the bully may lose his temper and slam the victim

into the wall.

Bullying is a serious issue that’s not going to go away until parents, teachers and

administrators address the reasons why kids bully in the first place. With the right

guidance, resources and education, kids can get the tools they need to learn to work

through their issues instead of dealing with them by bullying others.

Punishing the bullying person will not help. At times if the bullying person lacks in

maturity there are chances where he can go to any extent. This happens when there is

lacking of maturity in the bullying individual. If there is no sense and presence of mind in

the bullying person then he can go in the other direction which is unthinkable. He can

react in angry manner which will result use of power for violence. It will disturb others in

different manner which can be very hard to forget mentally. He can vent out his anger in

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physical manner. There is no stopping or any control over his mind when such

instances happen. Instead of taking a serious action like punishment or rustication they

should be made to understand the topic of bullying and its effects on the victim. When

their actions are explained by a third person it does have effect on their mind. At times

such bullying individuals are not bad at heart; all they want is fun and teasing in school.

They should be made to understand the effects if a bully go wrong. Their effects and

results are bad and worse at times. If this feeling is felt by the bullying person there are

chances where he might stop playing such activities. They are good human beings; they

only have to be reminded about the good qualities they carry. Sometimes bullying act is

the result of frustration which one individual is carrying.

Being bullied can seriously affect a person’s physical, emotional, academic and social

well-being. Many sufferers of bullying lack confidence, feel bad about themselves, have

few friends and spend a lot of time alone.

Bullying is a very stressful ordeal one that many people find it hard to speak about.

Those being bullied continually ask why me? They may feel ashamed and embarrassed

that they can t stand up to the bully and deal with what is happening to them.

To avoid going to school, they may complain of various symptoms, such as, tummy

ache, headache, feeling sick. If they do attend school, the fear and anxiety may make it

difficult for them to concentrate and engage in the classroom. They may also stop using

the school bus, drop out of any after school clubs or groups and make excuses to avoid

going out with their friends.

Others may become very anxious, have mood swings and find it difficult to sleep. They

may feel depressed, or even suicidal. These problems can carry on long after the

bullying has stopped and well into adulthood. At the extreme end, some children have

been physically maimed and even driven to suicide.

There are very few young people who have not experienced some sort of bullying at

least once. Many suffer over and over again and become extremely upset. Some

youngsters have run away from home and some have been severely damaged

psychologically. Bullying also has an effect on anyone who witnesses it. Bullying

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creates an atmosphere of fear and if you're not being bullied, it can leave you wondering

if you will be next.

Safety - being unsure of a secure location within which one maybe able to relax, or feel

comfortable; the individual’s security has been compromised. Victims only feel safe in

their dorm rooms, or a confined space which has a restricted access. They are afraid

someone will say something hurtful, afraid to tell anyone about electronic messages,

afraid to go to certain classes, and find few places they feel safe.

Exclusion - being “left out” of conversations, groupings, or lack a sense of belonging to

a group. Victims feel they are often excluded from class or group activities.

Isolation - feeling a lack of inclusion, or being a member. Victims feel alone and

isolated much of the day and feel that no one will listen to them.

Abuse - receiving negative comments or treated in a disrespectful manner after having

expressed behavior and/or conversation deemed inappropriate by an individual or a

group. Victims report having been abused for expressing their opinions, having received

insulting/ degrading text messages, and being laughed at when responding to questions

in class.

Alienation - feeling or sensing an inability to connect, or communicate in a positive

manner with other individuals or groups. Victims report it is hard for them to make

friends.

Lonely - feeling that there is no one willing to communicate with one, feeling a sense of

having no friend or acquaintance for conversations.

Victims feel alone and isolated, feel that no one will believe them, and only wish to

sleep.

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A Rite of Passage - feeling that the action is one which symbolized a growth, or

achievement owing to having endured an act of harassment.

For victims, being bullied is not a “right” of passage.

Implication to studies

 Janet was astonished to learn that her son had an astonishing debt that reached nearly

500 PHP at the school canteen. Sending her son to school. She packs him lunch and

enough money to help him through the day. Thinking he just had a voracious appetite,

she paid her son’s credit line at the cafeteria. One day, her son wet home pale ad

shaken, the patch of his uniform ripped. He said that his classmates were bullying him.

They tried to hurt him physically this time. She confronted the principal and class

advisers. The bullies ordered her son around ad made him pay for their food which

explains his big credit lies. In consultation the school authorities warned the parents of

the bullies their children could be expelled from the school if they fail to take disciplinary

action. After the encounter, the unruly kids left her son alone.

