Chapter 2

REVIEW OF RELATED LITERATURE

This chapter represents and discusses related literature and study taken
from different sources and data that could substantiate the theoretical bases
and information assisted in equalization of the study this includes foreign
literature, local literature, foreign studies and local studies.

Review of Related Literature (Foreign)

Bullying and harassment are not new issues that students and schools face. In fact, over
the years, it has been viewed as being so commonplace in schools that it has been
overlooked as a threat to students and reduced to a belief that bullying is a developmental
stage that most youth will experience then get over (Ross, 2002, p. 107). But not everyone
gets over the personal trauma that can come with bullying both for the victim and the bully.
This is why it is seen happening by adults in work places, in homes, and in the community.
Therefore, this harassment is not isolated to schools alone. But schools are the best place
to actively intervene. Teachers, administrators, counsellors, and even students have the
greatest access to the most students through a school system. It is here that school staff
can intervene, support and educate students about ending bullying behaviors directly and
indirectly; breaking the bullying-cycle. This paper will address bullying in general at all
grade levels, but its intervention focus will be at the high school level. Harris & Hathorn,
(2006, p. 50) High school is the last opportunity educators have to work with students at
building citizenship, building character, and building self-responsibility. For some students
this may be the last opportunity for an intervention to change behaviors and attitudes
associated with bullying or victimization before they become adults in the workplace, with
a family and in the community at large. In the 1970s Dan Olweus began extensive
research on the causes and effects of bullying in Scandinavian schools and has since
been a leading voice on this topic. But it is only in the lastten to fifteen years that
researchers in North America have been actively studying the causes that lead to bullying,
the long and short term effects it has on students, and how schools and communities can
effectively reduce incidents from occurring as well as intervening and supporting students
when it does. This research is a result of the increase of school violence and the media
coverage it has received. On one hand, the sensationalism of school violence has very
much been needed to wake up generations of educators, parents, and students to say
‘the behaviours leading to this violence are not okay in my school, they are a problem and
we need to find a way to fix it’. However, on the other hand, reacting out of fear for the
worst is notthe best approach either, because it gives a message of fear to staff and
students that school violence will be the end result if these behaviours are not taken care
of. While this violence is a real threat that schools have been facing and educators do
need to be aware of it, prepared for it, and actively working towards ending it; the fear of
school violence should not be the sole reason that schools need to watch more closely
for bullying behaviours. For years students have been experiencing power struggles,
embarrassment, fear, isolation, guilt, loss of self-esteem, loss of friends; issues that follow
a person into their adult years if they are not intervened. This alone should be enough of
a concern to educators, parents and students to want to work towards finding better
solutions to bullying and harassment issues in school, not the fear of it escalating to
school violenceIn defining what bullying is, many researchers have quoted Olweus’ work,
which defines bullying as occurring when a student is exposed to negative actions
repeatedly and over time by one or more students (Ross, 2002, p.106). While this
definition is widely accepted around the world, it leaves some researchers wanting more
clarification. If the same person repeats similar negative actions, one time, to multiple
people; is it bullying? If one person receives a negative action, one time, from someone
who has done this to other students; have they been bullied? The problem with this
definition is that this can become a very blurred line of intent versus perception and the
power differential that was experienced by both parties in this one-time event. For schools
that are implementing zero tolerance policies for bullying, when do the teachers and
administrators act on these behaviours? As Ross points out (2002, p, 106), “the problem
with the repeated occurrence requirement is that the waiting period heightens the
negative effects on the victim, allows the bully to feel rewarded, increases fear in
onlookers, and makes intervention a more lengthy process”. Therefore, more diligence in
acknowledging negative behaviours and language in the hallways and classrooms is
needed by staff and students. Perhaps by pointing out a one-time behaviour, it will prevent
it from becoming a bullying behaviour. Unfortunately, witnessing the negative actions is
not always obvious for staff or other students because bullying can be physical, relational
or psychological. There can be direct behaviours such as “teasing and taunting, racial,
ethnic, and sexual slurs or harassment, threatening, hitting, and stealing” (Harris, Petrie
& Willoughby, 2002, p.4), is what most people think of when bullying is mentioned and
can be acted on immediately. But indirect behaviours such as spreading rumours, socially
excluding students, and dirty looks in passing are much harder to catch or prove.
Research shows that middle school has the highest rates of bullying than any other school
level. At this level, bullying is both direct and indirect and the percentages of incidents
that occur are approximately the same for both males and females, however males were
slightly higher for both bullying and being bullied. Harris & Hathorn (2006, p. 55) quote a
