EFFECTS OF BULLYING

_________________

Undergraduate Thesis Presented to the

Faculty and Staff of the College of Criminology
Nueva Ecija University of Science and Technology
Cabanatuan City

___________________

In Partial Fulfillment of the Requirements

for the

Subject Psychology

___________________
By
Marlon de Lara
Cedric

D Jale

Arceo

Arnie Angelo Andulan

Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
Eddie Boy Tamares
Rommel Grospe

Jimver

ReyesAcknowledgements

The researchers wishes to express their deepest gratitude

to the special people who have extended their assistance for the
success of this study;
The Almighty God, who is the source of life and strength of
knowledge and wisdom.
Mrs.

__________________

encouragement,

patient

and

for

her

guidance

genuine

and

whose

apprehension,
expertise

and

knowledge were generously shared;

To the fellow classmates, for sharing their knowledge and
idea

in

helping

the

researchers

in

the

construction

of

the

project;
To the beloved parents and guardians for untiring love and
support;
The Lord and Savior Jesus Christ, this piece of work was
heartily offered.

DEDICATION
The researchers would like to dedicate this study to the
Almighty God, to their beloved families and friends, to their
Alma Mater- the Nueva Ecija University of Science and Technology,
to their classmates, instructors and to the professor of this
subject Psychology

__________________

The researchers would also like to dedicate this project to

their fellow criminology

students; they knew that they will

serve this information to them.

TABLE OF CONTENTS
TITLE PAGE
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
CHAPTER
1 THE PROBLEM AND ITS SETTING
Introduction
Statement of the Problem
Assumption of the Study
Importance

of the Study

Scope and Delimitation of the Study

Definition of Terms
2 METHODOLOGY
Research Method of Collecting Data
Sampling Design
Statistical Treatment of Data
3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
Summary of Findings
Conclusions
Recommendations
REFERENCES
Questionnaire Checklist
Curriculum vitae

Chapter I

THE PROBLEM AND ITS SETTING

Introduction
Bullying is a form of aggressive behavior manifested by the
use of force or coercion to affect others, particularly when the
behavior is habitual and involves an imbalance of power. It can
include verbal harassment, physical assault or coercion and may
be directed repeatedly towards particular victims, perhaps on
grounds of race, religion, gender, sexuality, or ability. The
"imbalance of power" may be social power and/or physical power.
The victim of bullying is sometimes referred to as a "target".
Bullying consists of three basic types of abuse emotional,
verbal, and physical. It typically involves subtle methods of
coercion such as intimidation. Bullying can be defined in many
different ways. The

UK currently has no legal definition of

bullying, while some U.S. states have laws against it

Bullying
complex

ranges

bullying

in

from
which

simple
the

one-on-one
bully

may

bullying
have

one

to

more

or

more

'lieutenants' who may seem to be willing to assist the primary

bully in his or her bullying activities. Bullying in school and

the workplace is also referred to as peer abuse.

Robert W.

Fuller has analyzed bullying in the context of rankism.

Bullying can occur in any context in which human beings
interact with each other. This includes school, church, family,
the workplace, home, and neighborhoods. It is even a common push
factor in migration. Bullying can exist between social groups,
social classes, and even between countries (see jingoism). In
fact, on an international scale, perceived or real imbalances of
power between nations, in both economic systems and in treaty
systems, are often cited as some of the primary causes of both
World War I and World War II.
Foreign Literature
The

word

"bully"

was

first

used

in

the

1530s

meaning

"sweetheart," applied to either sex, from the Dutch boel "lover,

brother,"

probably

diminutive

of

Middle

High

German

buole

"brother," of uncertain origin (compare with the German buhle

"lover").

The

meaning

deteriorated

through

the

17th

century

through "fine fellow," "blusterer," to "harasser of the weak".

This may have been as a connecting sense between "lover" and
"ruffian" as in "protector of a prostitute," which was one sense
of "bully" (though not specifically attested until 1706). The
verb "to bully" is first attested in 1710(Zwerdling, 1987 )

High-level forms of violence such as assault and murder usually

receive most media attention, but lower-level forms of violence
such

as

bullying

have

only

in

recent

years

started

to

be

addressed by researchers, parents and guardians, and authority

figures(

Whitted, K.S. & Dupper, D.R. 2005).

It is only in

recent years that bullying has been recognised and recorded as a

separate

and

distinct

offence,

but

there

have

been

well

documented cases that have been recorded over the centuries. The
Fifth Volume of the Newgate Calenda(Complete Newgate Calendar
Tarlton Law Library)

contains at least one example where Eton

Scholars George Alexander Wood and Alexander Wellesley Leith were

charged, at Aylesbury Assizes, with killing and slaying the Hon.
F. Ashley Cooper on February 28, 1825 in an incident which might
today be described as "lethal hazing(George Alexander Wood and
Alexander Wellesley Leith,2003)

The Newgate calendar contains

several other examples that, while not as distinct, could be

considered indicative of situations of bullying. Virginia Woolf
considered fascism to be a form of bullying, and wrote of Hitler
and the Nazis in 1934 as "these brutal bullies.( Zwerdling, 1987)

Bullying behavior can have negative consequences for both

the bully and the victim.

