AGUSTINIAN SCHOOL OF CABUYAO LAGUNA, INC

65 Banay-Banay, City of Cabuyao 4025, Laguna, Philippines

agustinianinc@gmail.com (049) 502-3157

EFFECTS OF BULLYING TO THE MENTAL HEALTH OF

AGUSTINIAN SCHOOL OF CABUYAO
JUNIOR HIGH SCHOOL STUDENTS
S.Y. 2019-2020

AN UNDERGRADUATE THESIS PRESENTED TO

AGUSTINIAN SCHOOL OF CABUYAO

In Partial Fulfillment of the Requirements for Junior High School

S.Y 2019-2020

by
Cellano, Kriztelle Francelle D.
Francia, Dave Iverson R.
Ramos, Maxene Kate E.

March 2020
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CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction

According to Mr . Marlon De Lara (2017), the word ―bully‖ was first used in the

1530s meaning ―sweetheart ‖. School bullying is a type of bullying that occurs in any

educational setting. For an act to be considered bullying, it must meet certain criteria.

More likely to include verbal harassment, physical assault or coercion and may be

directed repeatedly towards particular victims, perhaps on ground of race, religion,

gender, sexuality, or ability. The ―Imbalance of power‖ may be social power and/or

physical power.

It often occurs in coercion, where a bully persuades someone to do something by

using force or threats. There is no universal definition of school bullying; however, it is

widely agreed that bullying is a subcategory of aggressive behaviour characterized by the

following three minimum criteria, hostile intent (the harm caused by bullying is

deliberate, not accidental), imbalance of power (bullying includes a real or perceived

power inequity between the bully and the victim) and repetition over a period of time

(more than once with the potential to occur multiple times).

He also mentioned that, Bullying consists of three basic types of abuse –

emotional, verbal, and physical. It typically involves subtle methods of coercion such as

intimidation. Bullying can be defined in many different ways. It also ranges from simple

one-on-one bullying to more complex bullying in which the bully may have one or more
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‗lieutenants‘ who may seem to be willing to assist the primary bully in his/her bullying

activities.

Effects of bullying to the students are the stress from being bullied can create

problems for the students, therefore students may be fearful of attending school. This fear

and anxiety can lead to trauma and make it difficult for the child to focus and engage in

the classroom, making learning that much more difficult than it was before. Bullying

behaviour can have negative consequences for both the bully and the victim.

Mr . Melvin Marcelo (2017), indicated that Children who bully are more likely to

engage in other criminal and anti-social behaviours, such as Fighting, Vandalism,

Truancy, Dropping out of school, Stealing, Smoking, and Alcohol or Drug abuse.

Bullying can cause children to experience fear, depression, loneliness, anxiety, low self-

esteem, physical illness, and in some cases, even suicidal thoughts. Although kids who

are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute

to suicide risk, including depression, problems at home, and trauma history.

The researchers determine the cause of bullying and the roles of parents to guide

their children. The subject is very important due to the reason that many students

nowadays commit suicide for the reason that they are being bullied in their schools and

this research could help them raise awareness so that people that are being bullied

wouldn‘t have to keep themselves isolated. This research hopes to figure out who are the

students that are being bullied in Agustinian School of Cabuyao and find ways regarding

on how to reach out to them in many possible ways with the help of conducting a survey
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through the help of their participation. The effects of bullying could not only affect their

physical health, but also their mental health therefore, conveying this research could help

us determine what are the effects it has already influenced the students of Agustinian

School of Cabuyao.

Theoretical Framework

This study were anchored in two theories theory; Social Capital Theory: A

Missing Link for Victims and a Motivation for Bullying Behaviour by Caroline Evans.

While the other one is the Social Dominance theory of SDT; Sidanius & Pratto, and

dominance theory by Long & Pellegrini.(Putnam, 2000) Social capital refers to the

benefits gained from social relationships. (Coleman, 1988; Lin, 2001) Specifically,

individuals form and invest in social relationships with the expectation of fulfilling goals

and profiting from their interactions with others. (Putnam,2000) described the mutual

benefit of social capital as the force that drives people to maintain social networks. status

(Bagwell & Schmidt, 2011; Scholteet al., 2008) Youth victimized by bullying have few

friends, and in turn, have low social resulting in minimal social capital. (Scholte et

al.,2008) Even when bullied youth have friends, these friendships do not provide social

capital because victims‘ friends are often rejected by the larger peer group outside the

friendship.

Although having one or a few friends could serve tore in force a victim‘s self-

worth, victims‘ friendships likely do not increase their access to valuable social

information, improve their social credentials, or provide avenues to influence powerful

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social figures in the school. Further, victims‘ limited social capital likely precludes them

from being invited to social gatherings where they would have the opportunity to interact

and perhaps bond with peers who could provide social capital. The desire for power and

dominance is a central motivating factor that fuels bullying behavior and bullies use

intimi-dation and humiliation as a means of obtaining power.

Another study is the Social Dominance theory of SDT; Sidanius & Pratto, and dominance

theory by Long & Pellegrini, provide insight into the bullying dynamic. Both theories

indicate that youth bully one another in their attempts to gain group-and individual-levels

of social dominance, and then maintain their social status through on going bullying.

(Salmivalli,2010) In other words, bullying perpetration is used as means of establishing

and maintaining dominance. Bullying is a group process and the peer group dictates

whether a bully can establish dominance. For example, if classmates respect and support

the bully, the bully gains dominance and social power within the classroom.

