CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

FOREIGN LITERATURE

The word “bully” was first used in the 1530’s 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 recognized and recorded as a separate and

distinct offence, but there have been well documented cases that have been recorded

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

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

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

Assizes, with killing and slaying 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 New gate 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 Smoking and

Alcohol /and or drug abuse Effects on the victim. The 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 fear,

depression, loneliness, anxiety, low self-esteem, physical illness, and in some cases,

even 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 them and guide them with the

techniques to conquer bullies! There are many theories on what causes violent and/or

anti-social behavior in children. Increased exposure to violence through mass media,

video games,and the internet.Suffering as victims of abuse or neglect themselves, or a

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 total k 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 child’s home/family life,

peers, or school.

Family risk factors: Lack of involvement in child’s interests,activities, and daily life,
Lack of supervision .Overly permissive, lack of limits and Harsh, physical discipline

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

violence.

School risk factors: Unsupervised break times Unsupervised student areas such as

lunchrooms,bathrooms, hallways, locker rooms, playgrounds.

Apathy towards bullying on the part of teachers and administrators In consistent 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. 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

suggests that bullying can be classified into two categories: 1. Direct bullying, and 2.

indirect bullying (which is also known as social aggression). Ross states that direct

bullying involves a 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. He also suggests that social aggression

or indirect bullying is characterized by attempting to socially isolate the victim. This

isolation is achieved through a wide variety of techniques,including spreading gossip,

refusing to socialize with the victim, bullying other people who wish to socialize with

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

markers (including the victims race,religion, disability, sex, or sexual preference, etc.).
Ross 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 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. 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 in still strength. Helene de Castro a child development
academic,sparked controversy when she argued that being a 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) "If 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 in kind. They remember such experiences more vividly than friendly

episodes, helping them to develop healthy social and emotional skills." ( Hamilton,

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 a 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 in2010 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 UPs 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 “cyber bullying”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 O’Cornelios 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. In the long

term it can lead to Post traumatic 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 cases of media

bullying suicides following: Ryan Halligen, Phoebe Prince, Dawn-Marie Wesley,

Kelly Yeomans, Jessica Haffer, Hamed Nastoh, or April Himes. Research indicates

that adults who bully have authoritarian personalities, combined with a strong need to
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 a 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 depression and personality disorders, 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. A 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 involved bystanders. In many cases, it is the

bully 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

maybe 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 a certain chronic in

adequate 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 prank stereo 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 ones

self to be daunted, intimidated, or otherwise "cowed" by the bully. 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 bully mentality may have already

succeeded in achieving domination within the group. In such groups, 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 muti-individual 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, of 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 I 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 a clear attitude

of self-confidence that somehow demonstrates that the bully attempt to dominate is

futile,then the bullying attempt will often quickly diminish or end all-together.

Established patterns of bullying may require greater and more persistent effort to

reverse. Institutions and organs of society often reinforce bullying, often by implying

to or telling targets of bullies that they are responsible for defending themselves, and

then punishing victims if they fightback.

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, study harder to upgrade their knowledge and intelligence so that the

difficulties experienced by their parents in sending them to school to attain their goals

will not be in vain. Future Researchers / the Researchers themselves – the finding of

this study will be serving as a good 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 a productive and favorable life. Usually,

majority of the out of school youth because of bullying effects becomes the sick of

our society, they will become delinquent, they have a 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 measures or remedies to forestall their

unfavorable behavior.

METHOD 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 a 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 a 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 third children who were

experienced being bullied and were chosen through simple random sampling.

Sampling is the method by which a researcher chooses a group of respondents(the

sample from a larger population and then formulating a universal assertion about the

whole matter. The researchers used is purposive sampling, According to Tan (2006)

Simple random sampling is the selection on random basis of elements from sampling
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 materials and instruments to be used for

gathering data are the questionnaire-checklist, the interview, and the documentary

analysis techniques, scattered sources.