THE EFFECTS OF VERBAL BULLYING ON THE SELF-BODY IMAGE OF THE

SENIOR HIGH SCHOOL STUDENTS OF ANISLAG NATIONAL HIGH SCHOOL

A Practical Research Paper Presented to the Faculty of

Anislag National High School, Senior High School Department
Anislag, Daraga, Albay

In Partial Fulfillment of the Requirements for General Academic Strand

in Inquiries, Investigations, and Immersion

JENNY PADILLA
ARLYN MANJARES
HALINA JANE MANZANO
CRISTHOPER BULGAR
REMARK BITANCUR
GERALD FOLIENTE

March 2023
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter aims to present a clear understanding of the study through the statement of the

problem, its scope and delimitation, the significance of the study, and the definition of terms. Relevant

citations are also included to give credence to the study’s claims.

Introduction

Verbal Bullying is a form of bullying that involves the use of language to intimidate, hurt, or

manipulate another person.

Verbal bullying in the school setup can have serious consequences for the victims, including low self-

esteem, anxiety, and depression. It’s important for schools to take proactive measures to prevent and

address verbal bullying, such as educating students about the negative effect of bullying, creating a safe

and inclusive school environment, and enforcing strict anti-bullying policies. Some students may use

derogatory names to insult or degrade their peers, may tease or make fun of their peers for their physical

appearance, academic ability, or other traits, may use threats to intimidate their peers and make them feel

unsafe, spread false or harmful rumors about their peers, which can lead to social isolation and

embarrasment and may publicly embarrass their peers by making them the center of attention or mocking

them in front of others.

Impact on a person emotional well-being and can lead to depression , anxiety, and low self-esteem. It

can also cause physical symptoms, such as headaches and stomachaches. When a person is subjected to

negative to negative comments about their physical appearance or weight, it can cause them to develop

negative thoughts and feelings about their body. All of these factors can further exacerbate negative

feelings about body image, creating a vicious cycle of negative self-talk and behaviors.
Body image is how person perceives and feels about their physical appearance, including their weight,

shape, and size. It also involves how a person believes about perceive them based on their physical

appearance. Body image can be positive or negative and can be influenced by many factors, including

media and societal norms, personal experience, and interpersonal relationship. A positive body image

means that a person accepts and feels good about their body, while a negative body image means that a

person feels dissatisfied and self-concious about their body.

Good body image is important because it can positively impact a persons mental health, self-

esteem, and overall well-being. When a person has a positive image, they are more likely to feel

comfortable and confident in their own skin, which can lead to better relationships, increased self-esteem,

and fulfilling life. Having a good body image is important because it can improve persons quality of life

and promote positive physical and mental health outcomes.

This study aims to determine the impact of bullying on self-body image of the students in Anislag

National High School

Statement of the Problem

In this study entitled, “The Effects of Verbal Bullying on the Self-Body Image of the Senior High

School Students of Anislag National High School”, the researchers would like to know the negative

effects of verbal bullying on how the students in senior high school formed their body image.

Specifically, it aims to answer the following questions:

1. What common type of verbal bullying do the respondents experience in school?

a. Name Calling

b. Teasing

c. Intimidation
 d. Insults

e. others

2. What are the negative effects of verbal bullying on students’ self-body image?

a. Unaccepted body features

b. Self-body shame

c. Unable to care for own body

3. What can be proposed by the researchers to avoid verbal bullying?

a. Increase awareness and education

b. Develop clear policies

c. Encourage bystander intervention

Scope and Delimitation

In this qualitative research, the researchers focused on the impacts of bullying on the student’s

body image. This study will only involve the G12-General Academic Strand (GAS) of Anislag National

High School located in Anislag Daraga Albay. This study will be conducted in year 2022-2023. In this in-

depth study, the researcher will seek answers about the causes and effects of bullying to the body image

of the student in Senior High Schools mentioned School above. In addition, this study will mainly

identify the possible ways to prevent bullying. It will assess the effects, possible coping mechanisms, and

possible ways to prevent bullying. However, other year level and schools are not included in this study.

Delimitation of the effect of verbal bullying on students body image will focus specifically on the

impact of negative verbal message on individual’s perception of their physical appearance. This study

will not cover other forms of bullying, such as physical or cyberbullying, nor will it cover the effects of

positive verbal messages on body image. The study will be limited to individuals age 18 and above and
will not include children or adolescents. By limiting the scope of the sudy, it will be possible to focus on

the specific effects of verbal bullying on body image, providing deeper understanding of this phenomenon

and informing the development of interventons to mitigate its negative impact.