Further, if the bully becomes the leader of a clique of admiring followers, the

clique members might experience heightened power within the classroom based on their

membership in a group led by a powerful, respected individual. (Long & Pellegrini,

2003) To maintain social dominance, this group would use on going bullying as a means

of oppressing less powerful members of the class. Indeed, youth who desire dominance

act aggressively and bully others to gain social status. (Si-danius & Pratto, 1999) In

contrast to group-based social hierarchies, individual-based social hierarchies are formed

when an individual gains social status and power using personal characteristics such as a
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charismatic leadership style or intelligence. (Salmivalli, 2010; p. 113) For example, in

the bullying dynamic,‗‗ringleader‘‘ bullies can usually be identified and these youth

might use their charisma and skill for humiliating less powerful classmates as a means of

gaining social prestige and establishing dominance.

Social dominance theory (SDT) is a theory of intergroup relations that focuses

on the maintenance and stability of group-based social hierarchies. The theory begins

with the observation that human social groups tend to be organized according to group-

based social hierarchies in societies that produce economic surplus. It reflects a person's

attitudes toward hierarchies in general, as well as beliefs about whether one's own group

should dominate other groups. People with low SDO ( Social Dominance Orientation), in

contrast, believe that society should be structured in terms of equality, with no single

group dominating others. The SDT has been developed in the 1990s by a group of

authors led by Jim Sidanius and Felicia Pratto (Pratto, Sidanius, Stallworth, & Malle,

1994; Sidanius & Pratto, 1999). The SDT is not explicitly aimed at explaining

individuals‘ quality of life and subjective well-being. On the contrary, it actually

accounts for societies‘ well-being, in that it is explicitly focused on the prediction of

societal oppression, discrimination, brutality, and tyranny. The SDT is rooted in the

literature on attitudes to authority, especially the authoritarian personality theory

(Adorno, Frenkel-Brunswik, Levinson, & Sanford, 1950), Sidanius‘ (1976) theory on

conservatism, Rokeach‘s (1979) two-value theory of political behavior, Blumer‘s (1960)

group.
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Conceptual Framework
The study evolved on the aforementioned on the statement of the problem.

Figure 1 below illustrates the conceptual model of the study.

INPUT PROCESS OUTPUT

1.What are the demographic profile

of the respondent:
Data Analysis
1.1 Age Data Collection and
1.2 Sex Organization
1.3 Grade Level
Administration of Self-
2. What are the factors that cause
bullying in terms of:
esteem test and Self-
a. Psychological
efficacy test.
b. Sociological Comparative Analysis
c. PhysicAppearance Implementation of
Difference in
Proposed Intervention
3. What are the effects of bullying to
the lives of individuals in terms of:
respondents‘ Programs for participant
3.1 psychological
observance on the with low level of self-
effects of bullying. esteem and self-efficacy
3.2 social

3.3 emotional Correlation Analysis

4. Is there a significant relationship
between bullying and the mental
Relationship of
health of the Junior high school observance on the
students of ASC?
effects of bullying and
?
its impact..

FEEDBACK

Figure 1. Conceptual Model

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The figure shows the flow of activities in this study. The input covers the data

gathered from the respondents which includes their personal demographic profile and

information needed for this study. The process column represents the activities for

determining the self-esteem and self-efficacy of the Junior high school students from

Agustinian School of Cabuyao. The outputs represent the developed enhancement

program.

Statement of the Problem

By the year 2019, A little over 14% of students in high school consider suicide

and approximately 7% of them attempt suicide. Students that are bullied are around 2 to 9

times more likely to consider suicide than non victims. School bullying is a widespread

issue which affects students in several ways. The students of Agustinian School of

Cabuyao batch 2019-2020 are facing some personal problems including bullying. This

study aims to determine what are the effects that could influence the students possibly

after being bullied. Specifically, answered the following sub problems :

1.What are the demographic profile of the respondent:

1.1 Age

1.2 Sex

1.3 Grade Level

2. What are the factors that cause bullying in terms of:

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a. Psychological

b. Sociological

c. Physical Appearance

3. What are the effects of bullying to the lives of individuals in terms of:

3.1 psychological

3.2 social

3.3 emotional

4. Is there a significant relationship between bullying and the mental health of the

Junior high school students of ASC?

Statement of Hypothesis

The following hypothesis could predict what would happen to the victims of bullying:

Ho1: There is no significant relationship between bullying and the mental

health of the Agustinian school of Cabuyao‘s Junior High School students.

Ha1: There is a significant relationship between bullying and the mental

health of the Agustinian school of Cabuyao‘s Junior High School students.

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Significance of the Study

The researchers initiated this study to investigate and hopefully tried to determine

what could be the possible effects of bullying to the mental health of the students. The

following will benefit in this study:

School Administrators. This study will give them a hint to improve their

motivational and teaching materials, techniques or methods and skills in open forum to

student who really need their guidance.

Teachers. They will be aware about the kind of attitude their student is

possessing .It will give them a hint on how they would help and encourage their child to

avoid bullying

Future 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.

Students. The 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.

Scope and Delimitation

This study will limit the effects of bullying to the mental health of the students.

The study focus only to Junior High School students from Grade 7,8,9 and 10 who are

currently studying in Agustinian School of Cabuyao. Each respondent will be given a set
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of questionnaires determining their self-esteem and self-efficacy. The covered school

year was 2019-2020.

Definition of Terms

To facilitate understanding and clarity of the purpose of this research work, some

important terms are defined operationally and conceptually.

Aforementioned - denoting a thing or person previously mentioned.

Basis - the underlying support or foundation for an idea, argument, or process.

Bullying - is the use of force, coercion, or threat, to abuse, aggressively dominate or

intimidate. The behaviour is often repeated and habitual.

Coercion - the practice of persuading someone to do something by using force or threats.

Consequences - a result or effect of an action or condition.

Delimits - determine the limits or boundaries of.

Dominance - power and influence over others.

Enhancement - an increase or improvement in quality, value, or extent.