study indicating that “86% of junior high students indicated that they had been bullied”.
Although the number of incidents decreases, it does continue to happen through high
school. Harris & Hathorn (2006, p. 55) state that “in secondary schools, bullying is more
indirect and is more likely to occur with an older student bullying a younger student”. They
have categorized these indirect behaviours into four categories; relational aggression,
verbal bullying, racial bullying, and other. Relational aggression refers to behaviours such
as “giving hurtful nicknames, making humiliating remarks, mocking, and making others
feel alone at school…it is emotional violence that inflicts harm on others through the use
of relationships” (Harris & Hathorn, 2006, p. 51). Verbal bullying is the most common form.
Combine verbal bullying (action) with racial bullying / minority bullying (reason) and it is
the majority of bullying taking place in secondary schools. Harris & Hathorn (2006, p.52)
state that the following statics were found in studies they and their associates have
completed on bullying in grades 7 – 12.
• 74% of students have sometimes been called hurtful names.
• 62% of students have sometimes witnessed teasing happening at school, more girls
than boys were the victims of this bullying.
• 13% of students have often been called insults based on their race, ethnicity,
religion, gender, sexual orientation, and disability. The final category termed other
includes forms of bullying such as educational bullying, when there is a power imbalance
due to learning weaknesses; and mindless bullying, when the bully does not fit the bully
profile and believes they are not causing harm when they are (teasers may fit in this
category).The locations that negative actions are taking place in vary with the ages of the
students as well as the type of bullying going on. For example, when bullying behaviours
are direct (hitting, name calling, stealing), they typically occur when there is low
supervision, for example, during recess or to and from school. However, many indirect
forms of bullying take place inside the classroom or in the hallways right in front of
teachers and other students. Harris & Hathorn(2006, p. 53) summarize that 48% of
elementary students reported that bullying happens at recess and only 28% reported it
happened in the class. In middles schools, 52% of students reported bullying happening
more frequently in the classroom, but it decreased on the playground. In high schools,
62% of students were sometimes aware of bullying happening within their classroom and
21% were aware it was happening often in the classroom. During break times, such as
lunch and at extra-curricular activities, 50% of students reported being aware that bullying
was sometimes happening.
 Review of Related Literature (Local)
According to the consolidated report of Department of Education (DepEd), bullying
cases on elementary and high school of both private and public schools on 2014 rose by
21% or a total of 6,363 cases, compare with the 5,236 on 2013. This translates to 31
daily bullying cases from a divisor of 201 school days. The statistics was
disclosed by Rep. Gerald Anthony Gullas Jr., a member of the House committee on basic
education. In my opinion, it’s too early to say, the rise of reported bullying cases is
a consequence of the reporting requirements of the law. Bullying cases is rampant,
however, it remain under reported prior to the anti-bullying act. This is understandable,
since no parents or even school administration would like his/her family or school to be
famous because of bullying. Schools, however, to mitigate the effects and reduce the
incidence of bullying, should comply with the Implementing Rules and Regulations of the
Anti-bullying law of 2013 to address the root causes of bullying. And the important ones,
aside from the reporting requirements, are as follows:
1. Schools to have prevention program that is comprehensive, multi-faceted, and shall
involve all education stakeholders and personnel. This may contain:
 Positive school climate/environment
 Periodic assessment and monitoring of bullying behaviors
 Periodic review of manual of conduct for both students and personnel, in relation to
bullying
 Activities on the issue for students, personnel and service providers
 Personnel development
 Coordination with LGUs and other stakeholders
 Classroom initiatives
 Activities involving parents
2. Schools to have intervention programs to ensure continuity of policies. These may include:
 Activities
 Corrective and preventive, rather than punitive, measures
3. Students have a duty to intervene to protect the victim, unless the same jeopardizes their
safety/security
4. The Child Protection Committee (CPC) established by DepEd Order 40 shall also be the
Anti-Bullying Committee
5. Composition of Committee:
 School Head/Admin-Chair
 Guidance Counselor/Teacher-Vice Chair
 Rep of teachers designated by faculty
 Rep of parents as designated by PTA
 Rep of students, except in kinder, as designated by student council-optional for private
schools
 Rep from community as designated by Punong Barangay, preferably from the Barangay
Council for the Protection of Children (BCPC)
6. Jurisdiction for complaints of bullying and other acts under the IRR: exclusive: DepEd or
private school and not subject to barangay settlement
7. Procedures must include:
 Immediate responses-ANYONE who has personal knowledge must immediately call the
attention of ANY school personnel
 School personnel once notified is expected to intervene:
 Stop the bullying immediately
 Remove students from harm and provide medical attention if needed
 Bring the bully to the Guidance Office or designated personnel
8. Anonymous reporting to be entertained
9. Person reporting to be afforded protection
10. Fact-finding and documentation:
 Designated school official to:
 Interview parties involved separately
 Assess threat level, devise intervention strategies
 Inform parents of both parties of the steps to be taken
 Make recommendations to CPC