Colegio San Agustin – Bacolod

Basic Education Department – Senior High School Department

Title: BULLYING - ITS IMPACTS AND EFFECTS ON THE GRADE 11 STUDENTS OF CSA-B

A Research Paper Submitted to

ROSLYN MAE ANG, LPT

Colegio San Agustin-Bacolod

Bacolod City

In Partial Fulfillment

Of the Requirements in Research 92

(Practical Research 1)

(Members)

Sheerah Leen Anzano

Christian John Escarlan

Tery Marie Gustilo

Angela Nadine Jare

Angela Klarisse Prudente

Angel Lynn Sorillo

James Russel Trumpeta

(March 20, 2019)

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 TABLE OF CONTENTS

CHAPTER I (Introduction)

Background of the Study………………………………………………………………….. pg. 3-4

Problem Statement…………………………………………………………………………pg. 5-6

Purpose Statement…………………………………………………………………………pg. 7

Research Questions………………………………………………………………………..pg. 7

Definition of Terms………………………………………………………………………..pg. 8

CHAPTER II (Review of Related Literature)

Bullies…………………………………………………………………………………pg. 9

Bullying and Harassment at Schools……………………………………………………pg. 9

Reacting to School Violence versus Bullying…………………………………………pg. 10

CHAPTER III (Methodology)

Research Design………………………………………………………………………….pg. 11

Participants…………………………………………………………………………..……pg. 11

Sampling…………………………………………………………………………………..pg. 11

Data Collection Instrument………………………………………………………...……...pg. 11

Data Analysis………………………………………………………………………….…..pg.12

REFERENCES……………………………………….………………………………….….pg. 13

BIBLIOGRAPHY…………………………………………………………………………pg. 13

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 CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

School is said to be the place where children learn and mold themselves into someone they want to be, but that is
not the only luxury that schools can give. They can also be a battlefield, a place of survival some may seem, where the
famous and beautiful are honored and respected while the poor little once are belittled or bullied. While state laws have
little consistency in their definition of bullying, the accepted definition by the U.S. Department of Education and by
many mental health professionals is unwanted physical or verbal aggression directed at a specific person, repeated over a
period, involves an imbalance of power, and acts to exclude the victim from a group. It is further characterized by the
bully repeatedly using the higher social status they have over the victim to exert power and to hurt the victim. When the
harassment, name calling, gossiping, outing, rumor spreading, threats, or other forms of intimidation expand from being
done in person or by phone to the use of emails, chat rooms, blogs, or other social media over the Internet, it is referred to
as cyber bullying or online bullying.

Although bullying is present all over the world, there are big differences in its prevalence ranging from 8.6% to
45.2% in boys, and from 4.8% to 35.8% in girls, with higher perpetration rates among boys and more victimization among
girls in 70% of the countries and showing decrease with age in about two thirds of the countries (Craig et al., 2009). For
cyberbullying, rates as high as 72% (Juvoven & Gross, 2008) and as low as 6.5% (Ybarra & Mitchell, 2004) have been
reported. Some statistics on bullying suggest that 28% of students from grades six through 12 have a history of being the
victim of bullying, while 30% of high school students acknowledge having bullied other students. About 10%-14% of
children have been the victim of bullying for more than six months. Most victims of cyberbullying have also been victims
of school bullying. Studies show that teachers often underestimate how much bullying is occurring at their school since
they only see about 4% of bullying incidents that occur. Further, victims of bullying only report it to school adults one-
third of the time, usually when the bullying occurs repeatedly or has causes injury. Parents tend to be aware their child is
being bullied only about half the time.

The primary purpose of our student bullying survey conducted in Colegio San Agustin-Bacolod is to identify and
quantify a number of factors–rates of bullying, student and staff attitudes towards bullying, different types of bullying
occurring, and more—in order to address them. They “help schools determine the frequency and locations of bullying
behaviour. They can also gauge the effectiveness of current prevention and intervention efforts, which can help school
staff select appropriate prevention and response strategies.” By collecting this valuable information, schools can then
create an accurate picture of bullying in their specific environments. Bullying surveys help administrators and decision-
makers to know what’s going on. Adults underestimate the rates of bullying because kids rarely report it and it often
happens when adults aren’t around. Assessing bullying through anonymous surveys can provide a clear picture of what is
going on.