Heirarchy - a system or organization in which people or groups are ranked one above the

other according to status or authority.

Oppress - keep (someone) in subservience and hardship, especially by the unjust

exercise of authority.
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Perpetrate - to bring about or carry out

Psychological - of, affecting, or arising in the mind; related to the mental and emotional

state of a person.

Self-efficacy - reflects confidence in the ability to exert control over one's own

motivation, behaviour, and social environment.

Self-esteem - is used to describe a person's overall sense of self-worth or personal value.

Significant - sufficiently great or important to be worthy of attention; noteworthy.

Widespread- found or distributed over a large area or number of people.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides the theoretical framework and background information for

the research. The literature and studies cited in this chapter tackle the different concept,

understanding, and ideas, generalization or conclusions and different development related

to study of the enrollment from the past up to the present and which serves as the

researchers guide in developing the project. Those that were also included in this chapter

helps in familiarizing information that are relevant and similar to the present study.

Foreign Studies

According to Whitted, K.S. & Dupper, D.R 2005 the word ―bully‖ was

first used in the 1530s meaning ―sweetheart‖ , applied to either sex, from the Dutch boel

―Lover‖, ―brother‖ probably diminutive of Middle High German buole ―brother‖ of

uncertain origin (compare with the German buhle ―lover‖). The meaning deteriorated

through the 17th century through ―fine fellow‖, ―blusterer‖ to ―harasser of the weak‖.

This may have been as a connecting sense between ―lover‖ and ―ruffian‖ as in protector

of a prostitute‖ which was one sense. High level forms of violence such as assault and

murder usually receive most media attention, but lower level forms of violence such as

bullying have only in recent years started to be addressed by researchers, parents and

guardians, and authority figures.

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He also mentioned that Fifty‐one teachers completed a questionnaire and 20

teachers were interviewed about bullying. The teachers taught at two Outer London

schools with high proportions of ethnic minority pupils where pupils had previously

reported significantly different incidences of bullying. Analyses of the teachers‘

responses indicated that at the school where pupils had reported a higher incidence of

bullying, teachers were significantly more likely to perceive behaviour as bullying,

observe bullying and have pupils report bullying to them. The majority of teachers

interviewed endorsed gender differences in type of bullying. Only a minority of teachers

believed that there were clear‐cut bully typologies but most believed that there were

typical victim personalities. These results are discussed within a phenomenological

approach to bullying.

Adding on, This study investigated the relationships between affective and

cognitive empathy, social preference and perceived popularity, and involvement in

bullying situations by bullying others or defending the victimized children. The

participants were 266 primary and 195 secondary school students. Affective and

cognitive empathy, as well as the status variables, had some significant main effects on

involvement in bullying. In addition, several interaction effects emerged. For instance,

the positive association between affective empathy and defending behavior was stronger

among boys who had a high status (i.e., were highly preferred) in the group. The results

highlight the importance of studying child‐by‐environment models, which take into

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account both child characteristics and interpersonal variables in predicting social

adjustment.

The author, Mcgraw Hill (2017) The authors recognize that traditional bullying

can be described in many ways: a repeated pattern of anger to gain power over another,

the intent to harm another or a disparity of power between the bully and their victim.

Bullying can also occur verbally and physically or socially and emotionally.However, the

study also indicates four variances in bullying that help alter its definition in our present

society and should be looked for in any bullying literature you may plan to share with

your class. For people of all ages, bullying is not a new phenomenon. Picking on others

can take place with any age group or demographic, but one place bullying can often be

consistently seen is at school.

Although bullying has been around for years, the people, actions and locations it

takes place have changed. For instructors, it‘s important to not only address bullying with

your students, but how it has changed over the years and the role students can play to

help prevent it.One way of doing so is through literature. By sharing appropriate novels

with your students and discussing them in the right way, a conversation about bullying

can be created to help inform and empower your students. Researchers Janette Hughes

and Jennifer Lynn Laffier from the University of Ontario Institute of Technology present

their findings on how to approach the topic of bullying in their article Portrayals of

Bullying in Young Adult Literature: Considerations for Schools.

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Hughes and Laffier (2000) identify four key themes from existing research on

bullying that should be considered when choosing young adult literature that can help

create meaningful conversations about addressing bullying in the classroom. The authors

also suggest ways to address these bullying themes with your students through literature.

In the young adult literature examined by Hughes and Laffier, a trend developed where

the bully was keen to maintain their status or sense of control. These behaviors are

considered to be a social phenomenon because youths‘ desire for power in a hierarchical

social setting, like school, where they are trying to learn ‗who they are‘ can be considered

a natural consequence. Bullying may no longer be perpetuated by a single individual. In

some cases, the authors note that a group of people bully another person or group. The

authors also note that the group does not necessarily need to be together to carry out the

harassment. For example, members of the group could attack a victim at different times

through cyberbullying.

Hughes and Laffier (2000) note in their study that verbal abuse is the most

common type of bullying and can frequently include language that attacks a person‘s

sexual orientation. Research has shown that 93% of youth hear negative language about

sexual orientation occasionally, while more that 50% of teenagers hear this kind of verbal

abuse daily at school. The second theme to look for when choosing literature to be shared

with your students on bullying is determining the characteristics of bullies.Recent

research suggests that bullies may not be the stereotypical bigger student picking on those

smaller than them. It‘s also important to note that emotional or cyberbullying is not
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defined by size, making the task of creating a defined image of a bully difficult.However,

several risk factors have been noted that can help identify bullying behaviour: limited

communication skills, inconsistent problem-solving skills, limited ability to resolve

conflict, bad self-regulation and not being tolerant of differences. In addition, other

research has indicated that bullies can have higher levels of emotional intelligence

(allowing them to better manipulate others), a perception they are more dominant than

others, have high self-esteem and even be popular among other students.

