Cainta Catholic College

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

The Impact of Bullying in School on the Childrens Psychological Development

How does bullying affect students development?

Jumaryse R.Marabut
II BEED

Table of contents
Introduction..1
Implication to studies18
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 its 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 victims
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
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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
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 whos 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, its 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 doesnt come across as too mean when gossiping.
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Relational aggression, bullying that takes the form of rumor-spreading and namecalling, rather than physical blows. It involves purposeful exclusion of victimized kids
and gossiping about them.

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 childs 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 kids 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
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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 individuals 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
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 childs 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 childrens 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.
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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
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 preexisting 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
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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.

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 bullys 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
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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 selfesteem 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
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).

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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
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."

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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 persons 20s, but the
new research tracked the psychological health and cognitive function of once-bullied
kids till they were 50. A persons 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 whod been bullied
as children had more problems across life. Being bullied either occasionally or
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 ones 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.

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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.
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

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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
processes. These symptoms appears

and minimized efforts in learning

with a greater frequency in girl s. Felix

and McMahon (2006) stated that bullying affects psychological and physical safety of
students and that it is associated with psychosocial disorders.

Bullying

affects

school

climate, teachers

morale

and, indirectly,

affects

students 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
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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
persons

chance

of

experiencing

things

like

anxiety

disorders. Contacting

psychologist may be a good way to help your child overcome their bullying situation.
Together, you and your psychologist can identify healthy strategies to improve the
overall quality of your childs 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
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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
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

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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 cant 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.
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). Olweuss
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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). Olweuss 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 1800s. 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
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 dont have the ability to regulate their emotions, small

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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 thats 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
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 persons 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.
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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 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 individuals 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.

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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.
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 sons 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
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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.
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.

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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
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.

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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.

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
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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.

Bibliography
Books:

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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
Viray, Patricia Lourdes Bullying Philippine Star vl.20 Mandaluyong City January 3,
2001

Internet:

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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

Glossary
A

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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
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

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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 ones own body
O
Optimistic refers to belief that good things will happen in the future
P
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

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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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