Studies have shown that boys identified as bullies in middle

school were four times as likely as their peers to have more than
one criminal conviction by age twenty-four.
Children who bully are more likely to engage in other criminal
and anti-social behaviors, such as: ,Fighting,Vandalism, Truancy,
Dropping out of school. Stealing Smokingand

Alcohol/and or drug

abuse
Effects on the victimThe stress from being bullied can create
problems for children at school. Students may be fearful of
attending school, riding the bus, using the bathroom or being
alone in the hallway.This fear and anxiety can make it difficult
for

the

child

to

focus

and

engage

in

the

classroom,

making

learning that much more difficult.Bullying can cause children to

experience
esteem,

fear,

physical

depression,
illness,

and

loneliness,
in

some

anxiety,
cases,

low

even

self-

suicidal

thoughts.The Kids Manual to Overcoming Bullying and Gain Self

Confidence

E-Book-This

e-book

is

among

the

best

and

easily

applicable strategies that exists in the world today! Not only is

it written for children, in their unique language,you as the
parent

can

learn

along

with

techniques to conquer bullies!

them

and

guide

them

with

the

There are many theories on what causes violent and/or antisocial behavior in children.
Increased exposure to violence through mass media, video games,
and the internet.
Suffering

as

victims

of

abuse

or

neglect

themselves,

or

generally more permissive society with a corresponding lack of

discipline.
While certainly each of these theories has merit, there is no
single cause of bullying behavior in children.
There are however certain generalized characteristics displayed
by children who engage in such behavior.
Children who are impulsive, socially dominant, confrontational,
or easily frustrated may tend towards bullying behaviors.
Other characteristics of children who bully may include a lack of
empathy, a propensity to question authority and push limits or
break rules, idealization of violence, and the ability to talk
their way out of difficult situations.
It is commonly believed that children who bully are loners or
are socially isolated. Research, however, shows this is not the
case.

Children who bully generally do not have a difficult time

making friends and generally maintain at least a small group of
friends who support their bullying behavior.Some bullies may even
be popular; although the popularity of a bully tends to decrease
at higher-grade levels.Also, contrary to popular belief, research
shows that children who bully do not lack self-esteem.While boys
are more likely to be bullies than girls, both boys and girls may
bully and both may become victims.Boy bullies are much more
likely to engage in physical bullying. Bullying between girls is
more likely to involve social exclusion, which is harder to
discover, but no less painful for the victim.
Bullying generally takes place between children in the same grade
level,

although

many

times

older

students

may

bully

younger

students.Environmental risk factors for bullying may come from

the childs home/family life, peers, or school.
Family risk factors: Lack of involvement in childs interests,
activities,

and

daily

life,

Lack

of

supervision

.Overly

permissive, lack of limitsand Harsh, physical discipline

Peer risk factors:Engage in bullying behaviors Support bullying
behaviors
break

Idealize

violence

timesUnsupervised

School

student

risk

areas

factors:Unsupervised
such

as

lunchrooms,

bathrooms, hallways, locker rooms, playgrounds Apathy towards

bullying on the part of teachers and administratorsInconsistent

rule enforcement Social exclusion is the most common form of

bullying between girls. This form of girl-on-girl bullying can be
very difficult to detect.. Being difficult to detect means it is
difficult for parents or school officials to intervene.
Think of it as the Mean Girls syndrome. This behavior may
begin as early as grade school, but probably peaks in junior
high. It entails social isolation, vicious lies and rumors, and
constant

harassment.

This

type

of

bullying

is

focused

on

humiliating the victim and is generally carried out over long

periods of time. It can be psychologically devastating for the
victim. The bully in this situation is generally very popular,
smart, charming, and attractive generally viewed positively by
adults. This girl usually has a clique of girls at her beck and
call eager to join in on the harassment of the chosen victim.
This

form

of

bullying

is

slow,

drawn-out,

calculated,

manipulative torture of the victim. The effects on the victim can

be

so

severe

as

to

result

in

depression,

eating

disorders,

transferring or dropping out of school, and/or suicidal thoughts

or attempts.
It

is

not

as

easy

to

recognize

as

the

black

eyes

and

playground brawls of more traditional, physical bullying, but it

is certainly no less significant.

Local Literature
Bullying

is

the

activity

of

repeated,

aggressive

behavior

intended to hurt another person, physically or mentally. Bullying

is characterized by an individual behaving in a certain way to
gain power over another person
Norwegian researcher Dan Olweus defines bullying as when a person
is
"exposed, repeatedly and over time, to negative actions on the
part of one or more other persons." He defines negative action as
"when a person intentionally inflicts injury or discomfort upon
another person, through physical contact, through words or in
other ways".

Bullying behavior may include name calling, verbal or written

abuse,

exclusion

from

activities,

exclusion

from

social

situations, physical abuse, or coercion.[10][17] Bullies may behave

this way to be perceived as popular or tough or to get attention.
They may bully out of jealousy or be acting out because they
themselves are bullied.
U.S.

National

Center

for

Education

Statistics

bullying can be classified into two categories:

suggests

that

1. Direct bullying, and

2. indirect

bullying

(which

is

also

known

as

social

aggression).[1]
Ross

states

that

direct

bullying

involves

great

deal

of

physical aggression, such as shoving and poking, throwing things,

slapping,

choking,

punching

and

kicking,

beating,

stabbing,

pulling hair, scratching, biting, scraping, and pinching.[19]

He also suggests that social aggression or indirect bullying is
characterized by attempting to socially isolate the victim. This
isolation

is

achieved

including

spreading

through

gossip,

wide

refusing

variety
to

of

techniques,

socialize

with

the

victim, bullying other people who wish to socialize with the

victim, and criticizing the victim's manner of dress and other
socially-significant

markers

(including

the

victim's

race,

religion, disability, sex, or sexual preference, etc.). Ross[19]

outlines an array of nonviolent behavior which can be considered
'indirect bullying,' at least in some instances, such as name
calling, the silent treatment, arguing others into submission,
manipulation,

gossip/false

gossip,

lies,

rumors/false

rumors,

staring, giggling, laughing at the victim, saying certain words

that trigger a reaction from a past event, and mocking. The UK
based children's charity, Act Against Bullying, was set up in