School bullying surveys for students are important because bullying in all forms can have a seriously detrimental,
long-term impact on not only the victim, but also on other students exposed to the activities. Students who are bullied can
experience a range of effects lasting long past grade-school days, including depression, low self-esteem, health problems,
poor grades, and suicidal thoughts. Students who bully others are more likely than their peers to feel disconnected from

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and dislike school, get into fights, steal and vandalize property, exhibit violent behavior, drink alcohol, and smoke.
Students who observe bullying in the school environment experience negative effects such as reluctance to attend school,
feelings of fearfulness, increased mental health problems such as depression and anxiety, and increased use of tobacco,
alcohol, or other drugs. Bullying can have a far-reaching impact on the overall climate of the school and community as
well.

This study will be beneficial to the municipal officials, school personnel, parents, students and other researchers.
This study is significant to the Municipal officials for it helps them to construct strategies and methods on how to lessen
the cases of bullying. School Personnel. This study will give them a hint to improve their motivational and teaching
materials, techniques or methods and skills in open forum to students who really need their guidance. Parents. They will
be aware about the kind of attitude their child is possessing. It will give them a hint on how would they help and
encourage their child to avoid bullying. Students. This study will encourage them to change their attitude towards other
people. It will serve as a medicine to cure the minds of every individual to become open minded about the consequences
of their action. Researchers. The researchers in the near future will make use of the result of our present study. This study
will serve as their basis and comparison to their future study.

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PROBLEM STATEMENT

The increasing rate of bullying inside a school community has been a serious problem facing by students.
Bullying is an epidemic. It is rampant, widespread, and pervasive and the effects can be catastrophic. It occurs in our
communities, in our schools – and sadly – even in our homes. Bullying statistics are staggering, scary and merit serious
consideration and immediate action.

When most people think about bullying they envision some kind of physical intimidation. However, bullying can
take on many forms which are just as emotionally and psychologically damaging as physical intimidation and harassment.
There are four general forms of bullying. These include Physical bullying involves aggressive physical intimidation and is
often characterized by repeated tripping, pushing, hitting, kicking, blocking, or touching in some other inappropriate way.
Even though it's the most obvious form of bullying, it isn't the most prominent.

Physical bullying is damaging and can be emotionally and psychologically devastating. When a child fears for their
safety, they are not able focus on life and function normally. Notwithstanding the trauma that physical bullying causes,
most children do not report it to a teacher or to their parents. Signs of physical bullying may include unexplained
scratches, bruises, and cuts, or unexplainable headaches or stomach aches. However, the psychological effects of physical
bully may be even more pronounces than the physical scars. Children who are withdrawn, struggle to focus, or become
anti-social may also be the recipients of physical bullying–even if there aren't any other outward signs.

If you think your child or student is being bullied physically, talk to them in a casual manner about what is going on
before school, during class, during lunch or recess, and on the way home from school. Ask them if anyone has been, or is
being, mean to them. Keep your emotions in check, and stay calm and caring in your tone, or your child may shut off and
not tell you what is happening. If you find that physical bullying is occurring, contact the appropriate school officials, or
law enforcement officers – there are anti-bullying laws at the local, state and federal levels. Do not confront the bully, or
the bully's parents, on your own.

The second is Verbal bullying. It involves putting down others and bullying those using cruel, demeaning words.
Verbal bullying includes name calling, making racist, sexist or homophobic remarks or jokes, insulting, slurs, sexually
suggestive comments, or abusive language of any kinds. Verbal bullying is one of the most common forms of bullying.

So how do you know when a child is being verbally bullied? They may become moody, withdrawn, and/or have a change
in their appetite. They may be straight forward and tell you that somebody said something that hurt their feelings, or ask
you if something someone said about them is true.

Verbal bullying can be difficult to address. The best way to deal with verbal bullying is to build children’s' self-
confidence. Confident kids are less susceptible to verbal bullying than those who already struggle with poor self-esteem
and self-image. Students should be taught in the classroom to treat everyone with respect and that there is never an excuse
for saying something mean or disrespectful to someone else.

Third form of bullying is Social bullying. It is a common form of bullying among children and students. It
involves exclusion from groups, spreading malicious rumors and stories about others, and generally alienating people
from social acceptance and interaction. Next to verbal bullying, social bullying is one of the most common forms of
bullying.