Children who are mistreated at home start feeling insecure and inadequate and as a

result some of them become bullies because this provides them with a great deal of

relief.

A person might become a bully in order to feel worthy. By devaluing the target the

bully feels superior and so maintains his self worth and protects his ego.

Insecurity is another big reason for bullying. Because bullies feel insecure they try to

create an illusion of being in control by bullying a weak victim.

From the outside bullies might appear strong and in control but from the inside most

of them feel insecure, inadequate and inferior.

Another popular reason for bullying is attention seeking. Some people become bullies

because they are desperately in need of attention and bullying in this case is the only

thing they can do to bring some attention to themselves.

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The bully who is in need of attention, who feels jealous of his victim or who is trying to

feel superior and in control has usually become who he is because of poor parenting.

If the child didn't get enough attention from his parents or if he felt less worthy

because his younger sibling was preferred to him then he might become a bully to fill

these emotional gaps in his psyche.

The reasons for bullying differ from a case to another but in the end they all stem from

one root which is being abused and miss treated then feeling insecure as a result.

Just as we should help the people who are being bullied we should also work on

helping bullies because they are as much in need of help as their victims.

.

Another way to help prevent your child from being one of the many bullying victims is to

know what the risk factors are of your child becoming one of the bullying victims. When

it comes to being a bullying victim, the children, teens and adults who are the highest

risk are those who don't get along well with others, have few or no friends, is less

popular than others their age, does not conform to social or gender norms, has low self

esteem or if they are suffering from anxiety and depression. If your child is exhibiting

any of these behaviors they might be at risk for becoming a bullying victim.

It is important to help your child become more social or make friends that are kind and

loyal. Having your child around a healthy environment and good group of friends is

helpful in keeping them from becoming one of the bullying victims. It is also helps them

see their self worth and self value raising their esteem to where they are able to handle

bullies by not allowing themselves to become a target. 

When it comes to the serious issues surrounding bullying victims, there are many

emotional issues involved. If your child or teen has been a bullying victim and does not

show signs of recovery or returning to being their regular self, it is a good idea to consult

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outside help in the form of counseling or a support group. Many parents forget that even

though the actions of the bully have stopped, that does not mean their teen or child has

recovered from the emotional damage they received as one of the bulling victims.

Bullying can often do long-lasting damage to a person's self esteem. Without being able

to resolve some of these emotional issues, your child is at risk of becoming a bully

themselves or might project the lingering feelings of rejection and hurt onto themselves.

Children and teens that do this often will face struggles with eating disorders, cutting,

burning and other forms of self mutilation. In the most severe cases, teens may not be

able to handle the bullying, or may not be able to cope with the after effects of bullying

and instead will resort to drastic measures like suicide to escape their pain.

With bullying, the first thing to do in order to protect your child is to stop the bullying.

This may be through encouraging your child to report the incidents to a teacher or the

school administration. As a parent, you may have to help your child report the bullying

to school administrators. The next step is to get help for your child. If they were one of

the bullying victims, it is important to get them help. For some children and teens, they

just need an outlet for their emotions maybe through art, writing in a journal, sports or

other outlets. However, some teens face higher-risk emotions and need to be

professionally treated. Through counseling or support groups, bullying victims can learn

to move on and let go of their pain.

Many psychologists agree that to design effective bullying-prevention and intervention

programs, they need to understand that a child's tendency toward bullying is influenced

by individual, familial and environmental factors. To this end, Espelage and colleagues

at K12 Associates in Madison have surveyed and continue to study 20,000 public

school students as well as teachers, parents and administrators on issues including the

prevalence and incidence of bullying, teasing, and locations of bullying, school climate

and respect for diversity. After survey data are entered and analyzed, reports are given

to individual schools so that they can design prevention and intervention programs

based on their own data.

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Like Espelage, Limber is also helping schools develop programs. The most effective

strategies to stop bullying involve "the entire school as a community to change the

climate of the school and the norms of behavior," she says. This is why her institute

promotes the Olweus Bullying Prevention Program, developed by Norwegian

psychologist Dan Olweus, PhD considered by many to be the "father" of bullying

research. In this intervention, school staff introduces and implement the program, which

seeks to improve peer relations and make the school a safe and pleasant environment.