Significance of the study

This study aims to determine the impact of bullying on self- body image of the students

in Anislag National High School and also of the following:

Students. The primary beneficiaries or this study are the person who are suffering on the

negative impact of bullying.

School. The results of this study can inform school policies around the bullying prevention and

intervention. Schools can use this information to develop strategies to prevent verbal bullying and to

respond to incidents when they occur.

Parents. It is necessary to say that not all parents are very aware of what their children

had suffered since they lacked information and knowledge about what happens to their children

when they are in school.

Teachers. This study led the teachers to understand the collected information on the main

reason of why senior high school students on Anislag National High School bully each other.

Future Researchers. This study will be beneficial to future researchers to help them to

have knowledge about bullying that happened at Anislag National high school.

Guidance Counselor. Guidance counselors can use the results of this study to better

understand the impact of verbal bullying on students body image and mental health. They can also use

this information to develop interventions and support and programs for students who are struggling with

these issues.
Definition of Terms

Bullying. A repeated aggressive behavior that is intended to harm, intimidate, or dominate

another person.

Harassment. Any unwanted behavior that creates a hostile or offensive environment for the

victim.

Humiliation. Making someone feel embarrassed or ashamed by intentionally exposing their

weaknesses or vulnerabilities.

Intimidation. Using threats or aggressive behavior to scare or coerce someone into doing

something or to control them.

Sarcasm. The use of irony or mockery to express contempt or ridicule.

Self-Body Image. Refers to a persons perception and evaluation of their own physical

appearance. It involves how a person views their own body shape, size, weight, and other physical

characteristics.

Taunting. Deliberately provoking or teasing someone in a way that is intended to cause

annoyance or anger.

Teasing. Making fun or mocking someone in a playful or hurtful manner.

Threats. Expressing an intention to harm or cause damage to someone or their property.

Verbal Bullying. Refers to the use of words or language that is intended to harm , intimidate, or

humiliate another person. It involves using hurtful, abusive, or insulting language towards someone with

the intention of making them feel inferior or scared.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

 This chapter includes related literature and studies gathered by the researcher from the
finished studies and generalizations and conclusions for the selected articles which related to the
present study. This also presents the synthesis of the state if the art, Gap bridge by the study, and
definition of terms.

Review of Related Literature

According to the American Psychological Association (APA), verbal bullying is "the repeated

use of words to harm, humiliate, or intimidate someone." This can take the form of name-calling, insults,

teasing, taunting, or other forms of verbal aggression. Verbal bullying can be just as harmful as physical

bullying and can lead to serious emotional and psychological consequences for the victim. According to

author Barbara Coloroso, verbal bullying can take many forms, including name-calling, teasing, taunting,

insulting, belittling, and threatening. It can be direct, as when the bully speaks directly to the victim, or

indirect, as when the bully talks about the victim behind their back. Coloroso emphasizes that verbal

bullying is a serious problem that can have long-lasting effects on the victim's self-esteem, emotional

well-being, and social interactions. It can also lead to physical bullying, as the bully may become

emboldened to escalate their behavior if they believe they can get away with it in the book "The Bully,

the Bullied, and the Bystander" by Barbara Coloroso, the author describes verbal bullying as a destructive

behavior that can cause long-lasting emotional scars. She explains that name-calling, taunting, and using

hurtful words can make the victim feel ashamed, embarrassed, and powerless. This, in turn, can lead to

low self-esteem, depression, anxiety, and other mental health issues. Furthermore, the author emphasizes

that verbal bullying is not a harmless behavior and should not be dismissed as "just teasing" or "kids

being kids." Instead, she encourages parents, teachers, and other adults to take verbal bullying seriously

and to intervene to stop it.

According to Dr. Dan Olweus, a pioneer in bullying research, name-calling is a common form of

verbal bullying and can have serious consequences for the victim's mental health and wellbeing. In his
book "Bullying at School: What We Know and What We Can Do," Dr. Olweus notes that verbal bullying

is often the most difficult type of bullying to detect and prevent, as it is often done in secret or when

adults are not present. He also emphasizes the importance of addressing bullying in schools and

communities through a comprehensive and coordinated approach that involves parents, teachers, and

other stakeholders. According to author and bullying expert Barbara Coloroso, teasing can be a form of

aggression and is often used by bullies to establish power and control over their target. In her book "The

Bully, the Bullied, and the Bystander," Coloroso notes that teasing can be particularly damaging to a

victim's self-esteem because it can make them feel isolated and humiliated in front of their peers. She

emphasizes the importance of creating a culture of respect and kindness in schools and communities,

where teasing and other forms of bullying are not tolerated. Coloroso also provides practical strategies for

parents, teachers, and other adults to help children who are victims of verbal bullying by teasing.