2003 to help children who were victims of this type of bullying

by researching and publishing coping skills.
It has been noted that there tend to be differences in how
bullying manifests itself between the sexes. Males tend to be
more likely to be physically aggressive whereas females tend to
favour exclusion and mockery, though it has been noticed that
females are becoming more physical in their bullying. [15] There
can be a tendency in both sexes to opt for exclusion and mockery
rather than physical aggression when the victim is perceived to
be too strong to attack without risk, or the use of violence
would otherwise cause problems for the bullies, or the bullies
see physical aggression as immature (particularly when bullying
occurs among adults).
Controversy
Some

researchers

have

suggested

that

some

bullies

are

"psychologically strongest" and have "high social standing" among

their peers, while their victims are "emotionally distressed" and
"socially marginalized".( Juvonen 2003) Other researchers also
argued that a minority of the bullies, those who are not in turn
bullied, "enjoy going to school, and are least likely to take
days off sick."

Some have argued that bullying can teach life lessons and
instill strength. Helene de Castro a child development academic,
sparked

controversy

when

she

argued

that

being

victim

of

bullying can teach a child "how to manage disputes and boost

their ability to interact with others," and that teachers should
not intervene, but leave children to respond to the bullying
themselves:( Besag, 1989)
"[I]f boys or girls are able to stand up for themselves,
being

attacked

by

enemies

can

help

their

development.

Studies have shown that children become more popular among,

and respected by, teachers and fellow pupils if they repay
hostility
vividly

in

than

kind.

They

friendly

remember

episodes,

such

experiences

helping

them

healthy social and emotional skills."( Hamilton,

to

more

develop

2004)

Despite occasional assertions that bullying can be positive and

even productive, the avowed normative consensus is that bullying
is a form of abuse and is wholly negative. Most victims report
bullying

as

something

that

scars

them

for

long

time,

and

sometimes as a fundamental and negative factor in the development

of their adult personality.
In the 2000s and 2010s, a cultural movement against bullying
gained

popularity

in

the

English-speaking

world.

The

first

National Bullying Prevention Week was conceived of in Mandaluyong

in 2000 by UP educator and anti-bullying activist Bill Sandigan.
The charity Act Against Bullying was formed in the UK in 2003. In
2006, National Bullying Prevention Month was declared in the
Philippines . The Suicide of Joven Macaraig

in 2010 brought

attention to the issue in Nueva Ecija , and sparked reforms in

state education. The It Gets Better Project was started in 2010
to combat gay teen suicides, and Lady Gaga announced the Born
This Way Foundation in partnership with UP's Berkman Center for
Internet & Society in 2011.
A 2012 paper from the UP

Center, An Overview of State Anti-

Bullying Legislation and Other Related Laws, notes that, as of

January 2012, 48 U.S. states had anti-bullying laws, though there
is wide variation in their strength and focus. Sixteen states
acknowledge that bullies often target their victims based on
creed or religion, disability, gender or sex, nationality or
national origin, race, and sexual orientation. Each of the 16
employs a wide array of additional parameters, the paper notes,
ranging from age and weight to socioeconomic status. Of the 38
states that have laws encompassing electronic or cyberbullying
activity, 32 put such offenses under the broader category of
bullying and six states define this type of offense separately,
the authors report.(Sandigan, 2004)

Related Studies
Mona

OCornelios

of

the

Anti-Bullying

Centre

at

PUP

College in has written, "There is a growing body of research

which indicates that individuals, whether child or adult, who are
persistently subjected to abusive behavior are at risk of stress
related illness which can sometimes lead to suicide." Those who
have been the targets of bullying can suffer from long term
emotional and behavioral problems. Bullying can cause loneliness,
depression,

anxiety,

lead

to

low

self-esteem

and

increased

susceptibility to illness.[26] In the long term it can lead to

Posttraumatic

Stress

Disorder

and

an

inability

to

form

relationships - even leading to celibacy.

There is evidence that bullying increases the risk of suicide. It
is estimated that between 15 and 25 children commit suicide every
year in the UK alone, because they are being bullied.
Among

the

Halligen,

cases

of

Phoebe

media

Prince,

bullying
Dawn-Marie

suicides
Wesley,

following:
Kelly

Ryan

Yeomans,

Jessica Haffer, Hamed Nastoh, or April Himes.

Research

indicates

personalities,

that

combined

adults
with

who

bully

strong

have

need

to

authoritarian
control

or

dominate. It has also been suggested that a prejudicial view of

subordinates can be a particularly strong risk factor. Some have

argued

that

bully

reflects

the

environment

of

his

home,

repeating the model he learned from his parents.

Further

studies

have

shown

that

envy

and

resentment

may

be

motives for bullying. Research on the self-esteem of bullies has

produced equivocal results. While some bullies are arrogant and
narcissistic, others can use bullying as a tool to conceal shame
or anxiety or to boost self esteem: by demeaning others, the
abuser feels empowered.
Researchers

have

identified

other

risk

factors

such

as

depressionand personality disorders,[41] as well as quickness to

anger

and

use

of

force,

addiction

to

aggressive

behaviors,

mistaking others' actions as hostile, concern with preserving

self

image,

and

engaging

in

obsessive

or

rigid

actions.

combination of these factors may also be causes of this behavior.

