A REVIEW ON PHENOMENOLOGICAL STUDY ON FILIPINO STUDENTS’

EXPERIENCES OF BULLYING IN STATE UNIVERSITIES AND COLLEGES by

Connie C. Aunario and Julius G. Garcia

APPLE JEAN P. DAG-UMAN

MS-MATHED

Discussion of Analysis
Bullying has been a global issue, posing concern not only to primary
and secondary schools but also to tertiary schools, specifically state-owned,
where its forms may differ, and goals might shift. This study aimed to
understand bullying through the lived experiences of three students who
became bully-targets in state universities and colleges (SUCs) using a socio-
ecological perspective. A semi-structured interview was utilized to probe
their experiences and understand bullying. Through a qualitative approach
using Interpretative Phenomenological Analysis (IPA), the study further
explored how their bullying experiences were enabled or constrained by
socio-ecological factors. Five super-ordinate themes with associated
subordinate themes were identified: the dynamics of the bully-target
experience; the consequences of being a bully-target; coping mechanism
against bullying; seeking an explanation for being a bully-target; and factors
that affect the bullying experience. The experiences of the participants
revealed that a culture of bullying within the school context is created by the
interactions of peer relationship, structures of adult authority and school
systems. Hence, effective bullying interventions must involve students,
families, teachers and school administrators to create impact against
bullying.

The research design that the author used is the phenomenological

study. A qualitative approach using Interpretative Phenomenological
Analysis (IPA) was used for this study considering bullying as both a
personal and social experience subjected to different interpretations and
meanings shaped by socio-ecological factors. Bullying experiences were
explored using semi-structured interview, the most common form of data
collection in IPA studies, probing on the forms of bullying, coping
strategies and the meanings attached to their experience.

This study aimed to understand bullying through the lived experiences

of SUC students who were bully-targets. It sought to explore their
perceptions of bullying and the meanings they ascribed to these experiences.
It also attempted to determine how the bullying process is enabled or
constrained by certain socio-ecological factors.

Insights

As a teacher, I should also educate everyone, not just children, the

dangers of the online community. Of course, bullying is also prevalent offline,
but it's easier to hurt others when you're completely anonymous.
Even with all these things, bullying will never be stopped. It's going to be
difficult to get our voices heard all around the world. Bullying can also be
done unintentionally, which can still greatly affect the lives of many people.
Also, we can create a place that’s safe and supportive. This means teaching
students to welcome and include everyone. This also involves monitoring
traditional bullying hot spots and encouraging students to open up about
incidents of bullying so they can be addressed by you, and other staff
members, immediately before it’s too late.

Direction for Future Studies

Given these limitations, it is recommended for future research to

utilize other data gathering methods that could be used to triangulate
results. Likewise, considering bullying as a social experience, a study
that focuses on other actors, such as the bully, bystander, parents,
teachers and school administrators could provide more texture and
nuances in exploring bullying experiences.

References, Readings and Literature

The literature included in the research the study raises awareness on

the complexity of the bullying experience. Hence, it could aid in
developing interventions that address the complexity of the bullying
shaped by the interactions of various socio-ecological systems.
References

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Beyond High School: How Bullying Affects College Students." The Minaret. N.p., n.d.
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Brocki, J., & Wearden, A. (2006). A critical evaluation of the use of interpretative
phenomenological analysis (IPA) in health psychology. Psychology and Health, 21(1),
87–108.
Cassidy, T., & Taylor, L. (2005). Coping and Psychological Distress as a Function of the
Bully Victim Dichotomy in Older Children. Social Psychology of Education, 8(3), 249–
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Craig, W. M., & Pepler, D. J. (2007). Understanding bullying: From research to
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