CHAPTER 1

Background of the Study

Bullying is typically described as persistently violent behavior when there is an

unequal distribution of strength and power between the two parties. Direct or overt bullying

conduct is also possible. Numerous nations have recorded and examined bullying cases.

Bullying should be seen as a sign of more severe aggressive conduct rather than a normal

aspect of childhood and adolescent development. It is also clear that bullying can contribute to

our environment of fear and intimidation in schools. Bullying is a widespread problem in our

schools and communities. The behavior encompasses physical aggression, threats, teasing,

and harassment. In any form, bullying is unacceptable anti-social behavior that can undermine

the quality of the school environment affect students' academic and social outcomes, cause

victims emotional and psychological trauma, and, in extreme cases, lead to serious violence

(Bernard and Girlie Inocencio, 2021). Bullying among adolescents is a pervasive issue with

profound social and psychological consequences. According to Rigby (2022) Bullying is a

globally complex issue. As harmful behavior, bullying is repeatedly reproduced. Bullying is the

persistent, deliberate, and repeated harming of a powerful individual or group. Differences

between bullies and their victims often trigger school bullying. There are numerous types of

bullying, including verbal bullying, physical bullying, emotional bullying, sexual bullying, social-

relationship bullying, and cyberbullying. Bullying can be committed by individuals or by

organized groups (Dardiri et al., 2015). The detrimental effects of bullying on victim’s mental

health, self-esteem, and overall well-being have spurred numerous anti-bullying initiatives.

The Anti-Bullying Act of 2013, also known as Republic Act No. 10627, is a significant

legal framework in the Philippines aimed at preventing and addressing acts of bullying in

schools. This law defines bullying as "any severe or repeated use by one or more students of a
written, verbal, or electronic expression, or a physical act or gesture, or any combination

thereof, directed at another student that has the effect of actually causing or placing the latter in

reasonable fear of physical or emotional harm or damage to his property" (Republic Act No.

10627). Under this law, schools are mandated to adopt and implement policies to address

bullying incidents. These policies include procedures for reporting, investigating, and responding

to such incidents. The said law empowers the Department of Education (DepEd) to formulate

implementing rules and regulations to ensure the effective execution of the Anti-Bullying Act of

2013.

During a Senate hearing on the implementation of the anti-bullying law, Senator

Sherwin Gatchalian, Chair of the Senate committee on basic education, expressed concern

over the prevalence of bullying in Philippine public schools, stating that "at least seven out of 10

students in Philippine public schools have suffered bullying, ranking the country first among 70

with the problem" (Gatchalian, 2023). Senator Gatchalian highlighted the worrisome persistence

of bullying, noting that it was expected to be addressed by Republic Act 10627, the Anti-Bullying

Act of 2013. Additionally, Gatchalian cited information from the World Health Organization

(WHO), stating that "40 percent or four out of 10 children aged 13 to 17 years old have suffered

bullying" (Gatchalian, 2023). Bernadette Madrid of the Child Protection Network Foundation

contributed to the discussion by referencing the National Baseline Survey on Violence Against

Children conducted in 2016. According to Madrid, the survey results indicated that physical

violence was at 66 percent, emotional violence at 58 percent, and sexual violence at 20 percent

(Madrid, 2023).

The study of bullying requires a multi-perspective dialogue and theoretical analysis to

understand bullying in schools comprehensively (Thornberg, 2015). One of the critical points of

view for addressing this issue is engagement on Anti-bullying campaign mainly focused on

school’s teen center. In the context of anti-bullying campaign in schools, it is necessary because
it increases the self-concept of students, improve school climate, and relationship within the

school. These points, that continuous effort by the school community to fully develop positive

character traits students will need to possess for successful adult life (Anthony, 2016).

Enhancing one's comprehension of bullying enables the identification of children

requiring assistance, whether they are victims or perpetrators. Through proactive measures, it is

possible to mitigate immediate and enduring adverse consequences. Students who experience

bullying may feel overwhelmed, depressed, or anxious. If your child or student is having trouble

at school or with friends as a result of bullying, a mental health professional, such as the teen

center, can help your child develop resilience and confidence. This will enable your child to be

more successful both socially and academically (Dorlen et al., 2013).

In the statement of Sen. Sonny Angara’s call to address bullying in schools he stated

that, “the Department of Education reiterates its commitment to promote a child-friendly, gender-

sensitive, safe, and motivating environment for all learners as it enforces zero tolerance on

cases of child abuse, violence, exploitation, discrimination, bullying, and other forms of abuse.”