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 Social bullying can be one of the hardest forms of bullying to identify and address – but it is just as damaging as
other forms of bullying, and the effects can last a long time. Children being bullied socially may experience mood changes
become withdrawn, and start spending more time alone. Social bullying is more common among girls than boys.

The best way to identify social bullying is to stay close to your kids and maintain an open line of communication.
Talk to them nightly about how their day went and how things are going in school. Focus on building their self-esteem
and get them involved in extracurricular activities outside of school such as team sports, music, art and other activities
where they develop friendships and interact with others.

Cyberbullying is the least common type of bullying, but it can be just as damaging as other forms of bullying. It
includes any type of bullying that occurs via the Internet or through electronic medium. The most common types of
cyberbullying include text message bullying. Picture/video clip bullying via mobile phone cameras, Email message
bullying, bullying through instant , chat-room bullying or bullying via websites.

Children who are being cyberbullied typically spend more time online or texting. They often frequent social
media sites such as Facebook, twitter, etc. If a child or student seems upset, sad or anxious after being online, especially if
they're visiting social media websites, it may be a sign they're being cyberbullied. Kids and students who are cyberbullied
exhibit many of the same characteristics as kids being bullied physically, verbally or socially. They may become
withdrawn, anxious, distant, or want to stay home from school.
Cyberbullying can occur 24/7, so the best way to combat cyberbullying is to monitor Internet usage and limit time
spent on social media websites. Children need to know that if they encounter cyberbullying they shouldn't respond,
engage, or forward it. Instead, they need to inform their parents or a teacher so the communication can be printed out and
taken to the proper authorities. When cyberbully include threats of violence or sexually explicit content, law enforcement
should be involved.

The majority of bullying occurs at school, outside on school grounds during recess or after school, and on the
school bus – or anywhere else students interact unsupervised. Bullying may also occur at home between siblings or in the
community where kids congregate. Cyberbullying takes place online and via digital communication devices.

According to one statistically significant study, middle school age students experienced bullying on school
grounds in the following locations: Classroom (29.3%), Hallway or lockers (29%), Lunch room/cafeteria (23.4%),
Gymnasium (19.5%), Bathroom (12.2%), Recess playground (6.2%)

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PURPOSE STATEMENT

Student nowadays are emotionally imbalanced; they tend to be easily affected by the people around them. We are
teenagers and we are still in a process of metamorphosis. We are affected by several matters, this matters serves to greatly
affect our growth.
The importance of this study is for us to understand the collected information on the main reason of why students most
especially teenagers bully each other. We are also looking at the big picture of how great this bullying thing affects the
attitude of the student and affect to their whole emotional growth. At the same time we are aiming to know how to stop or
lessen this plague - in school and soon in the community

The first aim of this study was to determine the prevalence of adolescents and adults engaged in cyberbullying.
The second aim was to examine the coping mechanisms and comorbidity factors associated with the cyberbullied people.
Also, raise awareness of all members of the school community - children & young people, parents and school staff about
the harm that bullying causes and how children & young people can be protected, including solutions to the problem of
rising incidents of cyber bullying in connection with the use of social networks. Reduce number of incidents and impact
of violence against children at school, resulting from an improved safe and secure whole school environment. Improved
strategies and responses to incidences of bullying that will address the causes of bullying and help avoid any recurrence.

RESEARCH QUESTIONS

Central Question

1. What is bullying?

Sub-questions

1. What are the possible reasons of bullying?

2. What type of people is directly affected by bullying?
3. What are the effects of this to one's individual growth? (Emotional and physical growth)
4. How does bullying impact students’ heath?
5. How does it affect our community and society?
6. What are the possible ways to stop bullying in the community or society?

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DEFINITION OF TERMS

List of terms and their definitions:

1. Bully - a blustering brow beating person.

In this study, bully refers to a person who is fond to make laugh of the mistakes of other people.

2. Bully victim - children who have bullied others and have been bullied themselves.

In this study, chronicle refers to the happenings in the life of a bully victim in the hands of the bully.

3. Experiences - the fact or state of having been affected by or gained knowledge through direct
observation or participation.

In this study, experiences refer to the experience of the bully victim.