In one recent study of youth, a combination of antisocial traits
and

depression

was

found

to

be

the

best

predictor

of

youth

violence, whereas video game violence and television violence

exposure were not predictive of these behaviors.
It is often suggested that bullying behavior has its origin in
childhood. As a child who is inclined to act as a bully ages, his
or her related behavior patterns will often also become more
sophisticated. Schoolyard pranks and 'rough-housing' may develop

into more subtle, yet equally effective adult-level activities

such as administrative end-runs, well-planned and orchestrated
attempts at character assassination, or other less obvious, yet
equally forceful forms of coercion.
Often bullying takes place in the presence of a large group
of relatively uninvolved bystanders. In many cases, it is the
bully's ability to create the illusion that he or she has the
support

of

the

majority

present

that

instills

the

fear

of

'speaking out' in protestation of the bullying activities being

observed

by

the

group.

Unless

the

'bully

mentality'

is

effectively challenged in any given group in its early stages, it

often becomes an accepted, or supported, norm within the group.
In such groups where the 'bully mentality' has been allowed to
become a dominant factor in the group environment, injustice and
abuse often become regular and predictable parts of the group
experience. Bystanders to bullying activities are often unable or
unwilling to recognize the true costs that silence regarding the
bullying can have, both to the victim or victims, and to the
group. Bystanders often feel unwilling to empathize with the
victim,

regardless

of

their

feelings

towards

the

bully.

The

reversal of a culture of bullying within a group is usually an

effort

which

requires

much

time,

energy,

careful

planning,

coordination with others, and usually requires some undertaking

of 'risk' by group members.
It is the general unwillingness of bystanders to expend these
types of energies and to undertake this type of risk that bullies
often rely upon in order to maintain their power. Unless action
is taken, a 'culture of bullying' is often perpetuated within a
group for months, years, or longer.
Bystanders who have been able to establish their own 'friendship
group' or 'support group' have been found to be far more likely
to opt to speak out against bullying behavior than those who have
not.
Despite the large number of individuals who do not approve of
bullying, there are very few who will intervene on behalf of a
victim. Most people remain bystanders and tend to accept the
bullying or to support the bully. In 85% of bullying incidents,
bystanders are involved in teasing the victim or egging on the
bully.
In most bullying incidents, bystanders do not intervene to
restrain the bullying. When the bully encounters no negative
response from observers, it provides social approval for the
bullying and encourages continuation of the behavior. There are
many reasons why individuals choose not to intervene. They may be

relieved that the victim of a normal and generally-present danger

is someone else, they may take vicarious satisfaction in the
bullying, or they may worry that they risk becoming the next
victim

through

intervention.

An

intuitive

understanding

that

others will be similarly unwilling to assist them if they do

become

the

next

victim

likely

strengthens

the

motivation

to

remain passive.
Researchers

have

been

considered

the

just-world

belief

theory to explore a posited decline in anti-bullying attitudes.

"This is the idea that people get what they deserve and deserve
what they get." The study determined that children do seek to
understand, justify, and rectify the different injustices they
come across in everyday life. However, further research is needed
to link the two together.
While on the surface, chronic bullying may appear to be simply
the actions of an 'aggressor' (or aggressors) perpetrated upon an
unwilling 'targeted individual' (or individuals), on a certain
deeper level, for it to succeed, the bullying-cycle must also be
viewed

as

necessarily

including

certain

chronic

inadequate

response on the part of the target (or targets). That is, a

response

that

is

seen

by

both

the

bully

and

the

target

as

insufficient to prevent the chronic bullying-cycle from repeating

itself between the given individuals. A suitable response to any

given attempt at bullying varies with the occasion, and can range
from ignoring a bully to turning a prank around so that it makes
a 'pranksteree' out of the would be prankster, to even summoning
legal intervention. In any case, the targeted individual must
necessarily somehow demonstrate to the would-be bully that one
will

not

allow

one's

self

to

otherwise "cowed" by the bully.

be

daunted,

intimidated,

or

Those individuals or groups who

are capable of reacting to initial bullying attempts in ways that

tend to sufficiently discourage potential bullies from repeated
attempts are less likely to be drawn into this destructive cycle.
Those individuals or groups who most readily react to stressful
situations by perceiving themselves as 'victims' tend to make the
most suitable candidates for becoming the 'targets' of chronic
bullying.
Under some circumstances, targets may be chosen in what may be a
completely random or arbitrary process, especially in groups in
which

the

achieving

'bully

mentality'

domination

within

may
the

have
group.

already
In

such

succeeded
groups,

in
the

defense mechanisms of the entire group may have already been

'broken down', and therefore the targeting of individuals no
longer requires the seeking out of 'certain personality types' to
become the 'next target'. The reversal of such chronic and well
entrenched bullying behavior in such groups sometimes requires a

much more carefully planned, coordinated, determined, and multiindividual response from a would-be target than in a group in
which either the 'bully mentality' may not (yet) prevail, or
ideally in a group that may have already taken a pro-active
preventative approach towards bullying.
The bullying-cycle must include both an act of aggression on
the part of a potential bully, and a response by a potential
target that is perceived by both as a certain sign of submission.
The cycle is only set in motion when both of these two essential
elements are present. Once both of these two elements manifest
themselves, the bullying cycle often proceeds to feed on itself
over time, and may last for months, years, or even decades. The
cycle is most easily broken at its initial onset; however, it can
also be broken at any later point in its progression by simply
removing either one of its two essential ingredients. While group
involvement may seem to complicate bullying activities, the act
is most often an implied agreement in principle between a chief
bully or instigator and the target that the one has 'submitted'
to the other. In the act of bullying, the bully attempts to make
a public statement to the effect of: 'See me and fear me, I am so
powerful

that

have

the

ability

to

inflict

pain

upon

the

intended target at the time and manner of my choice without

having

to

pay

any

consequences.'

