EXPLORING WAYS IN DEALING WITH CYBER BULLYING

In Partial Fulfillment

of the Requirements for the Course

Practical Research II

Giva, Nathalie Therese M.

Dela Cruz, Ruzzell C.

Ellorda, Joseph Nej R.

Luche, Alliyah S.

Maragana, Michael John P.

Marilao, Shayana Marie

Morales, Princess Kyla U.

Potot, Amy Rose M.

Salva, Maria Cheneth D.

Villamor, Rey Jr. S.

March 20, 2023

 CHAPTER 1

INTRODUCTION

Background of the Study

Cyberbullying is characterized as a form of bullying that involves the use

of communication technologies. It is purposeful and repetitive, much like

traditional bullying. Researchers disagree that a power imbalance is a crucial

element, unlike in conventional bullying (Kris Varjas, 2010).

According to Jasmaine Talley et al. (2010), upon identification of the

conduct's distinctive traits, the offenders and targets of the activity are

separated from the physical and social indicators of a cyberbullying encounter,

and adults may feel less empowered to intervene as a result of the influence of

technology. There are three instances of cyberbullying, including sending

obnoxious emails and SMS.

The causes of cyberbullying are being studied by researchers.

Anonymity and the disinhibition effect are two prevalent causes that are related

to one another. According to Mason, the distance created by electronic

communication causes anonymity to breed disinhibition, which makes it easier

for potential bullies to lose or significantly lower their normal self-control.

As a result, anonymity can shield teenagers from the repercussions of

their online behavior. Teenagers may act and speak in ways they would never

do in person because they feel liberated to do so.

 Cyberbullies were said to be emotionally and physically cut off from their

victims, so they were unable to feel the effects of their behavior, according to

Raskaukas and Stoltz.

Furthermore, racism, homophobia, and vengeance are other driving

forces. Teenagers claimed that the reason they engaged in cyberbullying was

that they found joy or gratification in hurting their victims. While some cyberbully

perpetrators claimed they victimized targets so they could feel better about

themselves, others claimed that they cyberbullied because they felt their victims

had provoked them and they wanted to get even (Hayley Cults and Joel

Meyers, 2010).

Also, some cyberbullies may harass their victims out of dislike for the

individual or jealousy for them. Teenagers may also bully individuals online just

"for fun," which is a different motivation than doing so for selfish reasons

because they may not care if their victims suffer any harm when acting this way

(Leandra Parris, 2010).

Moreover, cyberbullying is a growing phenomenon in our nation and is

direct result of increased access to and use of technology tools and

applications. These tools and applications include the internet, cell phones,

instant messaging (IM), e-mail, text messaging (Short Service or SMS and

Multimedia Message Service or MMS), and social networking sites (Feinberg

and Robey, 2008).

Traditionally, bullying has taken several different face-to-face forms. As a

result of increased awareness and new technology, bullying can now be one or

more, which can be in the form of physical threats or behaviors, including

assault, or indirect and subtle forms of aggression, including verbal actions

(Smith, Mahdavi, et. al., 2008).

Cyberbullying is not necessarily a new type of bullying in terms of

behaviors, but instead, is a new platform that exudes similar behaviors.

Cyberbullying involves non-physical bullying and harassing behaviors such as

“sending or posting harmful or cruel text or images using the internet or other

digital communication devices, such as cell phones (Feinberg and Robey,

2008). Additionally, the digital communication devices used by cyberbullies not

only provide a means to harass and threaten victims, but often amplifies the

behaviors (Feinberg and Robey, 2008).

Bullying has evolved into a new form and identity as it enters a new

dimensions where the increase of student access to electronic communication

correlates with an increase in the number of cyberbullying incidents.

The rate of cyberbullying among secondary school students is

increasing. Evidence exists indicating that cyberbullying is a significant problem

and deserves serious and immediate attention (Hinduja and Patchin, 2009).

