Review of Related Literature

Since time immemorial, the case of bullying was rampant to almost

everywhere. One could have experienced being bullied or the one who bully

others. Farrington (1993) said: “Bullying is any negative action, which may be

physical or verbal, has hostile intent, is repeated overtime and involves a power

differential which could involve one or more perpetrators or recipients”

Bullying is usually triggered by difference in physical appearance

(Sweeting & West, 2011), elusive extroverted issues and inequality of access to

power. Presently, the occurrence of bullying is already dreadful more importantly

among elementary and high students. A recent study in Canada found out that

among five thousand (5,000) children who attend school, thirty-eight percent

(38%) said that they have already experienced bullying more than twice in their

school life.

Peppler and Craig (1999) exemplified a number of bullying cases in school

such as “gossip spreading of rumors, saying nasty things to a person, hitting,

kicking, punching or exclusion.” Findings of the study also showed that one in

seven children is a victim of bullying. This leads to the child’s lack of self –esteem

and self-concept. Bullying is one of the main suspects in many reported suicidal

incidents. .

Olweus (1993) once said: “The background research plus several suicides

due to bullying led to a national intervention programme carried out in the mid-

80s, class and individual aged were encouraged to adopt anti-bullying measures
at the whole school, class and individual levels. The schools also experienced

decline in other anti social behaviours, and an increase in student’s satisfaction

with school life.”

In the study conducted by Smith and Shu (2000), it was revealed that from

the nineteen (19) schools, seventy percent (70%) of the school’s population have

been bullied at least “once or twice” in school.

In light of this dilemma, varied coping strategies were introduced to lessen

its occurrence. Lazarus (2006) said “ Coping is the ability to cope with the

stressors of life and it is essential in fostering psychological and emotional well-

being.” Recently, several studies have been conducted with the aim of deeper

understanding about its effectiveness in distressing the victims of bullying.

Hamper,et.al. (2009) identified three (3) ways of coping mechanisms

which could be employed by an individual namely: “Emotion-focused coping

which is associated with distressing emotions felt by the individual. Problem-

focused coping may be connected with the increased adaptive emotional

regulation and problem-solving skills. Lastly, adaptive coping strategies which

have been found effective to help mediate the b=negative effects of

victimization.”

In another study conducted by Tenebaum,et.al. (2011), it was revealed

that coping strategies may not be effective to all victims of bullying. It varies

depending on the capacity of an individual to divert his emotions and overcome

negative issues that he is facing. Moreover, implementing punishment among

bullies was found to be effective and helpful, thereby lessening the social and

emotional disturbances suffered by the victims (Skiba, 2006).

The existing literatures reported on the rampancy of bullying case in a

school. This urges the researchers to conduct the study to identify the coping

mechanism of children being bullied and to provide empirical basis for viable

school policies that will reduce the case of bullying.