4. Feelings - an emotional state or reaction.

In this study, feelings refer to the emotional aspect of the bully victim towards the bully.

5. School - is an institution designed to provide learning spaces and learning environment for the
teaching of students under the directions of teachers.

In this study, school refers to a place where bully victim is more likely to suffer from the bully.

6. unwanted. : not wanted or needed attracting unwanted attention giving away some unwanted
possessions.

In this study, unwanted refers to aggressive behavior among school aged children

7. Detrimental : tending to cause harm.

In this study, detrimental refers to a bully

8. Violent : using or involving physical force intended to hurt, damage, or kill someone or
something.

In this study, Violent refers to the behavior of the bully

9. Catastrophic : involving or causing sudden great damage or suffering.

In this study, Catastrophic refers to the suffering of the person who experience bullying

10. Devastating : highly destructive or damaging.

In this study, Devastating refers to the damage caused by the bully to the victim.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Ross (2002, p.108-114) summarizes characteristics of bullies, home environments that breed bullying behaviors
and possible outcomes for bullies who do not receive interventions for their behavior. She has echoed Olweus’ work
explaining that within the category of bully there are primarily two distinct groups; aggressive bullies and anxious bullies.
The characteristics of aggressive bullies tend to be that they are stronger than average, active, and impulsive. They use
threatening behaviors or postures, can be easily provoked, and have an underlying positive attitude to violence. They may
experience their world through paranoid thoughts and feelings, are skillful in avoiding blame, and feel no empathy for
their victims or remorse for their actions; often perceiving their actions as less severe then how the victim perceives them
(p. 108). A major difference between aggressive and anxious bullies is their self-esteem. While aggressive bullies
typically have popularity among their friends and a higher level of self-esteem, anxious bullies lack confidence, have low
self-esteem, and have few friends. They often display uncontrolled emotions such as temper outbursts. Because of their
low self-esteem and eagerness for friends, they are often loyal followers of the aggressive bullies. Anxious bullies will
often join in to a bullying incident that an aggressive bully has started and take the blame for it to prove allegiance (p.
113-114). There is a third group of bullies that is defined more as a sub-group of the aggressive bullies, or the hard core of
a bullying sphere their characteristics.

Bullying is all about behavior, how a person interacts and behaves. Let us dig into the early ideas about behavior.

"From earliest times, people have sought to explain behavior and to find remedies for behavior disorders.
Archeological evidence shows that Stone Age people engage in a practice called trephining to cure behavior disorders.
Trephining involved chipping away a hole in the disturbed person's skull to allow the evil spirits inside to escaped. This
might have actually cured some types of disorders by relieving pressure on the brain. Some trephined skulls show growth
over the wound indicating that some people miraculously survived this treatment" (Rayland, R. G. Invitation to
Psychology, 2002).

Even thousands of years ago, behavior is one of the most mysterious aspects of the human composition. It does
affect everything and anyone around you. Bullying may not be considered serious mental disorder rather it is a rude or
unacceptable actions towards others that may cause physical or emotional pressure towards the victim. Bullies are people
who have their reasons too; they may have undergone the same problem and just trying to repeat it to avenge them. Or
they have other factors that turned them into a dark shade.

Teasing is often part of growing up — almost every child experiences it. But it isn't always as innocuous as it
seems. Teasing becomes bullying when it's repetitive or when there's a conscious intent to hurt another child. It can be
verbal bullying (making threats, name-calling), psychological bullying (excluding children, spreading rumors), or physical
bullying (hitting, pushing, taking a child's possessions). Victims of bullying are often shy and tend to be physically weaker
than their peers. They may also have low self-esteem and poor social skills, which makes it hard for them to stand up for
themselves. Bullies consider these children safe targets because they usually don't retaliate. (Parents Scholastic Staff,
2019).