One of the major factors to consider is the effect of cyberbullying. Not

only does cyberbullying affect victims and perpetrators, but also school policy

development, state and federal legislation (Juvonen and Gross, 2008).

In addition, cyberbullying victims have been found to experience lower

self-esteem, higher rates of depression and feelings of anger, lower academic

performance, lower attendance, and higher probabilities to commit acts of

school violence and/or suicide.

Cyberbullying victims also empty a variety of coping strategies to deal

with their tormentors. Parris, Varjas, Meyers and Cutts (2011) distinguish
between reactive coping strategies that include avoiding, accepting, justifying,

and seeking social support, and preventive strategies that include talking in

person to prevent misunderstanding and increasing one’s technical security and

awareness.

Other researchers have identified similar strategies, including confiding

in friends and teachers, staying offline, not using websites/software used by the

bully, and blocking the bully (Dehue, Bolman, and Vollink, 2008; Price and

Dalgliesh, 2010; Sleglova and Cerna, 2011).

It is important to note that there is no one-size-fits-all approach to coping

with cyberbullying, and different strategies may work better for different

individuals. Victims should choose coping strategies that work best for them

and seek support from trusted individuals or professionals when needed.

As we all know that today's society is starting to have problems as a

result of how quickly technology is destroying the earth. Technology

undoubtedly offers many advantages, but it also has disadvantages. That is the

source of cyberbullying. Cyberbullying, to put it simply, is the intentional abuse

of information technology to harass or hurt others.

Consequently, there are many different types of cyberbullying. It's not

necessary to hack someone's accounts or pretend to be someone else.

Moreover, it involves making negative comments about someone or spreading

false information about them. It is quite simple for anyone to abuse this access

because everyone is logged onto social media.

 Bullying affects many individuals today, and those who are bullied often

lose their self-confidence, feel intimidated, or experience trauma as a result of

the bullies' careless behavior.

As we live in a world that is full of unjust judgment or treatment, we

should learn to develop the ability to live alongside others as well as on our

own. There are times when our interactions with others are not always pleasant

and courteous. Sometimes rejection and discrimination go hand in hand. A

major aspect of ensuring that we live in a democratic society is our ability to be

sensitive to the feelings and circumstances of others.

Theoretical/ Conceptual Framework

This study follows the framework of a survey that flows from the

illustration below.

Based on the finding of this study, an adaptation of Lazarus and

Folkman’s (1984) transactional mode was created to illustrate the stages of

appraisal and coping strategies specifically for cyberbullying (Figure 1). In

addition to the problem-focused and emotion-focused categories described by

Lazarus and Folkman, the figure identify strategies that may be considered

approach or avoidant.

Figure 1 demonstrates the appraisal and coping strategies that may be

used in reaction to cyberbullying. Following an electronic communication,

student appraisal is used to determine whether there was a threat (i.e.,

cyberbullying). If a cyberbullying threat is found, the student then asses

potential responses. Based on their belief about whether they have resources

to address cyberbullying. The student would then choose one of four coping

strategies (i., acceptance, avoidance, justification, or seeking social support). It

also illustrates a similar process of choosing a preventative coping strategy by

reducing the likelihood of future cyberbullying. As students become aware of

cyberbullying, primary appraisal assesses the need to prevent potential future

threats. Secondary appraisal is used to determine resources the student can

use to prevent cyberbullying. If the students concludes nothing can be done,

they adopt the belief that there is no way to prevent cyberbullying. Otherwise,

they could seek to increase security and awareness or to talk in person.

The adaptation of Lazarus and Folkman’s (1984) model presented in

Figure 1 can be used to inform a comprehensive model of coping with

cyberbullying, as well as provide implications for working with students dealing

with cyberbullying.