(Angara, 2018). Its Child Protection Policy, issued through DepEd Order No. 40, s. 2012,

mandates all public and private elementary and secondary schools to create their own Child

Protection Committee (CPC) which ensures that cases and instances of abuse are closely

monitored and expeditiously investigated. In regarding in the increase of bullying cases in

schools, Per DepEd Order No. 14 s. 2020, it encourages secondary schools to establish

Functional Teen Center that helps address the current increase of bullying cases.

This research addresses the existing gaps in the literature by focusing on the

intersection of Teen Centers and anti-bullying efforts. "Stand Strong, Speak Out: Teen Center

engagement on Anti-Bullying Campaign" emphasizes how important teen centers are in

combating this issue. By exploring the strategies, resources, and educational programs

employed by Teen Centers, this study aims to shed light on the effectiveness of these initiatives
in empowering adolescents to stand strong against bullying. The findings of this study will not

only contribute to the academic discourse but also provide practical insights for Teen Centers,

educators, and policymakers striving to create safer environments for adolescents.

Theoretical Framework

This study is anchored on the following: (1) Social Cognitive Theory (Bandura, 1960):

1. Social Cognitive Theory (Albert Bandura, 1960) Social cognitive theory emphasizes

the learning that occurs within a social context. In this view, people are active agents who can

both influence and are influenced by their environment.

The theory was founded most prominently by Albert Bandura, who is also known for his

work on observational learning, self-efficacy, and reciprocal determinism. One assumption of

social learning is that we learn new behaviors by observing the behavior of others and the

consequences of their behavior. If the behavior is rewarded (positive or negative reinforcement),

we are likely to imitate it; however, if the behavior is punished, imitation is less likely. For

example, in Bandura and Walters’ experiment, the children imitated more the aggressive

behavior of the model who was praised for being aggressive to the Bobo doll.

Social cognitive theory has been used to explain a wide range of human behavior,

ranging from positive to negative social behaviors such as aggression, substance abuse, and

mental health problems. . In the context of bullying, adolescents within Teen Centers observe

and learn positive behaviors, attitudes, and coping mechanisms to address bullying. The theory

suggests that by witnessing anti-bullying initiatives and engaging in supportive environments,

adolescents can develop the self-efficacy to stand against bullying and positively influence their

peers.

In the framework of Social Cognitive Theory by Albert Bandura the variables related to

the Teen Center Resources and Anti-Bullying Campaign Team align with key concepts of

observational learning and self-efficacy. The Teen Center Facilities, housing educational and

anti-bullying awareness materials, serve as environmental determinants influencing behavior.

Bandura's theory emphasizes that individuals learn through observation, and a well-equipped

teen center provides the necessary tools for students to witness and engage with anti-bullying

content.

Additionally, understanding student demographics, such as sex, age, and grade level,

reflects Bandura's recognition of personal factors shaping behavior. Different age groups may

respond uniquely to anti-bullying initiatives, emphasizing the need for tailored approaches.

Furthermore, the involvement of Ambassadors/Ambassadresses in the Anti-Bullying Campaign

Team directly connects to Bandura's concept of role models. Their active support and

collaboration act as powerful influencers, facilitating observational learning among students.

Bandura highlights the importance of positive role models in the process of learning and

behavior adoption. Therefore, the Teen Center's emphasis on ambassador support aligns with

Social Cognitive Theory by providing students with influential figures to model, contributing to

the effectiveness of anti-bullying initiatives.

In the framework of Social Cognitive Theory, the identified variables align cohesively

with key principles of observational learning and environmental determinants. The dependent

variable, gauging the effectiveness of the anti-bullying campaign through changes in bullying

incidence, improvements in school climate, and heightened student empowerment, reflects

Bandura's notion that behavioral outcomes are shaped through observation and imitation. The

independent variable, representing Teen Center engagement in the campaign, resonates with

the theory's emphasis on environmental factors influencing behavior. By manipulating the

strategies, resources, and educational programs implemented by Teen Centers, researchers

can observe the impact on the dependent variable, illustrating how environmental determinants

contribute to the learning and adoption of anti-bullying behaviors as proposed by Social

Cognitive Theory.
Conceptual Framework

Conceptual Framework
INPUT PROCESS OUTPUT

Teen Center Resources Teen Center’s Anti- Teen Center’s Anti-

Bullying Campaign Bullying Impact and
 Teen Center Facilities Platforms: Awareness
that includes
educational and anti-  Drop your baggage  Increasing student’s
bullying awareness into a box awareness towards
materials.  Peer Session every fostering empathy for
 Teen center cater the Friday effective anti-bullying
following: Students  Anti-Bullying initiatives.
demographic profile Campaign via
in terms of (1) sex, (2) Facebook Page
Age, and (3) Grade  Anti-Bullying Posters
Level.
 Student’s perception Students Engagement
of the implementation
of teen-center for  Surveys and
anti-bullying Feedbacks towards
awareness. the campaign

Teen Center Anti-Bullying

Campaign Team

 Ambassador/
Ambassadress active
support and
collaboration.