Bullying and harassment are not new issues that students and schools face. In fact, over the years, it has been
viewed as being so commonplace in schools that it has been overlooked as a threat to students and reduced to a belief that
bullying is a developmental stage that most youth will experience then get over (Ross, 2002, p. 107). But not everyone
gets over the personal trauma that can come with bullying both for the victim and the bully. This is why it is seen

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happening by adults in work places, in homes, and in the community. Therefore, this harassment is not isolated to schools
alone. But schools are the best place to actively intervene. Teachers, administrators, counsellors, and even students have
the greatest access to the most students through a school system. It is here that school staff can intervene, support and
educate students about ending bullying behaviors directly and indirectly; breaking the bullying-cycle. This paper will
address bullying in general at all grade levels, but its intervention focus will be at the high school level. Harris & Hathorn,
(2006, p. 50) state:

Because adolescence is a difficult time in a child’s maturation, bullying exacerbates these difficult times by
forming barriers to positive connections with other students and school faculty members. Consequently, the presence of
bullying at school often creates a barrier for young people to develop into well-adjusted adults.

High school is the last opportunity educators have to work with students at building citizenship, building
character, and building self-responsibility. For some students this may be the last opportunity for an intervention to
change behaviors and attitudes associated with bullying or victimization before they become adults in the workplace, with
a family and in the community at large.

The bullying dilemma is based around the imbalance of power, whether that power is physical, social or
emotional determines how everyone is affected by it. (Archuleta, Bucio, Garcia and Martinez, 2012). A 2013 survey from
the National Center for Education Statistics found that bullying continues to affect many school-aged children1: Slightly
more than 1 out of 5 students in middle and high school experienced “traditional” bullying at school during the 2012–
2013 school year. Six percent of students ages 12 to 18 reported that they had been pushed, shoved, tripped, or spit on
during the school year. Of these students, 22% reported being injured in the event. (NICHD, 2017).

In the 1970s Dan Olweus began extensive research on the causes and effects of bullying in Scandinavian schools
and has since been a leading voice on this topic. But it is only in the last ten to fifteen years that researchers in North
America have been actively studying the causes that lead to bullying, the long and short term effects it has on students,
and how schools and communities can effectively reduce incidents from occurring as well as intervening and supporting
students when it does. This research is a result of the increase of school violence and the media coverage it has received.
On one hand, the sensationalism of school violence has very much been needed to wake up generations of educators,
parents, and students to say ‘the behaviors leading to this violence are not okay in my school, they are a problem and we
need to find a way to fix it’. However, on the other hand, reacting out of fear for the worst is not the best approach either,
because it gives a message of fear to staff and students that school violence will be the end result if these behaviors are not
taken care of. While this violence is a real threat that schools have been facing and educators do need to be aware of it,
prepared for it, and actively working towards ending it; the fear of school violence should not be the sole reason that
schools need to watch more closely for bullying behaviors. For years students have been experiencing power struggles,
embarrassment, fear, isolation, guilt, loss of self-esteem, loss of friends; issues that follow a person into their adult years if
they are not intervened. This alone should be enough of a concern to educators, parents and students to want to work
towards finding better solutions to bullying and harassment issues in school, not the fear of it escalating to school
violence.

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 CHAPTER III

METHODOLOGY

Research Design

The purpose of this phenomenological study was to explore how students experience and
understand the university presidency. Current literature is void of describing the interactivity between
these two important entities within the educational environment. The involved student voice was at the
core of this investigation as their lived experiences shed light on this phenomenon. A qualitative strategy
was chosen to help navigate our investigatory effort. A declaration regarding how an investigator views
knowledge strategically motivates the research and guides every aspect of the study from question to
conclusion.

Participants

The participants of this study are the students under the Strand Stem (Science, Technology, Engineering and
Mathematics) of Colegio San Agustin – Bacolod who are ready to undergo our survey in the case of bullying on this
school year 2018 – 2019

Sampling
Our team conducted to 32 students under the stem strand coming from different of sections of Stem 11 - A to
Stem 11 - I. The students that the researchers chose are those who are spineless inside the classroom. We asked around
every section to identify the students to fit our criteria. This research has a goal of identifying and to quantify a number of
rates of bullying to student in CSAB and staff attitudes towards bullying, different types of bullying occurring, and
more—in order to address them.

Data Collection Instrument

The methodology used in phenomenology differs than most other research methodology because the goal is
to describe a lived experience, rather than to explain or quantify it in any way. Our research make use of variety of
methods such as participant observations and interview in order to collect the accurate datas coming from our
respondents.

Another method was utilize were books and internet. These was use to collect only necessary for our study and to
have specific datas for our Review of Related Literature to have an outcome of concrete evidences to support our claim in
our study.