Should

an

intended

target

exhibit a 'defeated attitude' in response to chronic bullying,

then the bullying is likely to continue. In circumstances where a
'bullying pattern' has not yet fully established itself, should
the

intended

target

respond

with

clear

attitude

of

self-

confidence that somehow demonstrates that the bully's attempt to

dominate is futile, then the bullying attempt will often quickly
diminish or end all-together. Established patterns of bullying
may

require

Institutions

greater
and

and

organs

more
of

persistent

society

often

effort

to

reinforce

reverse.
bullying,

often by implying to or telling targets of bullies that they are

responsible for defending themselves, and then punishing victims
if they fight back.
STATEMENT OF THE PROBLEM
The study discussed the Effects of Bullying Among Youth from
Barangay Isla, Cabanatuan City: its implication to Behavior
Specifically, the following questions will be answered::
1. What are the profile of the respondents in terms of:
a. Sex
b. Age
2. What are the factors or causes of Bullying?
3. What are the effects of bullying ?

ASSUMPTIONS OF THE STUDY

1.

That

the

there

are

some

risk

factors

affecting

bullying.

SCOPE AND DELIMITATION OF THE STUDY

The

study

confined

itself

to

the

identification

of

the

Effects of Bullying Among Youth from Barangay Isla, Cabanatuan

Citya: its implication to Behavior
The researchers also determine the causes of bullying , the
roles of parents to guide their
SIGNIFICANCE OF THE STUDY
The

findings

which

this

study

will

reveal,

may

benefit

certain groups and the benefits they may be able to gain are as
follows:
students this group may use this study as an example to
bear in their mind they are more luckier than those who are
bullied

even

life

is

very

struggling

because

of

economic

problems, they are still send in the school to learn by their

parents, thus will challenge to them and enabling them to perform
well

in

class,

intelligence

so

study
that

harder
the

to

upgrade

difficulties

their

knowledge

experienced

by

and

their

parents in sending them to school to attain their goals will not

be in vain.
Future
finding

of

Researchers
this

study

/
will

the
be

Researchers

themselves

serving

as

good

the

source

of

accurate and useful information for them.

The cost of educating a child is tremendous, it matters not
so much, how much our government spends for every child provided
that the child finishes the school year successfully. What is
deplorable to not is the enormous number of school leaves every
year. When a child leaves school before attaining functional
literacy, much of our effort, time and money go down the drain.
He

do

not

acquire

the

needed

skills

for

productive

and

favorable life.
Usually, majority of the out of school youth because of
bullying effects
become

becomes the sick of our society, they will

delinquent,

they

have

rebellious

spirits,

in

this

regards the researchers want to know through this study what are
the

behavioral

development

of

our

of

school

youth

and

its

implication to education.

To all the parent. So that the parents will be able to know

that they should have a sense of dedication and devotion to duty

as

parents

in

implementation

of

some

strategies

for

the

development of their kids although they experienced being bullied

or those who committed bullying

to bring them in a state that

they can be proud to be the parents even of those who overcome

the effects of being bullied
To all community organizations. It is imperative for them to
know the characteristics of a children and youth in the community
it

enables

them

further

to

adopt

precautionary

remedies to forestall their unfavorable behavior.

measures

or

RESEARCH PARADIGM

INPUT

PROCESS

Educational,

School grants

Youth

Spiritual

Guidance

self sufficient

Parents Education

Better graduate

Development
Moral Development

Encourage to

Livelihood

attend church

Activities

activities

Provide School

livelihood
seminars /

Materials
Comprehend
Functional strong
parental guidance
close relationship
of school
partnership
comprehend school
partnership

workshops
Government
scholarship prayer
meeting (B.S.)
livelihood
program.

OUTPUT
who are

Productive Citizen

The study aimed to assess the effects of bullying

as perceived

by their parents that will be based on the data gathered.

The respondents of this study involved 30 parents who are
bonafide

residents

of

Barangay

Isla,

Cabanatuan

City,

Nueva

Ecija.
DEFINITION OF TERMS:
bully is defined as simply "forcing one's way aggressively
or by intimidation," the term may generally apply to any life
experience
instead

of

where
by

one

more

is

motivated

positive

primarily

goals

such

as

by

intimidation

mutually

shared

interests and benefits.

YOUTH. An early stage of growth and existence, the period of
life coming between childhood and maturity.
Cyber-bullying
technology.

This

is

form

any
of

bullying
bullying

done
can

through
easily

the

go

use

of

undetected

because of lack of parental/authoritative supervision.

Gay

bullying

and

gay

bashing

are

expressions

used

to

designate verbal or physical actions that are direct or indirect

in nature by a person or group against a person who is gay,
lesbian, bisexual, transgendered (LGBT)

Chapter 2
METH0D OF RESEARCH
This chapter presents the research method, sources of data,
data gathering instruments that used in the investigation.
Research Design
The researchers used the descriptive analytical method of
research for this is the most appropriate means of evaluating the
effects

of

bullying

among

children

and

its

implication

to

Behavior
According to Calderon(1993) descriptive analytical method of
research as certain to prevailing conditions affecting a given
group hence, this study calls for this method. It is a study
components to serve as a direction in reaching a goal. He pointed
out that the descriptive methods tells what is, that which
leads to a scientific information about education, and other
situation.

