Professional Documents
Culture Documents
Bullying Thesis 120915001934 Phpapp02
Bullying Thesis 120915001934 Phpapp02
_________________
___________________
Subject Psychology
___________________
By
Marlon de Lara
Cedric
D Jale
Arceo
Jimver
ReyesAcknowledgements
__________________
encouragement,
patient
and
for
her
guidance
genuine
and
whose
apprehension,
expertise
and
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
__________________
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
Chapter I
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
ranges
bullying
in
from
which
simple
the
one-on-one
bully
may
bullying
have
one
to
more
or
more
Robert W.
word
"bully"
was
first
used
in
the
1530s
meaning
probably
diminutive
of
Middle
High
German
buole
The
meaning
deteriorated
through
the
17th
century
as
bullying
have
only
in
recent
years
started
to
be
It is only in
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)
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
fear,
physical
depression,
illness,
and
loneliness,
in
some
anxiety,
cases,
low
even
self-
suicidal
E-Book-This
e-book
is
among
the
best
and
easily
can
learn
along
with
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
although
many
times
older
students
may
bully
younger
and
daily
life,
Lack
of
supervision
.Overly
Idealize
violence
timesUnsupervised
School
student
risk
areas
factors:Unsupervised
such
as
lunchrooms,
harassment.
This
type
of
bullying
is
focused
on
form
of
bullying
is
slow,
drawn-out,
calculated,
so
severe
as
to
result
in
depression,
eating
disorders,
is
not
as
easy
to
recognize
as
the
black
eyes
and
Local Literature
Bullying
is
the
activity
of
repeated,
aggressive
behavior
exclusion
from
activities,
exclusion
from
social
National
Center
for
Education
Statistics
suggests
that
bullying
(which
is
also
known
as
social
aggression).[1]
Ross
states
that
direct
bullying
involves
great
deal
of
choking,
punching
and
kicking,
beating,
stabbing,
is
achieved
including
spreading
through
gossip,
wide
refusing
variety
to
of
techniques,
socialize
with
the
markers
(including
the
victim's
race,
gossip/false
gossip,
lies,
rumors/false
rumors,
researchers
have
suggested
that
some
bullies
are
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
attacked
by
enemies
can
help
their
development.
in
than
kind.
They
friendly
remember
episodes,
such
experiences
helping
them
to
more
develop
2004)
as
something
that
scars
them
for
long
time,
and
popularity
in
the
English-speaking
world.
The
first
in 2010 brought
Related Studies
Mona
OCornelios
of
the
Anti-Bullying
Centre
at
PUP
anxiety,
lead
to
low
self-esteem
and
increased
Stress
Disorder
and
an
inability
to
form
the
Halligen,
cases
of
Phoebe
media
Prince,
bullying
Dawn-Marie
suicides
Wesley,
following:
Kelly
Ryan
Yeomans,
indicates
personalities,
that
combined
adults
with
who
bully
strong
have
need
to
authoritarian
control
or
argued
that
bully
reflects
the
environment
of
his
home,
studies
have
shown
that
envy
and
resentment
may
be
have
identified
other
risk
factors
such
as
and
use
of
force,
addiction
to
aggressive
behaviors,
image,
and
engaging
in
obsessive
or
rigid
actions.
depression
was
found
to
be
the
best
predictor
of
youth
of
the
majority
present
that
instills
the
fear
of
by
the
group.
Unless
the
'bully
mentality'
is
regardless
of
their
feelings
towards
the
bully.
The
which
requires
much
time,
energy,
careful
planning,
through
intervention.
An
intuitive
understanding
that
the
next
victim
likely
strengthens
the
motivation
to
remain passive.
Researchers
have
been
considered
the
just-world
belief
as
necessarily
including
certain
chronic
inadequate
that
is
seen
by
both
the
bully
and
the
target
as
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
be
daunted,
intimidated,
or
the
achieving
'bully
mentality'
domination
within
may
the
have
group.
already
In
such
succeeded
groups,
in
the
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
to
pay
any
consequences.'
Should
an
intended
target
intended
target
respond
with
clear
attitude
of
self-
require
Institutions
greater
and
and
organs
more
of
persistent
society
often
effort
to
reinforce
reverse.
bullying,
That
the
there
are
some
risk
factors
affecting
bullying.
study
confined
itself
to
the
identification
of
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
in
class,
intelligence
so
study
that
harder
the
to
upgrade
difficulties
their
knowledge
experienced
by
and
their
of
Researchers
this
study
/
will
the
be
Researchers
themselves
serving
as
good
the
source
of
do
not
acquire
the
needed
skills
for
productive
and
favorable life.
Usually, majority of the out of school youth because of
bullying effects
become
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.
as
parents
in
implementation
of
some
strategies
for
the
enables
them
further
to
adopt
precautionary
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
as perceived
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
This
is
form
any
of
bullying
bullying
done
can
through
easily
the
go
use
of
undetected
bullying
and
gay
bashing
are
expressions
used
to
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
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
and were
chosen through
is
method
by
simple random
which
sampling.
researcher
used
assertion about
the
the
Sampling
and
whole
then
formulating
is purposive sampling,
According
selection
on
to
Tan
random
(2006)
basis
of
Simple
random
elements
sampling
from
sampling
is
the
frame,
are
materials
the
and instruments to be
questionnaire-checklist,
the
and
the
to
come
up
with
the
perception
of
employed
respondents
is a
space
provided
for
indicating
the
response
to
each
be used to
the instruments
used through
the
adviser
had
able to do
professor.
corrected
will
Xerox
and
approved
the
permission
conducting
this
study
and
in
the
Teachers
approval in
distribution
of
the
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
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
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.
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
during
the
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%
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
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
7 and 8
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
may
taunt
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
of
being
bulliedwith
its
weighted
mean
of
3.2
weighted
mean
of
3.0
verbally
interpreted
as
the
bus,
walking
to
school,
or
taking
part
in
3.0
moderately agree.
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
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
is
indicated
in
a)
Loss
of
in
and
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
affects
both
the
child
being
(let
alone
their
victims),
psychopathic
victims
are
reluctant
to
talk
about
their
contact
with
the
bullys
parents.
Often
they
are
Reference
Complete Newgate Calendar Tarlton
University of Texas School of Law
Law
Library
The
pupils".
BBC
News.
1999-12-14.
B; Leventhal
International
(2008).
Journal
"Bullying and
of Adolescent
Blake,
Human
2005).
"The
bully
as
victim?".
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
D Jale
arceo
Noted by:
________________
Professor
Reyes
D Jale
arceo