Bullying Among Senior High School Student of DWCV

A Qualitative Research Paper

Presented to:
Fr.Edsel Demillo,SVD

Authors:
Leader:Alegre,Cheska Isabel R.
Members:Calub,Reasell Cindy,
Raganit,Jane Ashley,
Montero,Marc Cedrick
 CHAPTER I

STATEMENT OF THE PROBLEM

Physical bullying is a phenomenon that involves all students, including the person who is being
harassed, the suspects or the witnesses. Bullying can involve verbal, physical attacks, treats,
jokes or language, insult and critique, offensive actions and facial expressions. Both of these
mechanisms work either separately or jointly to add to the risk of abuse of students. It is widely
known that it is impossible to remove or avoid abuse in schools because it is used by pupils.
Bullying at school has a number of effects, including academic performance. The study
challenge is therefore to assess the effect of school harassment on the academic performance of
students from a teacher's point of view.

THEORETICAL FRAMEWORK

This study will use social cognitive theory for the theoretical framework. Moreover, Bandura theory
reconciled with behavior theories, which recommended that all behaviors are a learning process, and
that children are like a sponge that perpetually imitate what they see or what they are flashed to,
bringing into account psychological influences such as attention and memory, in which represents the
reciprocal causation. (Cherry, 2019). That proposes a research question of how social learning theory
has a consequence on human behavior in vague, and in particular towards bullying circumstances,
that he follows whether from perceiving the act in regular life activities or the media, including
theatres, movies, series and social media practices. Complying the behavior as their childhood and
the values of their choice and retention on their life. Respectively on brutality and bullying practices
through personal and interpersonal communication in a more painstaking expression handle
aggressive behavior, and even cyber offending through social networks. (Miller, 2014) That
motivates us to look farther on the social media technologies and how it has changed the way the
social communications occurred and the social capital have been performed within our world as by
enhancing and improving the cognitive processes of attention, memory, and motivation, social media
presents principles for enhancing learning in a social context.

PURPOSE STATEMENT

The purpose of this study aims to determine the bullying experience and coping strategy
of the of Senior High School students in Divine Word College of Vigan.
SIGNIFICANCE OF THIS STUDY
Student. To become aware or understand the effect of bullying to themselves and also their
classmate.
RESEARCH QUESTION:
1. What are the bullying experiences of Senior High School students?
2. What is the coping mechanism of students experienced bullying?
SCOPE AND DELIMITATION

This qualitative research aims to determine the bullying experiences and how students
cope with the bullying experiences. This research will use phenomenology research design to
gather data. Participants will be limited to the grade 11 and 12 students of Divine Word College
of Vigan. Participants of this study is limited to 6 only once the purpose of this study is achieved.
Purposive sampling method will be use to select the participants of the study. This study will use
semi-structured interview to gather the experiences. The construct open-ended questionnaire is
limited to five (5) questions only. The data gathered will be analyzed and interpreted using
thematic analysis.
Operational Definition of Terms
Bullying. this term refers to the unwanted experiences of students in school.
Coping mechanism. an adaptation to environmental stress that is based on conscious or unconscious
choice and that enhances control over behavior or gives psychological comfort.
 CHAPTER II
REVIEW OF RELATED LITERATURE

Few studies have examined the impacts of past, current, and chronic physical bullying and
cyberbullying on youth, especially in rural settings. This study augments this scant literature by
exploring the school experiences, social support, and mental health outcomes for rural, middle
school youth. The participants for this 2-year longitudinal study were 3,127 youth from 28
middle schools. Participants were classified as nonvictims, past victims (i.e., victimized during
Year 1 but not Year 2), current victims (i.e., victimized during Year 2 but not Year 1), and
chronic victims (i.e., victimized during both Year 1 and Year 2). Findings illustrated that chronic
victimization resulted in the lowest levels of school satisfaction, social support, future optimism,
and self-esteem. Chronic victims also reported the highest levels of school hassles, perceived
discrimination, peer rejection, anxiety, depression, and externalizing behaviors. In terms of
episodic victimization, current year victimization was associated with worse outcomes than past
year victimization. Implications and limitations were discussed.

BULLYING AND SELF-ESTEEM

Self-esteem is the negative or positive attitude that individuals have of themselves (Rosenberg
1979). The Rosenberg Self-Esteem Scale (RSES; Rosenberg 1979), the most frequently used
measure of self-esteem, largely captures people’s overall feelings of acceptance and respect
(Rosenberg et al. 1995). The study of self-esteem has persisted for at least 40 years because
many are convinced that high self-esteem produces salutary outcomes and low self-esteem is at
the root of personal and social problems. While researchers provide a dim portrait of people with
low self-esteem (Baumeister 1993; Leary and MacDonald 2003; Rosenberg and Owens 2001),
the positive outcomes associated with high self-esteem should not be overstated; it may have a
dark side as evidenced in aggressive tendencies (Baumeister, Smart, and Boden 1996) and
narcissism (Campbell, Rudich, and Sedikides 2002). Although high self-esteem may not always
be beneficial, evidence that individuals hold themselves in high esteem across the globe may be
an instance of a more general tendency to maintain and enhance positive information about who
one is, relative to negative information (Sedikides, Gaertner, and Vevea 2005).
BULLYING AND SELF HARM
School bullying victimisation is associated with poor mental health and self harm. However,
little is known about the lifestyle factors and negative life events associated with victimisation,
or the factors associated with self harm among boys who experience bullying. The objectives of
the study were to examine the prevalence of bullying in Irish adolescent boys, the association
between bullying and a broad range of risk factors among boys, and factors associated with self
harm among bullied boys and their non-bullied peers. Analyses were based on the data of the
Irish centre of the Child and Adolescent Self Harm in Europe (CASE) study (boys n = 1870).
Information was obtained on demographic factors, school bullying, deliberate self harm and
psychological and lifestyle factors including negative life events. In total 363 boys (19.4%)
reported having been a victim of school bullying at some point in their lives. The odds ratio of
lifetime self harm was four times higher for boys who had been bullied than those without this
experience. The factors that remained in the multivariate logistic regression model for lifetime
history of bullying victimisation among boys were serious physical abuse and self esteem.
Factors associated with self harm among bullied boys included psychological factors, problems
with schoolwork, worries about sexual orientation and physical abuse, while family support was
protective against self harm. Our findings highlight the mental health problems associated with
victimisation, underlining the importance of anti-bullying policies in schools. Factors associated
with self harm among boys who have been bullied should be taken into account in the
identification of boys at risk of self harm.