He

further

described

it

as

fact-finding

with

adequate interpretation usually beyond fact-finding.

The descriptive method of research involves as a certain
data gathering process on prevailing conditions and practice or
descriptions of objects, process or persons as they exist for
about

certain

educational

phenomenon,

predicting

for

identifying

relationship

among

and

between

the

available

described..
The Respondents
The respondents of this study are 30

selected parents of

thiry children who were experienced being bullied

and were

chosen through

is

method

by

simple random

which

sampling.

researcher

used

assertion about

the

the

chooses a group of respondents

(the sample from a larger population

universal

Sampling

and

whole

then

formulating

matter. The researchers

is purposive sampling,
According

selection

on

to

Tan

random

(2006)

basis

of

Simple

random

elements

sampling

from

sampling

is

the

frame,

wherein each element has an equal chance or probability of being

chose as subject of the study
Locale of the Study
This study was conducted at Brgy. Isla, Cabanatuan City.
Data Gathering tools
The
data

are

materials
the

and instruments to be

questionnaire-checklist,

the

used for gathering

interview,

documentary analysis techniques, scattered sources.

and

the

Questionnaire-Checklist. The questionnaire-checklist is the

main instruments used in the gathering data. It was
primarily

to

come

up

with

the

perception

of

employed

respondents

concerning the subject matter Good(2009), a questionnaire

is a

list of planned, written questions related to a particular topic,

with

space

provided

for

indicating

the

response

to

each

questions, intended for submission to a number of persons for

reply; commonly used in normative survey

studies and in the

measurement of attitudes and opinions.

Interview. The Interview technique will also

be used to

complement the gathering of data for the study. Interview provide

information which may be confidential that may not ordinarily be
given in writing. The interview according to Vockell (2000) is a
technique in which the researcher stimulates the respondents to
give the needed information for the study.
Data Gathering Procedures
The researchers prepared

the instruments

used through

readings of the questionnaire-checklist of other studies just to

obtain some ideas. Finally they if the researchers
and

it was presented to their

After

the

adviser

had

questionnaire the researchers

able to do

professor.
corrected
will

Xerox

and

approved

the

them into 30 copies

together with the letter asking

to

permission

be part of the study as well as the

conducting

this

study

and

in

the

from the respondents

Teachers

approval in

distribution

of

the

questionnaire to the respondents.

Treatment of the Data
The
checklist

responses
were

including

the

respondents

carefully

those

documentary

of

derive

analysis.

tallied,

from

The

to

tabulated

interviews,

data

the

questionnaire
and

organized

observation

presented,

analyzed

and
and

interpreted with the used of weighted mean, frequency counts,

percentage and ranking system.
The presentation, analysis and interpretation of the data
will be

based on the weighted mean as shown by the scale ranges

as follows(Calderon, 1993)
1. For percentage computation is:
% = f/n x 100
Where:
% = percentage
f = number of respondents for every item
N = total

number of respondents

2. For weighted mean:

TWF
WM = --------N
Where:

WM = stands for weighted mean

F = stands for frequencies
W = stands for weighted
TWF = stands for weighted frequency
N = total number of respondents
The table of equivalent which is the
interpretation of the data will be :(Tan 2006)
Weight
4.50 above
3.50-4.49
2.50-3.49
1.50-2.49
below 1.50

Scale
5
4
3
2
1

basis

of

Verbal
Interpretation
Strongly agree
agree
Moderately agree
Disagree
Strongly Disagree

the

Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presented, analyzed and interpreted all the
data

interpreted

all

the

data

gathered

in

this

study.

Presentation was done through the used of tables. Analysis and

interpretations of data done after tabular presentation.
Table 1. shows the age profile of the respondents.
Table 1
Gender Profile
Sex

Frequency

Percentage

Rank

Male

12

40%

Female

18

60%

Total

30

100%

The table one shows the sex profile of the respondents, the
table shows that there were 18 or 60% of the respondents were
females ranked 1, and 12 or 40% were males ranked 2.
The above data shows that most of the respondents were
female and not so many were males. This implied that there were
more

females

are

cooperated

with

the

researchers

study was conducted at Brgy. Isla Cabanatuan City

during

the

Table 2 show the age profile of the Respondents

Table 2
Age Profile
Age

Frequency

Percentage

Rank

20 below

6.7%

21-25

13.3%

26-30

16.7%

31-36

23.3%

37 above

12

40%

Total

30

100%

The table two shows that there were 12 or 40 percent of the

respondents aged of

37 and above with as ranked are 7 or 23.3

percent were at aged ranged of as 31-36 ranked two, four or 16.7

percent belongs to aged ranged of 26-30 as ranked three; four or
13.3 percent at the age 21-25 as ranked 4; and the last ranked
belong to aged 20

below is with two or 6.7 percent.

B.

