Related Literature for Bullying

Topics: Bullying, Aggression, Social psychology Pages: 24 (7058 words) Published: December 9, 2012

SENATE BILL 2677 (MIRIAM DEFENSOR SANTIAGO. 2011)

SEC 2 Definition of Bullying - Bullying is committed when a minor student commits a series of two or
more acts directed towards another minor student, or a series of single acts directed towards several
minor students in a school setting or a place of learning, with the intent to constitute harassment,
intimidation, force or humiliation. Such acts consist of any or more of the following:

Threats to a person with the infliction upon the person, honor or property of the person or of his family
or any wrong; Stalking or constantly following or pursuing a person in his daily activities with unwanted,
obsessive attention; Theft; Public humiliation or public and malicious, imputation of a crime or of a vice
of defect, real or imaginary, or any act, omission, condition, status, or circumstance ending to cause the
dishonor, discredit or contempt against a person; Deliberate destruction, defacement or damage of
another's property; physical violence committed upon a minor student, which mayor may not result to
harm or injury, with or without the aid of a weapon. Such violence may be in the form of mauling,
hitting, punching, kicking, throwing things at a student, pinching, spanking, or other similar acts;
Demanding, requesting or requiring sexual or monetary favors, or demands property from a minor
student; and Restraining the liberty and freedom of a minor student

SEC. 3. Cyber-bullying is any conduct defined in Section 2 of this Act which are made tlu'ough electronic
devices such as, 'bust are not limited to texting, instant messaging, chatting, Internet and social
networking websites. For purposes of this Act, the phrase "acts of bullying" shall include the acts
enumerated under Section 2 and Cyber-bullying as defined under this Section.

SEC. 4. School policy - All schools, colleges or universities, whether public or private, shall create a policy
to address the existence of bullying in their respective institutions. Such policy shall include but is not
limited to the following provisions: Process for addressing incidents of bullying in school;

Anonymous reporting of acts of bullying to teachers and school administrators, which shall not, by itself,
be a ground for disciplinary action;
Remedy which allows parents or guardians of students to file written reports of suspected bullying;

Provisions requiring teachers and other school staff who witnessed acts of bullying or Received report of
bullying to report the same to school administration; Provisions resuming school administrators to
investigate any reports on acts of bullying;

Inclusion of language in student codes of conduct concerning bullying; Notification of parents or

guardians of students who committed or are victims of acts of bullying; and

Maintenance of a public record of relevant information and statistics on acts of bullying in school,
provided that the nam.es of students who committed acts of bullying shall be only made available to th~
school administration, teachers directly responsible for the said students and parents or guardians of
students who are or have been victims of acts of bullying.

SEC. 5. Submission a/policy - Anti-bullying policies created pursuant to Sections 4 and 5 of this Act shall
be submitted to the Department of Education (DepEd), Commission on Higher Education (CI-lED) or the
Technical Education and Skills Development Authority (TESDA), as may be applicable, within six (6)
months from the effectivity of this Act for existing schools, colleges and universities, and shall be an
administrative requirement prior to the operation of new schools, colleges and universities.