Figure 1. Input-Process-Output (IPO) Diagram

As shown in the Figure 1. Input-Process-Output (IPO) Diagram it illustrates the

inputs (resources and team), processes (implemented strategies), and expected outputs

(measured impact and effective strategies) of the Teen Center's Anti-Bullying

Campaign. It is that the variables for the input has a direct relationship to the expected

output of the study, which means that the Teen Center resources can increase student’s

awareness for effective anti-bullying initiatives. The input section specifies the resources

and team involved in the campaign, including the Teen Center Facilities with

educational and anti-bullying awareness materials and the Anti-Bullying Campaign

Team consisting of Ambassadors or Ambassadresses actively supporting the cause.

The Anti-Bullying Campaign employs various strategies across multiple platforms

to address and combat bullying within the school community. One key component

involves the implementation of the "Drop Your Baggage" activity. In the preparation

phase, students are introduced to the activity, emphasizing its purpose and the

importance of confidentiality. A designated box is set up in the Teen Center with slips of

paper and writing materials. Anti-Bullying Ambassadors, individuals trained to handle

bullying issues, are involved in the process. Students are instructed to write down their

struggles, experiences of bullying, or personal challenges on a piece of paper and drop

them anonymously into the designated box over a specified period. Ambassadors

review the messages periodically and respond with positive and supportive messages,

offering encouragement, empathy, advice, or resources.

Another integral part of the campaign is the Peer Session held every Friday. The

purpose and guidelines of the sessions are established, emphasizing the creation of a

safe space for students to discuss bullying experiences. Promotion of the sessions is

done through various channels, and the Teen Center is prepared with appropriate

seating arrangements. The sessions follow a structured format, starting with icebreakers

and encouraging voluntary sharing of bullying experiences. Anti-bullying ambassadors

practice active listening and provide advice, fostering open dialogue among participants.

The sessions aim to create a respectful and supportive environment, concluding on a

positive note with encouragement and reminders of available resources.

Additionally, the Anti-Bullying Campaign extends to social media through a

dedicated Facebook Page. The campaign involves creating engaging and informative

content related to anti-bullying initiatives, including educational posts, testimonials,

infographics, and interactive elements. A consistent posting schedule is maintained, and

engagement is encouraged through audience interaction. The campaign's impact is

regularly monitored through metrics such as likes, comments, and shares, with

evaluation and follow-up to improve future initiatives.

Lastly, the campaign incorporates Anti-Bullying Posters, visually appealing and

clear in messaging. The posters are designed with catchy taglines and phrases,

incorporating positive and empowering language. They highlight support and resources,

providing contact information and inviting students to seek assistance at the Teen

Center. Together, these components form a comprehensive and multi-faceted approach

to address bullying within the school community.

The output section signifies a focused effort to heighten students' awareness of

bullying issues and cultivate empathy as a pivotal element in effective anti-bullying

initiatives. By actively increasing awareness, the Teen Center aims to educate students

about the nature and consequences of bullying, fostering a well-informed community.

The emphasis on "fostering empathy" underscores the importance of building a culture

where understanding and compassion prevail, contributing to more impactful anti-

bullying measures. In essence, the Teen Center's approach extends beyond reactive
measures, seeking to instill a collective sense of empathy and awareness that can

positively shape the school's social dynamics and prevent bullying through a shared

commitment to a supportive environment.

Statement of the Problem

The research study aims to know the implementation of Stand Strong, Speak Out

project can increase the student’s awareness of anti-bullying through the Teen-Center.

Research Question

1. What is the student’s demographic profile in terms of following:

a) Sex

b) Age

c) Grade Level

2. What is the influence of student’s participation in the Teen Center program on

their awareness of anti-bullying initiatives and activities?

3. Is there a significant difference of the student’s demographic profile towards their

influence on their participation in the implementation of Teen Center program on

their awareness of anti-bullying?

4. How do you perceive the effectiveness of current anti-bullying programs in

fostering a safe and inclusive school environment?

Null Hypothesis

Based on the problem above, the null hypothesis was evaluated using the

hypothesis at the 0.05 level of significance.

Ho: There is no significant difference of the student’s demographic profile towards their

influence in the participation in the implementation of Teen Center program on their

awareness of anti-bullying.

Significance of the Study

Students:

This study holds significant implications for students, aiming to empower them

with awareness and knowledge to combat bullying. By exploring the strategies and

programs implemented by Teen Centers, students can gain a deeper awareness of

bullying issues and develop the skills to stand strong against such behavior.