EFFECTS OF BULLYING
B.1 causes of bullying
Table 3

causes
1) Lack of involvement
in childs interests,
activities, and daily
life

W
5
4
3
2
1

Total
2 Lack of supervision

5
4
3
2
1

Total
3) Overly permissive,
lack of limits

5
4
3
2
1

Total
4) Harsh, physical
discipline

Total
5) Unsupervised break
times

5
4
3
2
1
5
4
3
2
1

Total
6 Unsupervised student
areas such as

5
4
3

F
15
6
3
3
3
30
4
10
6
4
6
30
10
6
5
9
0
30
4
15
4
4
3
30
6
5
12
3
4
30
4
15
4

%
50%
20%
10%
10%
10%
100
%
13%
33%
20%
13%
20%
100
%
33%
20%
16%
30%
0
100
%
13%
50%
13%
13%
10%
100
20%
16%
40%
10%
13%
100
%
13%
50%
13%

WF
75
24
9
6
3
117

WM

VI

3.9

Agre
e

20
40
18
8
6
92

3.0

MA

50
24
15
18
0
107

3.5

3.4

MA

5.5

3.2

MA

20
60
12
8
3
103
30
20
36
6
4
96
20
60
12

lunchrooms, bathrooms,
hallways, locker
rooms, playgrounds

7) Apathy towards
bullying on the part of
teachers and
administrators

2
1

4
3

13%
10%

8
3

30
10
6
5
9
0

100
33%
20%
16%
30%
0

103
50
24
15
18
0

3.4

MA

5.5

5
4
3
2
1

30

100
%
33%
20%
16%
30%
0
100
%

107

3.5

50
24
15
18
0
107

3.5

5
4
3
2
1

8) Idealize violence

10
6
5
9
0
30

Table 3 presents the causes of bullying

Ranked

was

Lack

of

involvement

in

childs

interests,

activities, and daily life the item 1 of the table 3 shows that a
big number of respondents agreed to this factor as indicated by
its weighted mean of 3.9 this means that the main reason of
bullying

others

is

because

Lack

of

involvement

in

childs

interests, activities, and daily life

The children are bullying others because Overly permissive,
lack of limits, Apathy towards bullying on the part of teachers
and administrators and Idealize violence, is shown in items 3,

7 and 8

of the table which obtained a weighted mean of 3.5 and

verbally interpreted as Agree ranked 3 . ranked 5. are items 4)

Harsh,
such

physical discipline
as

playgrounds

and

6 Unsupervised

lunchrooms,

bathrooms,

both

weighted

has

hallways,
mean

of

student areas
locker

3.4

rooms,

which

means

moderately agree.
Bullying can occur in nearly any part in or around the school
building,

though

it

may

occur

more

frequently

in

physical

education classes and activities, recess, hallways, bathrooms, on

school buses and while waiting for buses, and in classes that
require group work and/or after school activities. Bullying in
school sometimes consists of a group of students taking advantage
of or isolating one student in particular and gaining the loyalty
of bystanders who want to avoid becoming the next victim. These
bullies

may

taunt

bullying the target.

and

tease

their

target

before

physically

Table 4
Effects of Bullying
Effects
a) Loss of interest
in school and
extracurricular
activities

WF

5
4
3
2
1

8
5
6
7
4

26%
16%
20%
13%
13%

40
20
18
14
4

30

100
%
13%
33%
16%
13%
23%

96

100
%
20%
20%
23%
26%
20%

93

82

90
20
24

Total
b) Frequent
complaints of
illness to avoid
attending school

5
4
3
2
1

Total
c) Sudden decrease
in academic
performance

30
5
4
3
2
1

Total
d) Seems afraid of
going to school,
riding the bus,
walking to school,
or taking part in
organized
activities with
peers

3
6
7
8
6
30

5
4
3
2
1

5
4
6
6
9

100
%
16%
13%
20%
20%
30%

5
4

30
4
6

100
13%
20%

Total
e Anxiety or low

4
10
5
4
7

WM

VI

3.2

MA

3.1

MA

2.7

MA

3.0

MA

20
40
15
8
7

15
24
21
16
6

25
16
18
12
9

3
2
1

self-esteem
Total

5
9
6

16%
30%
20%

15
18
6

30

100
%

85

2.8

MA

It is indicated in item a) a) Loss of interest in

school and extracurricular activities is one of the main
effects

of

being

bulliedwith

its

weighted

mean

of

3.2

verbally interpreted as moderately agreed ranked 1.Item b

Frequent complaints of illness to avoid attending school
indicated that it is one of the effects of being bullied
with

weighted

mean

of

3.0

verbally

interpreted

as

moderately agreed, ranked 2.

Ranked 3 is item d) Seems afraid of going to school,
riding

the

bus,

walking

to

school,

or

taking

part

organized activities with peers has weighted mean of

interpreted as

in
3.0

moderately agree.

Ranked 4 is item c) Sudden decrease in academic

performance has weighted mean of

2.7 interpreted as

moderately agree
Ranked 5 is item e) Anxiety or low self-esteem has
weighted mean of
agree

2.8

verbally interpreted as

moderately

CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the findings; the
conclusions arrived at based on the findings and recommendations
offered.
Summary
This study was aimed at assessing the effects of Bullying.
. The questionnaire was the main instrument used to gather the
needed data. This study was conducted during the First

semester

of School year 2012-2013.

Summary of the Findings:
Profile of the Respondents.
Gender Profile
The table one shows the sex profile of the respondents, the
table shows that there were 18 or 60% of the respondents were
females ranked 1, and 12 or 40% were males ranked 2.
Age Profile
That there were 12 or 40 percent of the respondents aged of
37 and above with as ranked are 7 or 23.3 percent were at aged
ranged of as 31-36 ranked two, four or 16.7 percent belongs to

aged ranged of 26-30 as ranked three; four or 13.3 percent at the

age 21-25 as ranked 4; and the last ranked belong to aged 20
below is with two or 6.7 percent.
EFFECTS OF BULLYING
causes of bullying
Ranked

was

Lack

of

involvement

in

childs

interests,

activities, and daily life the item 1 of the table 3 shows that a
big number of respondents agreed to this factor as indicated by
its weighted mean of 3.9 this means that the main reason of
bullying

others

is

because

Lack

of

involvement

in

childs

interest

school

interests, activities, and daily life

Effects of Bullying
It

is

indicated

in

a)

Loss

of

in

and

extracurricular activities is one of the main effects of being

bulliedwith its weighted mean of 3.2 verbally interpreted as
moderately agreed ranked 1.Item b Frequent complaints of illness
to avoid attending school indicated that it is one of the effects
of being bullied with

weighted mean of 3.0 verbally interpreted

as moderately agreed, ranked 2.