Chapter 2
Review of Related Literature
The review of related literature for this study focuses on examining the causes and effects of bullying in school,
most especially in high schools. This will provide an in-depth analysis on existing researches about bullying –
management and coping. This review aims to identify researches of the same topic from time to time with authors in
different field. This will show how factors in the environment give rise to conflict in school and how student are
affected. This will also discuss how management of schools in violence and intervention scheme are important for the
students to experience a place conducive for learning.
Conceptual Framework
School Violence, Conflict and Harmony
School violence or conflict in school is the most common situation that all schools face. It cannot be avoided that is for
the fact that (Lee, 1998), “conflict is natural. It occurs in the natural order of life and is part of the human condition.”
It is also “… part of life in schools and in society in general.”
The term conflict has many meanings varying in different contexts and situations. It overlaps with other kinds of
conflict we know. According to Thomas (1976), conflict is “the process which begins when one party perceives that the
other has frustrated, or is about to frustrate, some concern of his.” Because of the perceived feeling towards someone
with negative impact, conflict occurs.
Aside from the fact that conflict in school cannot be avoided, Ghaffar (2005) suggests that conflict is needed or
occurred in purpose because it may:
1. Help to raise and address problems;
2. Energize work to be on the most appropriate issues;
3. Help people “be real”, for example, it motivates them to
participate and;
4. Help people learn how to recognize and benefit from their
differences.
However, conflicts should not be recognized as the cause of itself. For Pulvino (1998), there are factors that influence
students or children to create“stamina” as to why they are boost to do bad for their classmates or playmates.
 1. Economic Factors – students with no money tend to do something to have money. Because of hunger, he can
do nothing of no good.
2. Media – media has the big influence on what students do. Because of technology, different media such as
televisions and computers are now more accessible to them. What they watch, read or hear have an effect to
them.
3. Breakdown in Family Values – poor supervision of parents toward their children has greatest effect. It is
because family is the environment that they grow up to that nurtures them most.
4. Conflict of educational approaches – schools affect the students also as they spend most of their time there
rather than at home. And what the teacher teaches especially of good values may have an effect to student who
has different perspective to it.
5. Drugs and Alcohol – this can be the cause of unfavourable supervision of parents. Students do unfavourable
things without the knowledge of their parents. They will think that these vices are their only companion at
time of sadness, aside from their friends doing it with them.
Definition by Thomas may say that frustration towards another create conflict. This may also say that because of
differences among students it will result to the same problem. (Lee, 1998) Among the differences why there is conflict
are the following but not limited to:
1. Gender differences – (Tannen, 1990) naturally occurring differences exist between males and females,
particularly in regard to differences in communication styles.
2. Ethnic differences – (Hall, 1981) cultural histories, contexts and teachings promote differences in values,
attitudes and perceptions.
3. Age differences – (Strauss & Howe, 1991) age differences among people stimulate different perspectives.
4. Physical size differences – larger, stronger people have physical advantage not available to smaller, weaker
people.
5. Social economic class differences – (Batra, 1987) a natural tension exists among people with economic
capability and those without.
6. Status and role differences – personal power is related to social roles. Parents are expected to manage their
children’s behavior.
Lee (1998) added that “differences like these are normal and naturally occurring. The source of conflicts usually
resides within people and their expectations of how others should behave.”
It is therefore that conflicts are because of many reasons, both teachers and parents should address. It will not be put
into order if students are very aggressive and very determine to do more than just a conflict but violence inside or
outside the classroom.
Because conflicts happen in school, teachers and administrators are more responsible. They shall create harmony.
Harmony is not just the absence of conflict or a peaceful situation or having a calm environment and atmosphere but
it is (Crum, 1987) “the restoration of balance among opposing energies.”
Conflict will not only be among students. It can be teacher to students, employee to students or guards to students.
And it is not only through physical violence but also verbal violence saying undesirable words which may affect the
psychological behavior of the person receiving it.
Research Framework
School or campus violence is a major issue today. News for the past weeks and months reported problems of bullying,
violence and even, death in schools in different levels. So, (De Guzman, 2009) “The national government, through the
Department of Education (DepEd) and the Commission on Higher Education (CHED), has called for an effective
cooperation and coordination among schools and stakeholders to deal with the existing and emerging threats.”
Be it be public or private, the government has the responsibility in maintaining good atmosphere in schools because it
is the lives of students that are at stake for they will be the future of the country.
Though the lawmakers are doing everything where they even created the Campus Security Act which has the
provision “to provide a safe and healthy environment for students requiring educational institutions to disclose crime
statistics that occur within campus and its security policies and procedures”, survey says, conducted by the Plan
Philippines in 2009, that 5 out 10 students of Grades 1-3, 7 out of 10 from Grades 4-6 and 6 out of 10 from high
schools, experienced campus violence and bullying.
Likewise, schools today, either public or private, shall be following the policies and law provided by the Education Act
of 1982 or “An act providing for the establishment and maintenance of an integrated system of Education” The act
mandated the campus security management where (De Guzman, 2009), “it is the school’s responsibility to maintain a
safe and secure campus environment that is conducive for learning.”
Conflict Management, Resolution and Intervention
Johnson and Johnson (1996) said that conflict resolution and meditation programs are often promoted as a
way to reduce violence. They as well state that conflicts are resolved constructively when they: (a) result in an
outcome that all involve are satisfied with; (b) improve the relationship between the involve persons and; (c) improve
the ability of involve to resolve future conflicts in a
constructive manner. On the other hand, Bentley (1996) describes mediation as a form of problem solving process
where a neutral third party assists disputants to reach a mutually acceptable agreement. It is because (Ghaffar, 2005)
“meditation is another way of conflict management used today.”
 Lee (1998) suggested three conflict management strategies namely; passive, assertive and facilitative. These three
strategies are breakdown into classifications.
1. Passive Strategy
1. Doing Nothing – (Dobson & Miller, 1974) “doing nothing is a neutral conflict management option.”
(Lee, 1998) “Sometimes, taking a wait-and-see attitude is best.”
2. Withdrawing – (Lee, 1998) “In a life threatening situation, get the attention of others whatever means
it takes.”
3. Smoothing – (Hamilton et al, 1982) “The most important outcome is maintenance or enhancement of
the existing interpersonal relationship”
4. Diversion
2. Assertive Strategy
1. Confronting
2. Forcing
3. Standing Frim
3. Facilitative Strategy
1. Problem-solving
2. Negotiating
3. Confluence