The third theme identified by the authors to help select literature that can be used

in the classroom to learn about bullying is a tricky one. Research suggests that creating a

definition of a victim can be dangerous. By defining characteristics that are likely to

encourage bullying may suggest that these people attract bullying. However, experts have

agreed that there are several common characteristics that can be seen among bullied

victims, including: sensitivity, shyness, insecurity, unassertiveness, low self-esteem,

problems with mental health, limited friends and being different.In addition to a passive

victim, other researchers believe that there are ‗bully victims‘ — those who experience

bullying first-hand and then decide to bully others in order to help them cope. The final

theme to look for in bullying literature focuses on bystanders — those who witness

bullying.

The authors indicate that bystanders can either have a positive or negative role in

bullying. If they say or do nothing, they act as an audience and help encourage the

situation. Bystanders can also help stop bullying by alerting somebody about it, not
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engaging in the group behaviour or helping the person being bullied if it is safe.There are

various ways to address the topic of bullying with your students and the authors of this

study suggest using literature. Young adult literature about bullying that resonates with

students can help you develop a high level of engagement on the topic of bullying.Some

ways you can include bullying literature in your course design are:

1. Reading a novel aloud and encouraging group discussion on how bullying can

impact youth and how they can care and support for their peers

2 .Create smaller reading groups among your class that each evaluate a different

book and discuss ways they can provide support for others

3 .Have older youth mentor younger youth through bullying literature circles

Regardless of how you choose to incorporate bullying-related literature into your

classroom or course design, it‘s important to push your students to have meaningful

discussions about what they read and experience. Students should be encouraged to

actively take part in finding solutions to prevent bullying in the classroom and empower

themselves to help support an inclusive community at school.

Foreign Literature

An article by Dan Olweus (1771), Bullying among school children is certainly a

very old phenomenon. The fact that some children are frequently and systematically

harassed and attacked by other children has been described in literary works, and many

adults have personal experience of it from their own school days. Though many are
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acquainted with the bully/victim problem, it was not until fairly recently- in the early

1970s that the phenomenon was made the object of more systematic research

(Olweus,1973,1978). For number of years, these efforts were largely confined to

Scandinavia. In the 1980s and early 1990s,however, bullying among shool children has

attracted attention also in other countries such as Japan, U.K, The Netherlands, Australia,

Canada and the U.S. There are now clear indications of an increasing societal as well as

research interest into bully/victim problems in several parts of the world.

Kids who are bullied can experience negative physical, school, and mental health

issues. Kids who are bullied are more likely to experience: 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—GPA and standardized test

scores—and school participation. They are more likely to miss, skip, or drop out of

school. A very small number of bullied children might retaliate through extremely violent

measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of

being bullied. According to this UCLA study, Jaana Juvonen, a professor of psychology

at UCLA and lead author of the study, bullying and low academic achievement are

frequently linked. Juvonen is quoted saying, ―students who are repeatedly bullied receive

poorer grades and participate less in class discussions… students may get mislabeled as

low achievers because they do not want to speak up in class for fear of getting bullied‖.
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Juvenon also remarked that ―Once students get labeled as ‗dumb,‘ they get picked on and

perform even worse‖.

Following this line of thinking, it is easy to see how this cycle might

become self-perpetuating. Students who are bullied show less academic improvement due

to a fear of standing out. As a result, teachers often identify those students as low

achievers or unmotivated learners. These students may then receive less attention from

teachers which only pushes them further down the academic rankings in their school.

After reviewing the results of the study, Juvenon suggests that perhaps the best way to

reduce bullying is to provide academic support for low-performing students.

It is only in recent years that bullying has been recognized and recorded as a

separate and distinct offence, but there have been well documented cases that have been

recorded over the centuries. The Fifth Volume of the New gate Calenda (Complete New

gate Calendar Tarlton Law Library) contains at least one example where Eton Scholars

George Alexander Wood and Alexander Wellesley Leith were charged, at Aylesbury

Assizes, with killing and slaying Hon.F Ashley Cooper on February 28,1825 in an

incident which might today be described ―lethal hazing (George Alexander Wood and

Alexander Wellesley, 2003).

Abel (2010) ―Bullies are often people who have been bullied or abused

themselves. Sometimes they are experiencing life situations they cannot cope with, that

leave them feeling helpless and out of control.‖ (TktTuder, 2000). This kind of people are

frustrated and stressed as well, because this feeling of anxiety provokes them to bully or
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hurt others to release the frustration that they feel. Also people who are bully have such

big pride which makes them boastful and careless towards others. ―Bullies can suffer

long-term effects of bullying if their behaviour is not a addressed. Compelling research

confirms that bullies are twice as likely as their peers to have criminal convictions and

four times more likely to be multiple offenders.‖.

Sometimes a bully can actually hate the way they treat their victims but somehow

feel justified in doing so since they are abused by others as well. This feeling tends to

override the feeling of empathy which makes for a psychological mess for the bully.

Feeling conflicted about their behaviour is also a source of stress that makes them want to

bully more. If a bully is not stopped and treated then the chance of them stopping and

becoming a different and healthier person is very slim and their behaviour will continue

into adulthood, affecting the type of life they lead. According to a site Theravive.com,

―Many victims need counselling to come to grips with the bullying and to help rebuild

their lives as bullying can lead to depression, panic attacks, and physical ailments such as

ulcers‖.