Ranked 3 is item d) Seems afraid of going to school, riding
the bus, walking to school, or taking part in organized

activities with peers has weighted mean of

as

3.0 interpreted

moderately agree.
Ranked

performance

is

has

item

c)

weighted

Sudden

mean

decrease

of

2.7

in

academic

interpreted

as

moderately agree
Ranked 5 is item e) Anxiety or low self-esteem has
weighted mean of

2.8

verbally interpreted as

moderately

agree
Conclusion
Based on the findings, the following conclusions

are

given and concluded:

1. Bullies react aggressively in response to provocation or
perceived insults or slights. It is unclear whether their
acts of bullying give them pleasure or are just the most
effective way they have learned to get what they want
from others
2. Bullying
negatively

affects

both

the

child

being

victimized and the child who is the bully. There are

always short-term affects and if the bullying is severe
enough there can also be long term effects.
3. Children who are bullied can suffer from low self esteem
and other emotional problems and children who do the

bullying are much more likely to have problems with drugs

and alcohol later in life
4. . The victims of bullies often loose self esteem, start
having trouble in school, and withdraw from friends and
activities. If it is not stopped and continues for long
enough, children can suffer these problems permanently.
5. Not being able to understand the harm they do to
themselves

(let

alone

their

victims),

psychopathic

bullies are particularly dangerous."

RECOMENDATION
From the findings of the study based on the conclusions
drawn the following
1. Bullying should not be taken lightly as it can cause serious
problems for all the children involved.
2. Being bullied is a very stressful ordeal for children. Many
bullying

victims

are

reluctant

to

talk

about

their

experiences making it even harder to help them.

3. Never tell the

child just to ignore the bullying. They will

feel as if you are just going to ignore it and they should

not have bothered to tell in the first place.
4. Make

contact

with

the

bullys

parents.

Often

they

are

unaware of their childs behavior and will want to help work

with you to make positive changes.

5. Do not allow your child to hang around empty playgrounds or

stay late at school alone. Teach them to always use the
buddy system.
6. Sometimes children exhibit certain behaviors that irritate
or provoke others. If this is the case, help the child to
find more suitable ways to interact with friends and peer
groups.

Reference
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The

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SAMPLE QUESTIONNAIRE
Name (Optional):
______Age
Gender ______
Direction: . Please put a check mark to the blank provided
corresponds to any number written above each item to best express
your opinion by using the following code below:
5
4
3
2
1

Strongly Agree
Agree
Moderately Agree
Disagree
Strongly disagree

1. Causes of Bullying
causes
1) Lack of involvement
in childs interests,
activities, and daily
life
2 Lack of supervision
3) Overly permissive,
lack of limits
4) Harsh, physical
discipline
5) Unsupervised break
times
6 Unsupervised student
areas such as
lunchrooms, bathrooms,
hallways, locker
rooms, playgrounds

7) Apathy towards
bullying on the part of

teachers and
administrators

8) Idealize violence
2. Effects of Bullying
Effects
a) Loss of interest in
school and extra
curricular activities

b) Frequent complaints
of illness to avoid
attending school

c) Sudden decrease in
academic performance

d) Seems afraid of
going to school, riding
the bus, walking to
school, or taking part
in organized activities
with peers

e) Anxiety or low selfesteem

LETTER TO THE RESPONDENT

Dear Respondents,
Greetings!
The undersigned researchers
who are
BS Criminology
students of Nueva Ecaija University of Science and Technology,
Cabanatuan City are presently conducting their research study
entitled Effects of Bullying . In partial fulfillment of the
requirements for the subject Psychology
In connection with the above, they requesting your outmost
cooperation and support by answering the herein attached
questionnaire checklist.
Rest assured that your answer will be treated with strict
confidentiality.
Thank You:
Very truly yours,
Marlon de Lara
Cedric

D Jale

arceo

Arnie Angelo Andulan

Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
Eddie Boy Tamares
Rommel Grospe
Jimver

Noted by:
________________
Professor

Reyes

Nueva Ecija University of Science and Technology

Cabanatuan City
Prof. Aniceto Y. Frany
Dean. College of Criminology
Nueva Ecija University of Science and Technology
Cabanatuan City
Dear Sir:
This is to request permission from your good office of
allowing the hereunder researchers to conduct their study
entitled effects of bullying
in our school NEUST In partial
fulfillment of the requirements for the subject Psychology
In connection to this, may we request your permission to
allow us to distribute questionnaires to the
criminology
students
in under your jurisdiction regarding our research .
Thank you very much for your kind consideration.
Truly yours,
Marlon de Lara
Cedric

D Jale

arceo

Arnie Angelo Andulan

Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
APPROVED:

Eddie Boy Tamares

Rommel Grospe

PROF. ANICETO Y. FRANY

Jimver Reyes
Nueva Ecija University of Science and Technology
Cabanatuan City
Noted by:
____________________
Adviser