According to author and bullying expert Dr. Dorothy Espelage, verbal bullying by intimidation can be

particularly harmful because it can make the victim feel unsafe and powerless. In her book "Bullying

Prevention and Intervention: Realistic Strategies for Schools," Dr. Espelage notes that verbal bullying by

intimidation can take many forms, including threats of physical violence, name-calling, and sexual

harassment. She also emphasizes the importance of creating safe and supportive environments in schools

and communities where victims of verbal bullying by intimidation can feel comfortable reporting the

behavior to adults. Dr. Espelage provides practical strategies for educators and parents to intervene and

prevent verbal bullying by intimidation, including teaching children assertiveness skills and encouraging

bystanders to speak up when they witness bullying.

According to Dr. Sameer Hinduja, a professor of criminology and criminal justice at Florida

Atlantic University, notes that verbal bullying can be just as harmful as physical bullying, and may even

have more severe consequences. He states that insults, name-calling, and other forms of verbal aggression

can cause significant emotional distress and lead to anxiety, depression, and other mental health issues.

Similarly, Dr. Jennifer L. Martin, a licensed psychologist, notes that verbal bullying by insulting can have
a lasting impact on a person's self-esteem and sense of self-worth. She emphasizes the importance of

taking verbal bullying seriously and addressing it promptly, as it can escalate and become more severe

over time. One author who has written extensively on the impact of bullying on self-body image is Dr.

Renee Engeln, a psychology professor at Northwestern University. In her book "Beauty Sick: How the

Cultural Obsession with Appearance Hurts Girls and Women," Dr. Engeln notes that verbal bullying can

have a significant impact on a person's self-body image, particularly for girls and women. Dr. Engeln

argues that verbal bullying sends a message that a person's worth is tied to their appearance, which can

lead to internalizing the negative messages and developing a negative self-image. This negative self-

image can lead to a range of issues, such as low self-esteem, disordered eating, and mental health

problems. Additionally, Dr. Engeln notes that verbal bullying can contribute to the development of body

shame, a pervasive sense of discomfort and self-consciousness about one's body. This can lead to

avoiding social situations, feeling isolated, and struggling with intimacy.

Related Studies

This chapter includes related literature and studies gathered by the researcher from the finish studies

and generalization and conclusion for the selected articles which relater to present study. This also

presents the synthesis of the state if the art, Gap bridged by the study, definition of terms.

According to the American Psychological Association (APA), verbal bullying is "the repeated use of

words to harm, humiliate, or intimidate someone." This can take the form of name-calling, insults,

teasing, taunting, or other forms of verbal aggression. Verbal bullying can be just as harmful as physical

bullying and can lead to serious emotional and psychological consequences for the victim.

According to author Barbara Coloroso, verbal bullying can take many forms, including name-calling,

teasing, taunting, insulting, belittling, and threatening. It can be direct, as when the bully speaks directly

to the victim, or indirect, as when the bully talks about the victim behind their back.
 Coloroso emphasizes that verbal bullying is a serious problem that can have long-lasting effects on

the victim's self-esteem, emotional well-being, and social interactions. It can also lead to physical

bullying, as the bully may become emboldened to escalate their behavior if they believe they can get

away with it

in the book "The Bully, the Bullied, and the Bystander" by Barbara Coloroso, the author describes verbal

bullying as a destructive behavior that can cause long-lasting emotional scars. She explains that name-

calling, taunting, and using hurtful words can make the victim feel ashamed, embarrassed, and powerless.

This, in turn, can lead to low self-esteem, depression, anxiety, and other mental health issues.

Furthermore, the author emphasizes that verbal bullying is not a harmless behavior and should not be

dismissed as "just teasing" or "kids being kids." Instead, she encourages parents, teachers, and other

adults to take verbal bullying seriously and to intervene to stop it.

According to Dr. Dan Olweus, a pioneer in bullying research, name-calling is a common form of verbal

bullying and can have serious consequences for the victim's mental health and wellbeing. In his book

"Bullying at School: What We Know and What We Can Do," Dr. Olweus notes that verbal bullying is

often the most difficult type of bullying to detect and prevent, as it is often done in secret or when adults

are not present. He also emphasizes the importance of addressing bullying in schools and communities

through a comprehensive and coordinated approach that involves parents, teachers, and other

stakeholders.