Children who are bullied often suffer academically due to the fact that they fear

going to school where the source of their stress resides. Some children are so affected by

bullying that they choose not to further their education due to fear of having to face

bullying in other atmospheres suc has college. Many people who are bullied are so hurt

by the cruel treatment that they contemplate suicide and some actually attempt and

succeed in taking their own lives. ―There is often no end to bullying for victims.
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Devastating effects of bullying is the pattern it creates in victims‘ minds and personalities

that can last their whole life. Dan Olweus define bullying or victimization in the

following general way, A person is being bullied or victimized when he or she is

exposed, repeatedly and over time, to negative actions on the part of one or more other

persons.

The meaning of the expression negative actions must be further defined. It is a

negative action when someone intentionally inflicts, or attempts to inflict, injury or

discomfort upon another-basically what is implied in the definition of aggressive

behavior (Olweus, 1973b). Negative actions can be carried out by physical contact, by

words, or in other ways, such as making faces or obscene gestures or refusing to comply

with another person's wishes. It must be stressed that the terms bullying or victimization

are not (or should not be) used when two persons of approximately the same strength

(physical or psychological) are fighting or quarrelling. In order to use the term bullying,

there should be an imbalance in strength (an a symmetric power relationship): The person

who is exposed to the negative actions has difficulty in defending him or herself and is

somewhat helpless against the harasser or harassers. It is useful to distinguish between

direct bullying/victimization-with relatively open attacks on the victim-and indirect

bullying/victimization in the form of social isolation and exclusion from a group. It is

important to pay attention also to the second, less visible form of victimization. In the

present chapter the expressions bullying, victimization, and bully/victim problems are

used synonymously.
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Bullying among school children is certainly a very old phenomenon he added.

The fact that some children are frequently and systematically harassed and attacked by

other children has been described in literary works, and many adults have personal

experience of it from their own school days. Though many are acquainted with the

bully/victim problem, it was not until fairly recently, in the early 1970s, that efforts were

made to study it systematically (Olweus, 1973a, 1978). For a considerable time, these

attempts were largely confined to Scandinavia. In the 1980s and early 1990s, however,

bullying among schoolchildren has received some public attention in Japan, England,

Australia, the United States, and other countries. There are now clear indications of an

increasing societal as well as research interest into bully/victim problems in several parts

of the world.

David P. Farrinton (1993) defined bullying as a repeated oppression,

psychological or physical, of a less powerful person by a more powerful one. The

prevalence of bullying by and of school children is quite high; in some studies, about half

of children were bullies, and over half were victims. Boys bully more than girls, but boys

and girls are victimized about equally. Generally, bullies are aggressive, tough, strong,

confident, and impulsive. Victims are unpopular, lonely, rejected, anxious, depressed,

unwilling to retaliate, and lacking in self-esteem. Bullying occurs especially at places and

times when adult supervision and surveillance is minimal. There is some continuity over

time between bullying and violent crime. Prevention methods aim to improve the social

and friendship skills of the victim and the empathy of the bully and to improve adult
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supervision and "whole-school" environments. In Norway, a nationwide campaign

against bullying seemed to be successful.

Douglas Vanderbilt and Marilyn Augustyn (2010) stated that bullying is a major

problem for children in their book entitled Paediatrics and Child Health. There are well-

defined risk factors for bullying that are individual and social. Beyond the immediate

trauma of experiencing bullying, victims are at high risk of later physical and emotional

disorders. Bullies are the generators of this trauma but also suffer poor long-term effects

as a result of their participation. Bystanders are also not immune from bullying's toxic

effects nor innocent from its occurrence. While most often occurring at schools,

paediatric clinicians can identify and support children suffering from bullying. They also

have the unique opportunity to engage the schools and wider society on anti-bullying

initiatives. This article will outline the risk, signs and symptoms of bullying to help

clinicians identify and address these children in need.

Lastly, Dieter Wolke (2004) mentioned that bullying is the systematic abuse of

power and is defined as aggressive behaviour or intentional harm-doing by peers that is

carried out repeatedly and involves an imbalance of power. Being bullied is still often

wrongly considered as a ‗normal rite of passage‘. This review considers the importance

of bullying as a major risk factor for poor physical and mental health and reduced

adaptation to adult roles including forming lasting relationships, integrating into work

and being economically independent. Bullying by peers has been mostly ignored by
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health professionals but should be considered as a significant risk factor and safeguarding

issue.

Local Studies

Based on thesis of students from Cabanatuan city, Bullying is a form of

aggressive behaviour manifested by the use of force or coercion to affect others,

particularly when the behaviour is habitual and involves an imbalance of power. It can

include verbal harassment, physical assault or coercion and maybe directed repeatedly

towards particular victims, perhaps on grounds of race, religion ,gender, sexuality, or

ability. The "imbalance of power" may be social power and/or physical power .The

victim of bullying is sometimes referred to as a "target". Bullying consists of three basic

types of abuse emotional, verbal, and physical. It typically involves subtle methods of

coercion such as intimidation. Bullying can be defined in many different ways. The UK

currently has no legal definition of bullying, while some U.S. states have laws against it.

World Health Organization defines bullying as a threat or physical use of force, aiming at

the individual, another person, a specific community or group which can result in injury,

death, physical damage, some development disorders or deficiency.

The concept of bullying at school is not new; however it has been increasing in

recent years. There is a crucial increase in studies conducted and the number of news on

bullying at school in mass media . Bullying in schools is an issue that continues to

receive attention from researchers, educators, parents, and students. Despite the common

assumption that bullying is a normal part of childhood and encompasses minor teasing
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and harassment , researchers increasingly find that bullying is a problem that can be

detrimental to students' well-being .This report focuses not only on the prevalence of

bullying, but also on those subsets of students who reported being the victims of direct,

and indirect bullying, and both of them. Different types of bullying may affect different

groups of students, occur in different types of schools, or affect student behaviour in

different ways. These distinctions allow readers to differentiate between students who

were either physically (directly) or socially (indirectly) bullied, and also to identify those

students who were bullied both physically and socially . Additional analysis describes the

characteristics of students affected by these types of behaviour and the characteristics of

schools in which these behaviours occur. Because of prior research that suggests victims

of bullying may resort to aggressive behaviours in response to being bullied, the extent to

which reports of bullying are related to victim behaviours such as weapon carrying,

physical fights, fear, and avoidance are explored. Finally, for educators, the academic

success of students is of paramount importance. For this reason, self-reported academic

performance of bullied students is also examined . The main aim of this research is to

investigate the prevalence of bullying behaviour, its victims and the types of bullying and

places of bullying among 14-17 year-old adolescents in a sample of school children in

Bursa, Turkey. Bullying is a psychological and pedagogical problem connected with

public health. It must be solved by various professionals immediately.