Furthermore, the focus on anti-bullying campaigns within schools, particularly through

Teen Centers, has the potential to enhance the overall school climate, creating a safer

and more supportive environment for students to thrive.

Teachers:

Teachers, as key figures in the school environment, can benefit from the insights

provided by this study. Understanding how Teen Centers contribute to improving school

climate may inspire educators to implement similar strategies within their classrooms.
The study also offers opportunities for professional development, allowing teachers to

learn from successful anti-bullying initiatives and incorporate effective strategies into

their teaching practices, ultimately fostering a positive and inclusive atmosphere in their

classrooms.

Parents:

This study will be helpful to parents since it offers insightful information about the

steps Teen Centers have taken to address bullying. Equipped with this knowledge,

parents can make better judgments about their child's welfare and possible participation

in anti-bullying initiatives. The study might also point to ways that parents can work with

Teen Centers and schools in order to promote a more comprehensive strategy for

dealing with the complicated problem of bullying.

School:

The study provides educational institutions with a perspective to strengthen their

anti-bullying policies. By examining the strategies and programs adopted by Teen

Centers, schools can obtain practical insights to develop a more impactful and thorough

approach in dealing with bullying on their campuses. Additionally, the research

furnishes practical guidance, supplying schools with actionable steps to execute

successful anti-bullying campaigns, thereby fostering a positive and conducive school

Future Researchers:

This study addresses a critical gap in the existing literature, focusing on the

intersection of Teen Centers and anti-bullying efforts. Future researchers can leverage

these findings as a basis for further studies, expanding the knowledge base and
exploring additional dimensions of the relationship between teen engagement and

effective anti-bullying campaigns. The study, therefore, serves as a stepping stone for

future research endeavors in the field.

Scope and Delimitation of the Study

This study deals with the Teen Center engagement on anti-bullying campaign

and how it significantly influences the student’s at Agusan National High School in the

School Year 2023-2024. This study focused on the bonafide Agusan National High

School students who’ve actively participated the Stand Strong, Speak Out project. The

study will be conducted starting January 2024 to May 2024. The study will not include

other anti-bullying efforts outside the teen center, focusing solely on the schools Teen

Centers engagement in anti-bullying efforts. While the study focuses on Teen Center

engagement, it may not comprehensively address other factors that could contribute to

or mitigate bullying, such as community involvement or socio-economic conditions.

Definition of Terms

Teen Center – Teen center signifies any space or building specifically built and used

with the aim of providing for the recreational, social, and developmental demands and

needs of teenagers. Teen centers are nothing but a home where teenager is able to

enjoy numberless activities and remain connected with his community as well.

Anti-Bullying – Anti-bullying refers to the collective efforts, strategies, and initiatives

aimed at preventing, addressing, and eliminating any form of aggressive behavior,

harassment, or intimidation targeted at individuals, promoting a culture of respect,

empathy, and inclusion in various social settings, particularly among youths and within

educational environments.

Bullying – Bullying is the repeated aggressive behavior, be it verbal, physical or even

psychological that are intentional both toward a person or group of persons and

characterized by an existing power imbalance with the victim and as such causes harm,

fear or distress among victims of bullies which may be in many settings such as home,

school, the workplace or even on online social platforms.

Empowerment – Typically refer to the specific conditions, agreements, or guidelines

established between parties involved in an empowerment process. These terms outline

the expectations, responsibilities, rights, and boundaries for both the facilitators and the

empowered individuals or groups. They may include provisions regarding access to

resources, support systems, training, and the scope of decision-making power granted

to foster autonomy and growth.

Anti-Bullying Campaign – The terms of an anti-bullying campaign are like a blueprint,

outlining the planned steps, strategies, and goals to tackle bullying by using education,

raising awareness, enforcing policies, and involving communities. These terms carefully

define who the campaign aims to reach, how resources will be used, and the desired

impact—ultimately aiming to create environments filled with understanding, respect, and

safety, countering and preventing bullying in different places.

Anti-Social – Anti-social typically describes behaviors or actions that demonstrate a

disregard for social norms, societal expectations, or the well-being of others. It refers to
behaviors that are disruptive, isolating, or contrary to accepted social conduct, often

causing discomfort, distress, or harm to individuals or communities.

Self-Efficacy – Self-efficacy revolves around a person's confidence in their ability to

handle tasks, reach goals, and face difficulties. It's rooted in how competent they feel in

particular areas, how they bounce back from setbacks, and their sense of mastery over

skills within those specific areas of life.

Adolescents – Adolescents refer to individuals typically between the ages of 10 to 19

years old, marking the transitional phase from childhood to adulthood. This

developmental stage is characterized by physical, cognitive, emotional, and social

changes, as young people navigate identity formation, seek independence, and

undergo significant growth and maturation.

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