According to author and bullying expert Barbara Coloroso, teasing can be a form of aggression and

is often used by bullies to establish power and control over their target. In her book "The Bully, the

Bullied, and the Bystander," Coloroso notes that teasing can be particularly damaging to a victim's self-

esteem because it can make them feel isolated and humiliated in front of their peers. She emphasizes the

importance of creating a culture of respect and kindness in schools and communities, where teasing and

other forms of bullying are not tolerated. Coloroso also provides practical strategies for parents, teachers,

and other adults to help children who are victims of verbal bullying by teasing. According to author and
bullying expert Dr. Dorothy Espelage, verbal bullying by intimidation can be particularly harmful

because it can make the victim feel unsafe and powerless. In her book "Bullying Prevention and

Intervention: Realistic Strategies for Schools," Dr. Espelage notes that verbal bullying by intimidation can

take many forms, including threats of physical violence, name-calling, and sexual harassment. She also

emphasizes the importance of creating safe and supportive environments in schools and communities

where victims of verbal bullying by intimidation can feel comfortable reporting the behavior to adults. Dr.

Espelage provides practical strategies for educators and parents to intervene and prevent verbal bullying

by intimidation, including teaching children assertiveness skills and encouraging bystanders to speak up

when they witness bullying.

According to Dr. Sameer Hinduja, a professor of criminology and criminal justice at Florida Atlantic

University, notes that verbal bullying can be just as harmful as physical bullying, and may even have

more severe consequences. He states that insults, name-calling, and other forms of verbal aggression can

cause significant emotional distress and lead to anxiety, depression, and other mental health issues.

Similarly, Dr. Jennifer L. Martin, a licensed psychologist, notes that verbal bullying by insulting can have

a lasting impact on a person's self-esteem and sense of self-worth. She emphasizes the importance of

taking verbal bullying seriously and addressing it promptly, as it can escalate and become more severe

over time.

One author who has written extensively on the impact of bullying on self-body image is Dr. Renee

Engeln, a psychology professor at Northwestern University. In her book "Beauty Sick: How the Cultural

Obsession with Appearance Hurts Girls and Women," Dr. Engeln notes that verbal bullying can have a

significant impact on a person's self-body image, particularly for girls and women. Dr. Engeln argues that

verbal bullying sends a message that a person's worth is tied to their appearance, which can lead to

internalizing the negative messages and developing a negative self-image. This negative self-image can

lead to a range of issues, such as low self-esteem, disordered eating, and mental health problems.

Additionally, Dr. Engeln notes that verbal bullying can contribute to the development of body shame, a
pervasive sense of discomfort and self-consciousness about one's body. This can lead to avoiding social

situations, feeling isolated, and struggling with intimacy.

Synthesis

The effects of verbal bullying on self-image can be long-lasting. Students who have experienced

verbal bullying may continue to struggle with self-esteem issues into adulthood, which can impact their

relationships, career success, and overall quality of life. Verbal bullying can also lead to other negative

outcomes, such as academic difficulties, social isolation, and mental health problems. Students who are

bullied may feel anxious, depressed, or hopeless, and may even consider suicide. To prevent the negative

effects of verbal bullying on students’ self- image, it is important for schools and communities to take

proactive steps. This can include implementing educational programs, developing clear policies and

procedures for dealing with bullying, fostering a positive and respectful culture and providing support and

resources for students who have been bullied. By addressing verbal bullying early and effectively, we can

help students to develop a positive self- image and achieve their full potential.

Gap bridge by the study

This study utilized by the researcher in this study dealt more on the bullying that happened to the

Senior High School Students of Anislag National High School.

It focuses on whether the bullying affect to the students body image. There are also studies used by the

researchers to gain additional information and valuable insights about the effect of verbal bullying on the

self body image of the student however, these previous works of researchers did not determine and

include the bullying happened inside the Anislag National High School and some student that being

bullied are not open to talk about what happened on them. This was the gap that this study bridged.
Conceptual Framework

This conceptual framework posits that verbal bullying can affect body image, and that the

relationship is mediated by self-esteem and moderated by social support and gender. Understanding these

variables and their relationships can help to develop effective interventions to prevent or reduce the

negative impact of verbal bullying on body image. conceptual framework for the variables related to the

effect of verbal bullying on body image:

Verbal bullying refers to the use of words, such as insults, teasing, name-calling, threats, and

sarcasm, to intimidate, hurt, or humiliate someone. Verbal bullying is the independent variable because it

is the variable that is manipulated or controlled in the study.