Another research from the students of Notre Dame University (2019) bullying and

victimization phenomena have serious effects on the well-being of individuals. Therefore,

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the study intends to help the students maintain a normal state of well-being and enhance

academic performance as a reference for administrators to develop programs managing

the challenges encountered through identification of demographic profile; forms of

bullying; effects on health and academic performance; coping strategies and school

management. Mixed method approach was employed. Quantitative data was gathered

through survey questionnaire and qualitative data through FGD from advisers, parents

and students and KII from the principal, guidance counselor and prefect of discipline

which were analyzed to corroborate with the quantitative data. Periodical grades were

analyzed and compared. Findings revealed that out of 260 students, 232 expressed

experienced bullying at a younger age as young as 10 years old. More alarmingly, some

students reported recently experienced though rarely.

The most common form of bullying identified are verbal, covert and physical

bullying. Cyberbullying as the least experienced. The investigation disclosed they

sometimes experience the health effects of bullying that are generally a normal response

to stress. However, manage to deal with the experience through the support of family and

the school. Data showed that students‘ experience of bullying does not affect their

academic performance. Nevertheless, data analysis revealed that victims of bullying

eventually become bullies themselves. As for the students of Saint Louis University, This

study explored the nature and extent of bullying among high school students in Baguio

City, Philippines. It determined the relations between parent-child attachment, parenting

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styles, and bullying via quantitative survey (n = 876) and focus group discussions (n =

16).

Results revealed that verbal bullying/victimization is more frequent than other

types. Also, more males were involved in bullying than females. Generally, being a bully,

victim, or bully-victim is negatively related with secure parental attachment and

positively related with insecure parental attachment. Having a permissive mother and

authoritarian father predicted bullying and having an authoritarian father was related to

victimization. The other studies that is conducted by the students of Philippine Normal

University North Luzon, Alicia, Isabela, Philippines Bullying is a major issue in today‘s

world and is getting increasing attention in the research literature. This even gets wider

attention from authorities to control such. There were studies conducted about bullying to

schoolchildren but limited to indigenous people bullying experienced in the tertiary level.

This study endeavors to describe and analyze the bullying experiences of the

indigenous people students of Philippine Normal University North Luzon, and to

determine their social impact as basis for formulating school policy to prevent bullying.

Significant on the findings of the study is the existence of unintentional institutional

bullying but were handled in a very positive manner that even encourages the students to

strive more on their studies. Therefore, it indicates that the indigenous people students of

Philippine Normal University are matured enough to handle concerns and issues on

bullying. here are three different types of bullies that are common in schools today;

physical bullies, verbal bullies, and relational bullies. Physical bullies are just what they
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sound like, physical. These types of bullies tend to hit, kick, punch, shove, or use any

other type of physical exertion of energy towards other kid.

Verbal bullying is the most commonly reported type of bullying. Finally,

relational bullies are acts that single out victim from their peer group. This is mostly done

by the bully using verbal threats or spreading undesirable rumors about their victims.

While these types of bullying are not necessarily the stereotypical pictures that come to

mind when thinking about bullies, they are all very serious and can possibly have some

serious detrimental effects on both parties involved. Unfortunately, bullying is an

unavoidable part of life especially for children. It is very frequent and since the beginning

of time it has plagued all over the world.

In the Philippines, Republic Act No. 10627 otherwise known as the Anti –

Bullying Act of 2013, defines acts of bullying in schools and direct the schools to adopt

policies aimed at addressing bullying. The law prohibits bullying at a location, activity,

function or program that is not school-related and through the use of technology or an

electronic devise that is not owned, leased or used by a school if the act or acts in

question create a hostile environment at school for the victim, infringe on the rights of the

victim at school, or materially and substantially disrupt the education process or the

orderly operation of a school.

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Local Literature

In the Philippines, two studies conducted by foreign researchers in 2008 showed

different results. This research looked into prevalence rate of bullying victimization and

perpetration as well as teachers‘ response to bullying incidence in the Philippines. A total

of 340 sixth graders from five different schools in Western Visayas participated in the

study. Slightly more than half (54.1%) of the sample were boys and 45.9% were girls.

Descriptive statistics were used to analyze data gathered from the survey. Children‘s self-

reports revealed that prevalence rate for victimization was 40.6% and that for

perpetration was 23.8%. Similar to previous literature, results also showed that there were

significantly more boys than girls who reported to be victims (χ2(1, N = 340) = 4.26, p =

0.039) and bullies (χ2(1, N = 340) = 4.35, p = 0.037). Regardless of gender, verbal

bullying came out as the most common type of bullying children experienced as a victim

and bully. Teachers‘ response to bullying was all in line with direct sanctions, i.e. verbal

reprimands, temporary removal from class, withdrawal of privileges, and suspension,

which were imposed on individuals involved in bullying as bullies.