Develop anti bullying policies. While policies do not necessarily change behaviors, they

stipulate that bullying in the school environment will not be tolerated and they delineate

consequences for bullying others. Understand the connection between bullying and

mental health problems. Research has consistently shown that bullies, targets, and

bully-targets have poor mental health prognoses. Involvement in bullying has been

linked to depression, anxiety, increased school drop-out rates, and increased suicide

ideation, thus impacting academic achievement. Keep up with technology. Bullying

often takes place in areas hidden from adult supervision, and young people are using

social media and new technologies to bully others. Both bullying prevention programs

and suicide prevention programs need to be aware of the realities of electronic forms of

bullying. Pay special attention to the needs of LGBTQ (lesbian, gay, bisexual,

transgender, and questioning youth).

Young people who do not conform to traditional gender expectations are at increased

risk for being bullied and suicide. Schools need to create an environment that promotes

tolerance and respect for diversity. Use a comprehensive approach. Focus on mental

health services for youth suffering from depression and anxiety as well as implement

evidence-based interventions that improve the school environment and provide

supports to bullies, targeted students, and families to reduce bullying. NASP Position

Statement: Bullying Prevention and Intervention in Schools 4 Focus on the role of

witnesses. Convey the attitude that students who witness bullying are responsible, if

possible, to help stop harassment and intimidation. Teach all students the specific skills

necessary to help prevent and respond to bullying.

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Bibliography

Books:

Benneth, Elizabeth Peer Abuse Know More: Bullying From a Psychological Perspective

Infinity Publishing (November 3, 2006)

Bowes, L., Maughan, B., Caspi, A., Moffitt, T. E., & Arseneault, Journal of Child

Psychology and Psychiatry Online ISSN: 1469-7610, 2011

Marin,Noelle Bullying: The Psychological Effects of Bullying at School and the Workplace Biblio Bazaar, 2011

Pearce, N., Cross, D., Monks, H., Waters, S., & Falconer, S. Journal of Psychologists

and Counselors in Schools, Australia, 2011

Magazine:

Eloso,R.O ”Bullying” Philippine panorama vl.20 january22,2012

Flores, Helen M. “Anti-bullying law enacted” Philippine Star vl.45 A Mandaluyong City

September 19,2013

Hans Villarica The tricky Politics. Time

Harris, Sandra PHD “Bullying at school among older adolescence” Manila Bulletin vi.35

Manila Philippines Feb.15,2012

Marvin Sy “Effects of bullying may add up in kids” Philippine Star vl.45 A Mandaluyong

City February 24, 2014

Tobregoza, Hannah L. “Anti bullying act: Getting rid of the silent menace” Manila bulletin

vl.13 Manila Philippines October 6 2013

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Viray, Patricia Lourdes ”Bullying” Philippine Star vl.20 Mandaluyong City January 3,

2001

Internet:

www.gulfbend.com.

www.accralaw.com

www.teeensafe.com

www.nobullyig.com

www.thedoctorwillseeyounow.com

www.education.com

www.ravive.com

www.bullyingstatistics.com

www.academia.edu

www.aboutourkids.org

www.psychologytoday.com

www.aaets.org

www.kidshealth.org

www.bullying190blogspot.org

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Glossary

A

Aggressive means to ready and willing to fight

Agoraphobia refers to fear of being open

Anorexia refers to serious physical and emotional illness of being fat

Anxiety refers to fear about what happen

Ascribed means to describe

Assistance refers to act of helping someone

Astonished refers to cause a feeling of great wonder

Attempt refers to try to do something

B

Behaviorism refers to the object of behavior as the only concern

Bulimia refers to physical and emotional illness in which young women eat large amount of

food and then cause themselves to vomit in order to not gain weight.

C

Cognitive refers to conscious mental activity

Collaboration refers to work with another person

Complaints refers to unhappy or not satisfied with something

Conflict refers to strong disagreement between people , groups that result in argument

Conformity refers to behavior that is the same as most other group

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Consultation refers to meeting i which someone will talk to a person about problem or

question.

D

Depression refers to state of feeling sad

E

Empathy refers to share someone else feeling

Exclusion refers to act of instance

H

Harassment refers to any in a constant way

I

Incidents refers to usually unpleasant things that happens

Instability refers to state of being likely to change

Isolated means to left out

M

Maltreatment refers to treat someone in a rough or cruel way

Mandate refers to official order to do something

Manifest refers to able to be seen

Morale refers to feeling of enthusiasm and loyalty that a person that has about a task

N

Narcissist refers to love of sexual desire for one’s own body

O

Optimistic refers to belief that good things will happen in the future

P

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Participants refers to person who is involved in a activity or event

Peers refers to person who belong to the same age group as someone else

Psyche relates to depression

R

Response refers to something that is said as a reply or something

Retain refers to continue to have or use

T

Truancy refers to instance of playing

U

Unruly refers to difficult to control

V

Voracious refers to showing a tendency to eat a very large amount of food

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