CHAPTER II

REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK

Related Literature

Developmental Theory. It is an explanation of the holistic development in a stage

or a whole life span (Teater, 2015). Bullying is often linked to developmental theory and

understanding how a child develops (Saleoan et al., 2014). The issue usually begins

when a child decides upon his social dominance. However, as a child grows, he learns

to dominate from his peers on his own ways. Less social disapproving means are then

learned by the child as he hits and involves in cruelties trying to overpower those who

are less dominant and are more vulnerable (Hawley, 1999). During early childhood,

physical bullying is much more common than later, and what is perceived as bullying

slowly becomes less evident as the child grows. During adolescence, simple things like

unequal treatment are important for them, envy occurs only when they are old enough

when they tend to think more mature. Although bullying is most evident during the

younger years of a person (Smith & Harp, 1994), as he grows, he decides for himself

whether he wanted to dominate from his peers or not and this usually begins when he

chooses his social dominance (Saleoan et al., 2014). Another thing to keep in mind is

how parents raise their children. For instance, when a child slaps someone and family

members laugh at the action done, the child will have an impression that this act is but

natural because of the previous reaction that occurred. As the child grows there will be

a risk that it will be natural for him to hurt others (Saleoan et al., 2014).
 Bullying has extended into online forums in the form of cyberbullying (Minor,

2013). The developmental theory discusses the factors as to why a person engages in

cyberbullying and other forms of bullying. These factors include one’s personal choices

and experiences while growing. In relation to the topic, a person cyberbullies because

of the developmental factors he encounters as he grows up. A person’s social

dominance preferences impacts on whether one will involve oneself with the issue.

With the theory explained, school administrators are able to identify the one of the root

causes of cyberbullying. Furthermore, eradicating and solving cyberbullying issues are

easier. The relevance of the stated theory to this study is that this would serve as a

reference for the educators and facilitators whenever a cyberbullying awareness

program is needed to be conducted.

Choice Theory. Glasser, the father of choice theory, explained his theory in a

rebuttal to the view that humans cannot be responsible for their behaviors, including

psychological problems (Kaner, 1993). Glasser, objecting to the view that the reasons

behind psychological problems are some mental disorders that the people have

experienced, stated in his theory that real source of problems is individuals own choice

(Glasser, 2000; Haight and Shaughnessy, 2003) and that our behaviors are directed by

internal factors which he called a Quality World, not by external factors. We build our

whole life to reach the images in this world. Therefore, our Quality World is the most

important part of our whole life. According to choice theory, a behavior includes

elements of doing, thinking, feeling and physiology will be under control (Glasser,
1998). Choice theory focuses on the concept of successful and unsuccessful identity.

Glasser (1998) claims that the degree of satisfying the requirements of belonging, loving

and feeling secure has an important role in the format of successful identity. A feeling of

responsibility is the most significant indicator of having a successful identity. Successful

identity brings responsibility with it. If a person has a successful identity, he can

acknowledge the consequences of his behaviors, accept realities as they are and behave

accordingly. Individuals who have a successful identity can satisfy their needs of being

of value, belonging, loving and being loved (Palanci, 2004). Choice theory highlights

responsibility. Responsible people are aware of what they want and what they can

achieve, and they are independent people who are active in achieving these. From this

perspective, responsible individuals are the one who can control their lives and behave

accordingly (Palanci, 2004).

Cyberbullying behaviors are discussed within the framework of choice theory in

this article. There are undoubtedly many great theories explaining the behaviors and

needs of human beings. For example, while self-determination theory approaches the

human needs as competence, autonomy and relationally (Deci and Ryan, 2000).

According to Maslow, the human needs are ordered as a hierarchy from physiological

needs to the self-realization need. The reason why cyberbullying is analyzed within the

perspective of choice theory in this analysis is that reality therapy developed out of

choice theory enables the analysis about cyberbullying behaviors be used for

intervention program (Corey, 2009). Another reason why cyberbullying behaviors are

analyzed within the framework of choice theory in this article is that cyberbullying
behaviors are the ones widely observed in schools and mostly during adolescence

(NCES, 2011). The theory and therapy put forward by Glasser were used as a model in

order to deal with the problems encountered in schools (Walter et al.., 2008). In this

regard, the choice theory and reality therapy approach can be used in the studies

carried out by school counselors in order to prevent cyberbullying behaviors.

Theoretical Framework

Developmental
Theory
(Saleoan et al., 2014)
CYBERBULLYING
AWARENESS AS
PART OF THE
SCHOOL POLICY
Choice Theory
(Tanrikulu, 2014)

Figure 1. Theoretical Framework

The developmental theory states that a cyberbullying issue begins when an

individual decides upon his social dominance and learns to dominate from his peers.

Choice theory states that humans cannot be responsible of their behavior to do such

thing. The real source of this issue depends on how the individuals make their own

choice. These theories relate to the insights of the senior high school students towards
the actions and behavior of each student that may be linked to cyberbullying. The

reason why cyberbullying behavior is analyzed in choice theory is because these are

widely observed in schools especially in the stage of adolescent where it is used as a

model to deal with the problems encountered by them. The connection of both theories

is that it deals on how individuals become so irresponsible on their behavior and

actions towards to each other that can eventually cause a person to cyberbully another.

These theories will serve as a guide in achieving successful identity of senior high

school students and as a reference for the school administrators on how to handle and

find the root cause of cyberbullying cases.

Conceptual Framework

Cyberbullying is one of the most rampant issues nowadays. Most of the victims

are teenagers due to the advancement of the technology (Petrov, 2019). Through survey

questionnaires and checklist, data and information gathering is faster and more

convenient. The main objective of the study is to give information on cyberbullying

which will serve as a basis in constructing an intervention program in cyberbullying. In

line with this, the information gathered will serve as evidence in proposing

cyberbullying as part of the school policy. Thus, allowing it to be implemented and

approved by spectators and school administrators.

CYBERBULLYING  Survey Questionnaires
AWARENESS AS Using a survey questionnaire is an ideal
PART OF THE instrument to gather information from
SCHOOL POLICY certain respondents because it does not
consume too much time. It is
inexpensive and apart from that, a
feasible way to collect data.
 Checklist
GIVE Checklist is a simple way to gather
AWARENESS ON information and data. Using this
CYBERBULLYING method helps to interpret the data
ISSUES FOR collected easier because statements and
ERADICATION options are already provided, thus, it
AND does not take too much effort and time for
PREVENTION the respondent.

Figure 2. Conceptual Framework