Although all teachers and school personnel were required to report bullying cases

they had knowledge of to the child protection committee in their institution, very few did

so. These findings suggest the need for a more effective bullying prevention program and

a careful examination of the implementing rules and guidelines of RA 10627, otherwise

known as the Anti-Bullying Act of 2013. Although aggression is one of the elements of

bullying, not all violence or aggressive actions in school can fall under this category. For
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bullying to occur, Olweus (1993) mentioned that a student must be repeatedly exposed to

negative behavior of his/her peers. Moreover, the perpetrator must have a deliberate

intention to harm the victim and the latter should have limited power to fight back

(Nansel et al., 2001; Olweus, 1993) . Without the power imbalance between the aggressor

and the victim as well as regularity of the aggressive act, a negative action done by one

child to another cannot be considered as bullying; rather, it will fall under violence or

aggression (Olweus, 1993) .

Bullying is categorized into four types, namely: physical, verbal, cyber, and

relational. Physical bullying includes all forms of physical harm done on the victim such

as kicking, shoving, punching, and the like. Verbal bullying is usually in the form of

derogatory remarks or insults hurled at the target. This may include but not limited to

name-calling, taunting, teasing in a hurtful way, and making fun of the individual

(Berger, 2007; Wang, Iannotti, & Nansel, 2009) . Relational bullying involves social

seclusion. It may be done in the form of spreading rumors and lies about the victim in

order to make others avoid socializing with him/her (Wang et al., 2009) . Cyberbullying,

on the other hand, occurs electronically, and has proven to be more damaging because it

often relates to victims‘ depressive state, delinquent behavior and substance abuse

(Mitchell, Ybarra, & Finkelhor, 2007) as well as suicidal thoughts and suicide attempts

(Hinduja & Patchin, 2010) .

In Asia-Pacific, the most common type of school bullying was verbal, e.g., ―being

made fun of‖ or ―being called names‖ (Chen, 2015; Lai, Ye, & Chang, 2008) . A similar
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study in South America also found verbal bullying as the most pervasive school bullying

experience of youngsters (Silva, Pereira, Mendonca, Nunes, & de Oliveira, 2013) .

However, in Egypt and Ghana, physical assaults were the most common form of bullying

among students (Wilson, Dunlavy, & Berchtold, 2013) . The same was true for

Singaporean children in one study (Kwan & Skoric, 2012) . Cyberbullying, though

becoming controversial recently with a number of youth suicides, was said to be less

prevalent than that of traditional or face-to-face bullying (Chen, 2015; Gofin &

Avitrzour, 2012; Lapidot-Lefler & Dolev-Cohen, 2015; Modecki, Minchin, Harbaugh,

Guerra, & Runions, 2014) .

As to involvement in school bullying, high rate of victimization of at least 40%

was often reported by African countries (Kubwalo, Muula, Siziya, Pasupulati, &

Rudatsikira, 2013; Owusu, Hart, Oliver, & Kang, 2011; Siziya, Rudatsikira, & Muula,

2013) . In the Philippines, two studies conducted by foreign researchers in 2008 showed

different results. In one study, the prevalence rate was 35.5% (Rudatsikira, Mataya,

Siziya, & Muula, 2008) while in another it was 85.5% (Lai et al., 2008) . However, in a

research conducted by Fleming and Jacobsen (2009) involving 19 low and middle income

countries in which Philippines was included, prevalence rate in the country was only

37.1%, or a lot closer to that found by Rudatsikira et al. (2008) . As to cyberbullying,

Australia showed to have a high number of incidence rate in the youngsters‘ lifetime at

27% (Cross et al., 2012) , Japan at 18% (Aoyama, Utsumi, & Hasegawa, 2012) , the US

at 17% (Bauman, 2012) , and South Korea at 12% (Tippett & Kawk, 2012) . Respondents
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for these studies ranged from grade 5 to 11. It should be noted that these are just glimpses

of the pervasiveness of bullying in the countries mentioned and may not be true for the

whole nation.

Bullying research has also shown that victimization was found to be higher than

perpetration. For example, in one study in Romania which used self-re- ports, it was

found out that 40.5% of 264 students surveyed indicated that they were victims of school

bullying and only 33.8% admitted that they had bullied others (Belden-Galea, Jurcau, &

Tigan, 2010) . The same was true for sampled students in Turkey (Arslan, Hallett, Akkas,

& Akkas, 2012; Tayli, 2013) .

With regard to gender differences in school bullying experience, several studies

have shown that boys were more involved as perpetrators and victims than do girls

(Berger, 2007; Caravita, Gini, & Pozzoli, 2012; Cosma & Baban, 2013; Jansen et al.,

2012; Khamis, 2015; Siann, Callaghan, Glissov, Lockhart, & Rawson, 2006; Silva et al.,

2013; Tayli, 2013; Wang et al., 2009; Wu et al., 2015) and were more likely to be victims

of direct form of bullying such as physical fights (Cheng et al., 2010; Jansen et al., 2012;

Lai et al., 2008; Shujja et al., 2014; Silva et al., 2013; Uwusu et al., 2011) while girls

were more likely to experience relational bullying (Cheng et al., 2010; Silva et al., 2013) .

As to gender and frequency of victimization, results were mixed. On the one

hand, research has shown that boys and girls did not differ significantly in the frequency

of victimization (Malecki et al., 2015) , but on the other hand, it revealed that boys have

higher self-reported frequency of being bullied than do girls (Chen, 2015; Fleming &
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Jacobsen, 2009; Nansel et al., 2001) .With regard to intervention programs that could

help reduce the prevalence rate of bullying in schools, involving the community, family

(Mann, Kristiansson, Sigfusdottir, & Smith, 2015) , especially parents (Jones &

Augustine, 2015; Lester et al., 2017) , students (Cross et al., 2011; Jones & Augustine,

2015) and teachers (Duy, 2013) reduced the odds of young people engaging in bullying

behavior. In another study, arousing the bullies‘ empathy for their victims and

condemning their actions proved to be effective in increasing their intention to stop their

aggressive behavior (Garandeau, Vartio, Poskiparta, & Salmivalli, 2016) .