Dispersion is defined as the breaking up or scattering of something.

a. An example of a dispersion is throwing little pieces of paper all over a floor.

b. An example of a dispersion is the colored rays of light coming from a prism which has been hung in
a sunny window.
YourDictionary definition and usage example. Copyright © 2017 by LoveToKnow Corp

dispersion
image: http://cf.ydcdn.net/latest/images/dictionaries/websters5.jpg

1. a dispersing or being dispersed

2. the breaking up of light into component colored rays, as by means of a prism
3. the resolution of a complex electromagnetic radiation into components in accordance with some
characteristic, as wavelength or energy
4. the variation or scattering of data around some average or central value
5. a colloidal system with its dispersed particles and the medium in which these are suspended
6. [D-] Diaspora (sense )

Read more at
http://www.yourdictionary.com/dispersion#IW7PFwQThxUKiiET.99A dispersion is a
system in which particles are dispersed in a continuous phase of a different composition (or state).
See also emulsion. A dispersion is classified in a number of different ways, including how large the
 particles are in relation to the particles of the continuous phase, whether or not precipitation occurs,
and the presence of Brownian motion.
IUPAC definition
Material comprising more than one phase where at least one of the phases consists of finely divided phase domains,
often in the colloidal size range, dispersed throughout a continuous phase.[1] Note 1: Modification of definition in ref.[2]

There are three main types of dispersions:

 Coarse dispersion (suspension)

 Colloid
 Solution[dubious – discuss]

Contents
[hide]

 1Degree of dispersion
 2Types of dispersions
 3Structure and properties
 4References

Degree of dispersion[edit]
The term dispersion also refers to the physical property of the degree to which particles clump
together into agglomerates or aggregates. While the two terms are often used interchangeably,
according to ISO nanotechnology definitions, an agglomerate is a reversible collection of particles
weakly bound, for example by van der Waals forces or physical entanglement, whereas
an aggregate is composed of irreversibly bonded or fused particles, for example through covalent
bonds.[3] A full quantification of dispersion would involve the size, shape, and number of particles in
each agglomerate or aggregate, the strength of the interparticle forces, their overall structure, and
their distribution within the system. However, the complexity is usually reduced by comparing the
measured size distribution of "primary" particles to that of the agglomerates or aggregates.[4]

Types of dispersions[edit]

Disso
Coarse dispersion
lved Contin Colloid: Dispersed
(Suspension):
or uous Solution: Homogeneous mixture: phase between 1
Heterogeneous mixture:
dispe mediu Dissolved phase < 1 nanometer nanometer and
Dispersed phase > 1
rsed m 1 micrometer
micrometer
phase

Gas mixture: air (oxygen and other

Gas Gas None None of them
gases in nitrogen)

