Bullying in school a study of forms and motives of aggression in nursing students of UV Banilad

ABSTRACT
The study delves with the incidence of bullying with its forms and motives of
aggression among students of University of the Visayas – Banilad Campus. The study was
purposive sampling study conducted this school year 2017 – 2018, and there were 106 students
samples all from first year to fourth year level. Further, the study focused on the following
points, namely: the motives of aggression of bullying, places where bullying most likely to occur
and what activities can be proposed to prevent the incidence of bullying in the school campus.
Under the motives of aggression; on power related aggression there was a low level of response
among students which means that students have not experienced bullying in the nursing campus
and most likely students does not like bullying to occur.
On the concept of bullying as a form of reactive related aggression, the students
are so do not become aggressive or play with aggression when confronted negatively and
especially when they don’t get what they want. On the concept of bullying in the form of
proactive related aggression, the result showed that majority of the students strongly disagrees
on doing aggressive acts on the expense of making others suffer. The students don’t like to go
into quarrel on the expense of mockery for other students.
On the concept of bullying in the form of affiliation related aggression, the result
shows that students disagree on doing such actions that may inflict pain to someone just to fit in
a group. Students in the campus are friendly and interact positively and make friends with each
other. If there cases of bullying to happen it is due considered as joke in general and mostly
happens in the corridors and classrooms.
In general, the kind of bullying had occurred is not the harsh kind and most
students replied to have it as form of joke. Further, within bounds of the study on occurrence of
bullying there are some proposed activities to be done in the future to prevent bullying or to
some extent help educate the students about bullying. These are the following proposed
activities; symposium on anti-bullying, social media promotions related to bullying, school
activities campaign, student and teacher seminars related to anti-bullying information drive and
intensification of guidance program related to anti-bullying.

Keywords: Aggression, Bullying, Descriptive design, Purposive sampling

Introduction
Bullying is commonly regarded as an aspect of aggression” (Roland and Idsøe, 2001, p.
446)Bullying happens when the bully think that the other party is weaker than him then he would
take this opportunity to harm the victim either physically or verballyjust to show his authority
and dominating behavior that involves an imbalance of power where one is superior. One of the
triggering factors which stimulate us to conduct the study is our experiences as a student nurses
and by far, there have been no studies conducted yet in the UV Banilad Campus. We would like
to study bullying because we ourselves experienced bullying. We would like to be the voice of
those victims who was drowned in their endless sea of thoughts and who have been quite for a
long time. This study serves to be their unspoken words that through this piece of research study
they could speak.
Methodology
The study is anchored from a previous research titled “Bullying in school: A study of
Forms and Motives of Aggression in Two Secondary Schools in the city of Palu, Indonesia” by
Darmawan (2010). The study utilizes a quantitative- descriptive research design. Complete
enumeration is used for UV-Banilad Campus nursing student population comprising 106
students. Consist of 25 students in first years, 19 second year students, 36 third year students, and
26 fourth year students.
Data were collected through the use of survey by researchers carrying out the
questionnaireswere adopted from, and almost identical to Fandrem et al. (2009, p. 5).Giving the
rate arrangement of these questions, everything has a response format of a 5-point reaction where
1="never", 2="seldom", 3="2-3 times each week", 4="weekly", and 5="daily" is used. The
sample mean is the average score of a sample on a given variable. The term “x_bar” represents
the sample mean. The symbol ‘Σ xi’ used in this formula represents the represents the sum of all
scores present in the sample (say, in this case) x1 x2 x3 and so on. The symbol ‘n,’ represents
the total number of individuals or observations in the sample. The study was submitted for panel
review and ethical soundness, and then proceeded to data collection after.

Results

Bullies and the bullied in a form of power related aggression

This presents how often the students bully other students and how often the students are
victimized. In the first column of the data presented below (Table 1.) is the list of questions
about the bullies and the bullied in a form of power related aggression. In the next five columns
are the given rate arrangement of these questions, everything has a response format of a 5-point
reaction where 1="never", 2="seldom", 3="2-3 times each week", 4="weekly", and 5="daily" is
used. The seventh column is where the use of weighted mean is presented, and the third column
is the interpretation of the weighted mean.
In the table that we have presented below offered the following choices: Never, Seldom,
1-3 Times/month, Weekly and daily. Two classifications of questions were given about the
bullying and the victimization. An answer of “Never” in the table suggests that the person have
not bullied other students and have not experienced the dilemma of being bullied. If the
respondent answered “Seldom” in the questionnaire, it indicates that the person or the student
might be reluctant of identifying themselves as a bully or a victim of bullying by having different
ideas or perception of the questions about “bullying others” and the question of “calling names
or teasing” as well as the question of “being bullied” and the question of “being called names or
teased”. An answer of “2-3 Times/month” signifies that the students recognized themselves as a
bully and a victim of bullying, but in a lower extent. A student who answered “weekly” entails
the student’s experience of bullying others and a victim of bullying and “daily” shows the
highest chance of bullying others and the victim of bullying, recognizing themselves as a bully
with the following descriptions; bullying others by calling them things, bullying by means of
isolation and shouting out, and bullying by kicking, hitting, or shoving.
The bully is determined if he/she is doing distressing and horrible things regularly against
someone or group of individuals who are incapable of defending themselves and a victim of
bullying is determined if he/she is exposed to bullying continuously and repeatedly and
incapable of protecting themselves from horrible things done by the bully to them. In the table
below (Table 1.), most of the respondents answered “never” in which means, majority of the
respondents have never bullied others and have not experienced being bullied.
PRA
  Frequency Percent
Valid 1.00 87 82.1
2.00 18 17.0
3.00 1 0.9
Total 106 100.0

As showed above, it is evidently foretold that the finding showed a low level of bullying. All
items yielded the same interpretation regarding power related questions which means, majority
of the respondents never bullied others and have not been exposed to any bullying movement,
but we are alarmed with the (us aka taw nga na bully everyday) This coordinates with the scale
that was expanded by Fandrem et al., (2009) were used to seek out the prevalence of bullying. It
was composed of some items that measure the bully or the victims of bullying by means of
physical, verbal, and isolation. The table above showed that some of the respondents were
bullying other students daily at school by being called names.