However, Ken Rigby, a school bullying expert, had found in his study that the

most commonly used intervention methods in schools were direct sanctions or ―the

imposition of disciplinary sanctions on the person or persons identified as responsible for

the bullying‖ (Rigby, 2014: p. 409) . These direct sanctions include verbal reprimands,

temporary removal from class, and withdrawal of privileges, among others, which were

imposed on individuals involved in bullying others (Rigby, 2014) . He said that these

may deter bullies to perpetuate the act but only temporarily. In addition, he also

suggested that this kind of response is only reactive and it does little to prevent students

from engaging in bullying behavior in the future.

In the Philippines, with the passing of Republic Act (RA) 10627, otherwise

known as the Anti-bullying Law of 2013, schools are required to establish their own anti-

bullying programs which includes the formation of a committee who would ensure the

protection of children against abuses from their peers as well as adults, formulation of
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awareness programs to increase students‘ knowledge of bullying, and provision of

counseling programs for both bullies and victims. Educators, school personnel, and

students are also encouraged to report school bullying they have witnessed to proper

channels.

This study was conducted to find out the prevalence rate of the different forms of

school bullying among the sixth graders in selected schools in Western Visayas; feelings

of victims and bullies after the act; proportion of males and females who engaged in

school bullying as a victim and perpetrator, and; teachers‘ response to bullying cases they

have witnessed. It is hoped that this research could be of help, especially to Filipino

educators and policy makers in formulating effective bullying programs in schools.

Synthesis of the Study

Whitted K.S and Dupper D.R (2005) defined the what the word bully

really meant way back 1530s. Mcgraw Hill (2017) recognize that traditional bullying can

be described in many ways. Janette Hughes and Lynn Laffier (2017) identify four key

themes from existing research on bullying that should be considered. They also noted in

their study that verbal abuse is the most common type of bullying. Dan Olweus (1771)

stated that bullying among school children is certainly a very old phenomenon.

Jaana Juvenon (2010) quoted saying "students who are repeatedly bullied

recieved poorer grades and participate less in class discussion" as the effect of bullying.

George Alexander Wood and Alezander Wellesley (2003) stated that bullies are often

people who have been bullied or abused themselves. Abel (2010) mentioned that bullies
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can shffer long-term effects of bullying if their behaviour is not a addressed. David P

Farrinton (1993) defined bullying as a repeated oppression. Douglas Vanderbilt and

Marilyn Augustyn (201) stated that bullying is a major problem for children. Dieter

Wolke (2004) mentioned that bullying is the systematic abuse of power and is defined as

aggressy behaviour or intentional harm-doing by peers.

All cited are related to the present study paper because they all deal with the

assessment of the effects so bullying to the mental healthof the students. They might be a

little different since they deal with other subject areas or discipline. The present study is

similar to the work of. Janette Hughes and Lynn Laffier (2017) in the sense that their

studies is about why does the bullies bully their victim.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter includes the research methodology of the research. In more details,

in this part of the author outlines is the research strategy, the research method, the

research approach, the methods of data collection, selection of the sample, the

description of research design, the type of data analysis, the ethical considerations and the

research limitations of the project.

Research Design

The researchers will use the descriptive method. A descriptive research can use a

wide variety of quantitative and qualitative methods to investigate one or more variables.

If often involves the comparison and contrast and attempted to discover the cause and

effect of the research. This method is use to determine the effects of bullying to the

mental health of Agustinian School of Cabuyao Junior Highschool students school year

2019-2020. Moreover, it can answer to the real fact relating to this problem.

Research Instrument

The main data-reason instrument in this study were survey the questionnaire

which were constructed by the researchers themselves.

The same set of questionnaire will be made for the Junior high school students.

The questionnaire responded and divided into three parts.

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Part I was the profile of the respondent such as: age, gender, and grade level.

Part II included the factors that cause of bullying in terms of: psychological,

sociological, and physical disabilities.

Part III contains the action plan can be done in order to reduce the factors of

affecting the victims of bullying.

Research Validation

The instruments will be subjected to test of validation before administering them

to the respondents. According to Szanto (as cited by Henry Lee, 2004) the validation is a

process of confirming that an existing program of study or a newly designed one can

continue or commence operation. The questionnaire were validated by Ms. Leona Mae

Cervantes, LPT, Mr. Mel Francis Alcantara III, LPT, Mr. Omar Cavin Collo, LPT.

Before finalizing, the instrument was revised and all suggestions gathered were included.

Population and Sample

The total population of the respondents consists of 108 students. The total

respondents enrolled in Agustinian School of Cabuyao distributed into 27 from grade 10

students, 24 from grade 9 students, 19 from grade 8 students and 38 from grade 7

students.

Table 1 below represents the frequency and percentage distribution of the

respondents.
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Group Frequency Percentage

Students 108 100.00

Total 108 100.00

Research Locale

The subjects of the study will be the Junior High School students from Grade 7 to

Grade 10 of Agustinian School of Cabuyao in the division of Cabuyao City for the

school year 2019-2020.

Research Procedure

Prior to the execution of the study, the researchers requested permission to

administration and after securing the said permit; the researchers thoroughly explained

the instructions, administered and retrieved personally the questionnaires to the

respondents. After which, the data were collated, tabulated and computed statistically

using the appropriate statistical tools.

Statistical Treatment of Data

1.1 Mean was used in determining the effects of bullying to the mental health of

Agustinian school of Cabuyao Junior high school students school year 2019-2020 in the

students learning outcomes. The formula used is:

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