BULLYING AND DEPRESSION

The main objective was to analyse whether involvement in bullying at school predicts
depression, and whether depression predicts involvement in bullying in middle adolescence. A
total of 2,070 15-year-old girls and boys in two Finnish cities were surveyed at ninth grade (age
15) at schools, and followed up 2 years later in the Adolescent Mental Health Cohort Study
(AMHC). Depression was measured by a Finnish modification of the 13-item short Beck
Depression Inventory. Involvement in bullying was elicited by three questions focusing on being
a bully, being a victim to bullying, and being left alone by peers against one’s wishes. Similar
questions were posed at both time points. Statistical analyses were carried out using cross-
tabulations with chi-square/Fisher’s Exact Test statistics, and logistic regression. The results
summarized that, both being a victim to bullying and being a bully predicted later depression
among boys. Among girls, depression at T1 predicted victimisation at T2. Depression at T1
predicted experience of being left alone at T2 among both sexes. It was concluded that
victimisation to bullying may be a traumatising event that results in depression. However,
depression also predicts experience of victimisation and of being left alone against one’s wishes.
Depression may impair an adolescent’s social skills and self-esteem so that the adolescent
becomes victimised by peers. However, depression may also distort and adolescent’s experiences
of social interactions.
The conclusions are as follows. First, the average frequency of verbal bullying is the highest,
relational bullying is in the middle level, and physical bullying is the lowest. Second, boys are
more likely to suffer school bullying weighted more in verbal and physical bullying. Third, those
who are single-parent, migrant, left behind and rural origin are more vulnerable to various types
of bullying. Interestingly, students from single-parent families are more likely to suffer relational
bullying, while migrant and rural children are more likely to get verbal bullying. Fourth, the level
of self-esteem has a U-shaped relationship with the frequencies of all kinds of school bullying,
and it is more significant and clear in the relational bullying. Fifth, interpersonal relationship,
including parent-child, peerpeer, and teacher-student relationship can affect the school bullying
significantly, and the peer relationship has a bigger effect on the relational bullying for urban
students compared with rural ones. Therefore, parents, teachers and schools should pay more
attention to and even interfere with the potentially bullied students to prevent and control school
bullying.
 CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology used in the study. The methodology presents the research
design, locale and participants of the study, data collection instrument and data analysis flow
data and ethical of considerations.
RESEARCH DESIGN
This study uses qualitative method using phenomenological research design. The
approach investigates the everyday experiences of human beings while suspending the
researchers’ preconceived assumptions about the phenomenon. In other words,
phenomenological research studies lived experiences to gain deeper insights into how people
understand those experiences. Researchers using phenomenological research design assume that
people use a universal structure or essence to make sense of their experience. They interpret the
participants’ feelings, perceptions, and beliefs to clarify the essence of the phenomenon under
investigation.

LOCALE OF THE STUDY

This study will be conducted in Divine Word College of Vigan. a private, Catholic, co-

educational institution of higher learning run by the Philippine Northern Province of the Society of the
Divine Word in Vigan, Ilocos Sur, Philippines. Divine Word College of Vigan is located at Burgos
St., Barangay II, Vigan City, Ilocos Sur.

POPULATION OF THIS STUDY

The participants of this research are the students who experience bullying in school.
There will be six (6) participants from grade 11 and 12 both male and female. They will be
selected through purposive sampling method.
DATA COLLECTION INSTRUMENT
The researchers will construct an open- ended questionnaire to gather information on the
experiences of students in bullying and how they cope with their experiences. There will be five
(5) research questions to be asked for the participant to gather their experiences in bullying. The
researchers will interview each participant through semi-structured interview. Before the
conduction of interview, the researchers will write an informed consent letter to ask permission
for the participants to be part of the study. Participants are not force to participate in the study.
after the interview, the researcher will transcribe the responses and removing the fillers. data will
be analyze using thematic analysis.
DATA ANALYSIS FLOW
The researches will transcribe the interview session and analyzed their answers and
remove fillers then putting codes for each participants. Responses will be coded to come up with
themes. coding in essential themes and thematic themes from the data. From the coded
keywords,the researches then arrange the codes appearing into essential themes and thematic
themes.
ETHICAL CONSIDERATIONS
Before gathering the data, this study will follow certain ethical guidelines. Participants will be
given an informed consent letter and researchers will explain the study. Participant may ask questions and
verification regarding the study. It will be explained that their participation is voluntary. Refusal and
withdrawal during the course of this study will be allowed.
The identity of the participants will remain confidential. The researchers will not reveal their names in the
data collection. Privacy and confidentially of the interview will be manage carefully. Each participant will
be interviewed individually and interview area will be in safe and confidential.
In transcribing data, the researchers will go to a private room. Name identity of the participant will be
removed during the transcription. In presenting the study, participants will be given a code name to
protect their identity. Any documents and data gathered in this research will be disposed properly.
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