Liqui Aerosol: fog, mist, vapor

Gas None Aerosol
d , hair sprays
 Solid
Solid Gas None aerosol: smoke, cloud, Solid aerosol: dust
air particulates

Foam: whipped
Gas Liquid Solution: oxygen in water Foam
cream, shaving cream

Liqui Emulsion: miniemulsion, Emulsion: milk, mayonnai

Liquid Solution: alcoholic beverages
d microemulsion se, hand cream

Suspension: mud (soil, cla

y or silt particles are
Sol: pigmented ink, bloo
Solid Liquid Solution: sugar in water suspended in
d
water), chalk powder
suspended in water

Solid
Gas Solid Solution: hydrogen in metals foam: aerogel, styrofoam Foam: dry sponge
, pumice

Liqui Solution: amalgam (mercury in gol Gel: agar, gelatin, silicag

Solid Wet sponge
d d), hexane in paraffin wax el, opal

Solution: alloys, plasticizers in plas

Solid Solid Solid sol: cranberry glass Gravel, granite
tics

Structure and properties[edit]

It is still[clarification needed] common belief that dispersions do not display any structure; i.e., the particles (or
in case of emulsions: droplets) dispersed in the liquid or solid matrix (the "dispersion medium") are
assumed to be statistically distributed. Therefore, for dispersions, usually percolation theory is
assumed to appropriately describe their properties.
However, percolation theory can be applied only if the system it should describe is in or close
to thermodynamic equilibrium. There are only very few studies about the structure of dispersions
(emulsions), although they are plentiful in type and in use all over the world in innumerable
applications (see below).
In the following, only such dispersions with a dispersed phase diameter of less than 1 µm will be
discussed. To understand the formation and properties of such dispersions (incl emulsions), it must
be considered that the dispersed phase exhibits a "surface", which is covered ("wet") by a different
"surface" that, hence, are forming an interface (chemistry). Both surfaces have to be created (which
requires a huge amount of energy), and the interfacial tension (difference of surface tension) is not
compensating the energy input, if at all.
A review article[5] describes various attempts to describe dispersions/emulsions. Dispersion is a
process by which (in the case of solids' becoming dispersed in a liquid) agglomerated particles are
separated from each other and a new interface, between an inner surface of the liquid dispersion
medium and the surface of the particles to be dispersed, is generated. Dispersion is a much more
complicated (and less-understood) process than most people[clarification needed] believe.
The above-cited review article also displays experimental evidence to support the fact that
dispersions have a structure very much different from any kind of statistical distribution (which would
be characteristics for a system in thermodynamic equilibrium), but in contrast very much showing
structures similar to self-organisation, which can be described by non-equilibrium thermodynamics.
This is the reason why some liquid dispersions turn to become gels or even solid at a concentration
of a dispersed phase above a certain critical concentration (which is dependent on particle size and
interfacial tension). Also, the sudden appearance of conductivity in a system of a dispersed
conductive phase in an insulating matrix has been explained. The above-cited review article also
introduces into some first complete non-equilibrium thermodynamics theory of dispersions
(http://www2.organic-nanometal.de/Research/wisslit/nonequ2.html).

dispersion in Chemistry topic

From Longman Dictionary of Contemporary English di‧sper‧sion /dɪˈspɜːʃən $ -

ˈspɜːrʒən/ noun [uncountable] dispersal

Examples from the Corpus

dispersion• As the water evaporates, the coalescing agents cause

the acrylic dispersion to fuse and form the surface coating.• The period from 1927 to 1936
he describes as marking the gradual dispersion of the group into
its individual components and styles.• If the reconnection were to take place at a steady rate,
the ion energy would show a continuouslatitudinal dispersion.• During periods
of relative food shortage males tend to move
less; dispersion evidently reducescompetition for resources.• The company says that
the range has a minimal dispersion - no more than 2 deg C per hour - in all conditions.• The
mean was approximately 4, and the variance 11, giving a coefficient of dispersion of nearly
3.• The purposes of the additives are to give stability, dispersion, texture, and
even flow.• Solitariness is thus a result of social behaviour and may produce
particular societal structuresinvolving wide dispersion.

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