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Data analysis

This is the analysis of interviews reported by researchers who interviewed students in CSAB campus. The
observations and interviews were interpreted to distinguish any differences in perceptions of bullying behavior. Addressed
in this analysis is to determine the types of bullying they've experienced and where it happen.

The interviews covered a multitude of topics. Because we were interested in the perceptions of bullying according
to any kinds of gender, we asked several questions pertaining to their experiences of being bullied. We also asked
questions that would identify their own perspective on feeling safe with people around other people in school. We asked
them, “Have you been bullied in the last 12 months?” The responses were similar in both male and female STEM
students. The most frequents response we have was “Yes”. We asked what kind of bullying did it take, most of them said
it was “Verbal”. One of our respondents told us that they were bullied verbally and they have no one to tell because of the
fear he/she feels. Another respondent declared that bullying almost gave her/him a thought of suicide. A male student, one
of our respondents, also shared that he was make fun of telling him that he was gay even if it’s not true. People around
him degrades him through words. He told his close friends about his problems but it didn’t end up very well. It gave him
anxiety, thinking that everybody will discard him after the news spread out. Then, we asked them, “Are you safe in
school?” Majority of them says “Yes, most of the time.” Most respondent says that they were bullied not in school, but
usually in their homes and in social media. One of our female respondents says, “I have been bullied, in the internet where
people discriminated me, body shamed me, commented all negative words they could give.” Another female respondent
says, “I was bullied before. They called me all the things that could downgrade my self confidence, like calling me some
negative names just because of a picture of my and my guy friend.” All in all, we can say that verbal and cyberbullying
are one of the major issues students are experiencing of.

Types of Bullying

Physical 3

Verbal 12

Indirect (Gossips/Rumors) 5

Cyberbullying 11

Race/ Disability 1

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REFERENCES

Roxanne Dryden-Edwards, MD (2018). Bullying Facts, Statistics, Prevention & Effects.

Retrieved from:
https://www.medicinenet.com/bullying/article.htm?fbclid=IwAR0oUck9Q0rvBGgdfYHk_hLMKEBxnO
DFzERLvgFLjzPaUmswA4INErsqeMw#what_is_bullying_how_can_someone_distinguish_bullying_fro
m_hazing_or_meanness

All About School Bullying Surveys for Students: Purpose, Importance, and More (2016).
Retrieved from:
https://www.pridesurveys.com/index.php/blog/school-bullying-surveys-students-importance-
purpose/?fbclid=IwAR2MvFZhHZ3SN5ojGgZ6RwlOpWJzJbTDtmnZ9A7aLTsExSkPAao
R2CQXS24#_ftn3

Izabela Zych, Rosario Ortega-Ruiz, Rosario Del Rey (2015). Systematic review of theoretical studies on
bullying and cyberbullying: Facts, knowledge, prevention, and intervention.
Retrieved from:
https://www.sciencedirect.com/science/article/pii/S1359178915001329

Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. (2007). Bullying and peer victimization at school:
Perceptual differences between students and school staff. 36(3), 361-382.
Retrieved from:
https://www.educationcorner.com/bullying-facts-statistics-and-
prevention.html?fbclid=IwAR2yzoZWNiVGR6S3pUIIo58rJydeZUtSWVnHs6hK5GY57LSKnxy_fCPFP
No

National Center for Education Statistics. (2016). Indicators of school crime and safety: 2015. Retrieved
September 1, 2016, from http://nces.ed.gov/pubs2016/2016079.pdf (PDF 2.8 MB)

Ballard, M., Argus, T. & Remley, T. (1999). Bullying and School Violence: A proposed

prevention program. NASSP Bulletin 83 (607) 38-47

Bibliography

Rappler (2019). FEU denounces 'cyberbullying' incident involving student-athlete

Benedict Carrey (2019) When the Bully Is the Boss

Website pages

https://www.rappler.com/sports/university/uaap/feu/223883-statement-cyberbullying-incident-on-student-
athlete

https://www.nytimes.com/2019/02/26/health/boss-bullies-workplace-
management.html?rref=collection%2Ftimestopic%2FBullies&action=click&contentCollection=timestopi
cs&region=stream&module=stream_unit&version=latest&contentPlacement=1&pgtype=collection

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