Body image refers to an individual's perception of their physical appearance, including their

feelings and attitudes towards their body. Body image is the dependent variable because it is the variable

that is being measured and affected by the independent variable.

Self-esteem refers to an individual's overall evaluation of their worth and value as a person. Self-

esteem can mediate the relationship between verbal bullying and body image, as negative verbal

messages can affect self-esteem, which in turn affects body image.

Social support refers to the help, assistance, or emotional support provided by friends, family, or

other social networks. Social support can moderate the relationship between verbal bullying and body

image, as social support can buffer the negative impact of verbal bullying on body image by providing a

positive source of support and validation.

Conceptual Paradigm

Figure 1

INPUT PROCESS OUTPUT

Problem By Gathering andWays to prevent

associated demographic conducting bullying
a surveyand identify a
profile of the questionnaire at of
number thefactors of bullying
respondents Senior High Student of
General Academic
Strands
Theoretical Framework

This study will be conceptualized along the following theories: Social Comparison Theory by

Leon Festinger (1954) and Objectification Theory by Barbara Fredrickson and Tomi-ann Roberts.

Comparisons with others. When individuals are exposed to bullying, they may compare

themselves to the bully or others who are perceived as having a desirable body type, and Social

Comparison Theory —proposes that people evaluate themselves based on this can result in negative body

image. Verbal bullying can also influence how an individual perceives their own body, making them

more likely to focus on their flaws rather than their positive attributes.

Fredrickson and Roberts identified self-objectification as the first psychological consequence to emerge

among girls and women as a result of living in a sexually objectifying cultural milieu.Self-objectification

is defined as the adoption of a third-person perspective on the self as opposed to a first-person perspective

such that girls and women come to place greater value on how they look to others rather than on how they

feel or what they can do

Objectification Theory was first proposed in 1997 by Barbara Fredrickson and Tomi-Ann Roberts. Their

theory posits that women are socialized to internalize objectification and treat themselves as objects.5

This is referred to as self-objectification, and it has a detrimental impact on women’s mental health.6

Fredrickson and Roberts determined two routes in which women arrive at these serious mental health

problems.

In conclusion, the theoretical frameworks of Social Comparison Theory and self-Objectification Theory

can help us understand how verbal bullying can impact an individual's body image. By understanding the

underlying mechanisms involved, we can develop interventions to prevent or reduce the negative impact

of verbal bullying on body image.

Theoretical Paradigm

Figure 2

Social
Self-objectification
Comparison
theory
Theory

THE IMPACT OF
BULLYING ON
STUDENT BODY
IMAGE

Objectification
theory
 CHAPTER III

METHODOLOGY RELATED LITERATURE AND STUDIES

This chapter describes how the researcher conducted the study to seek answers about the impacts

of bullying in students body image of G12 GAS from: Anislag National High School. It shows how the

data was gathered, processed, emerge and interpreted to address the issues concern in the previous

chapter. This chapter consists of research design, research instruments, research settings, respondents,

participant recruitment, and data collection.

Research Design

In this chapter, the researcher will indicate the ways, strategy and process that will be use to

finish the study. The vision of this is to provide answers to the questions. It will be presented with a

description of the procedures used for data collection, process, results and analysis.

Source of Data

The sources of data are the primary and the secondary sources. The primary sources are the data
information gathered from conducting s resesrch and questionnaire. And the secondary sources are the
internet and books.

Respondent

The respondents of this in-depth study are the random Grade 12 students of Anislag National
High School.
Research Instrument

The interview for this study will be done at Anislag National High School with the presence of

Grade 12 students. The face-to-face interview, online interview, and interview questionnaire will be done

with the 25 students as respondents to answer the question.

Data gathering procedure

The researcher made a letter for the distributions of checklist and noted by the practical teacher,

Mrs. Gretchen Nocos, and signed by Dr. Tito Aycardo Jr. assistant secondary school principal. This letter

together with the checklist made by the researcher was distributed by the respective respondents. Before

the actual data gathering the researcher will ask permission from the subject teacher if they conducted a

survey to the student. After the permission granted, the researcher will have conducted a survey with

might last for 1 to 2 hours. After collecting data will procede the analysis of gathered data.

Statistical Tools

The researcher will use specific statistical tools to identify and analysing the data that will

be gathered.

Percentage will be utilized as the main tool for the analysis. This is use to identify the

specific percentage of the respondent who answered specific items among that oak number of

respondents. Formula in solving the percentage was:

The Formula is:

P= ---------------x100

Wherein:

P= percentage

F= Frequency

n=number of total respondents

100= constant
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