Figures 1 provide a framework from which adults can teach coping skills

to students who may experience cyberbullying. One important finding was that

students who may not report cyberbullying because they do not believe adults

can help in this situation. Therefore, providing supportive environments,

demonstrating knowledge of resources and having open discussions about

cyberbullying may increase student confidence that seeking help from an adult

would be helpful. Another implication for adults from this study is the need to

increase student knowledge of strategies and resources, including both reactive

and preventative strategies, because many students reported nothing could be

 done to reduce cyberbullying. By doing so, adults can provide a better

understanding of coping and enhance resources and guidance for students

experiencing cyberbullying.

CYBERBULLYING

Cyberbullying Awareness of
Incident Cyberbullying

Primary Appraisal Primary Appraisal Need

to Prevent Potential
Perceived Threat
Cyberbullying Threats

Secondary Appraisal
Secondary Appraisal
Is there something I can
Are there ways to prevent
do about the situation?
Cyberbullying?

No Yes No Yes

Acceptance Problem Problem No way to Problem

Focused Focused prevent Focused
(Approach)

Avoidance
Problem
Justification Increase
Seeking Social Security Talk in
Support and Person
Awareness
 Figure 1. Transactional model adaptive for reactive coping and

transactional model for preventive coping.

Statement of the Problem

This study aims to explore ways in dealing with cyberbullying.

Specifically, this sought to answer the following questions:

1. What are the effects of cyberbullying?

2. How do we stop cyberbullying without giving up access to the internet?

3. Is there a punishment for cyberbullying?

4. How can cyberbullying affect our mental health?

5. How can I report cyberbullying?

6. Based on the findings, what recommendations can be drawn?

Hypothesis

Ho: There are no effective ways dealing with cyberbullying.

Significance of the study

This study also has the potential to make significant contributions to

various groups:

Students. This study may help the students to know that cyberbullying

occur between the victim and a bully (or group of bullies) in school. These

occurrences can range from straightforward name-calling to more serious

bullying behaviors like rumor-mongering, harassment, threats, and instances of

bodily harm. However, unlike real-world bullying, which can be abated when a

victim goes home, cyberbullying cannot be abated.

Cyberbullying also has an impact on psychological problems, elevated

levels of stress and anxiety, despair, violent outbursts, and low self-esteem.

Even after the bullying has ended, cyberbullying can have long-lasting

emotional impacts.

Cyberbullying's after effects can cause long-lasting emotions of

humiliation. Online bullying, especially when it involves social media posts,

feels more permanent.

Teachers. This study may help teachers in understanding how to deal

with instances of online bullying. Teachers can educate students on appropriate

and safe practices for using digital media. This involves educating students on

how to spot, handle, and steer clear of online bullying. Finding a place for these

courses in the school day can be difficult given the pressures on teachers to

satisfy school, district, and state goals. Fortunately, more schools and districts

are giving teachers the time and resources to prioritize these abilities as

technology permeates every area of our lives, including how we teach and

learn.

Parents. This study might make parents more aware of the possibility

that cyberbullying is taking place in their homes without their knowledge, and it

may encourage them to take extra precautions to shield their kids from both

sexual predators and cyberbullies.

 Future Researchers. This study may help future researchers find

solutions to combat cyberbullying. It may be helpful to undervalue the

psychological toll that all forms of cyberbullying take on its victims. Future

researchers can use the findings of this study to advise institutions like schools

on how to stop cyberbullying and the effects it has on teenagers.

Scope and Delimitation

The general intent of this study is to identify ways in dealing with

cyberbullying.

The research will be conducted at Holy Child High School.

Questionnaires will be distributed to senior high school students within Holy

Child High School to conduct a survey about exploring ways in dealing with

cyberbullying. The questionnaires will be distributed to the participants

according to their age and gender since the participants will express various

viewpoints based on their opinions.

Definition of Terms

The following term will be defined for the purpose of this study:

Cyberbullying- Involves the use of information and communication technologies

such as email, cellphone, and pager text messages, instant messaging,

defamatory personal websites, and defamatory online personal polling

websites, to intended to harm others (Beesly, 2004, n.p.)

Cyberbullying- is bullying that takes place over digital devices like cell phones,

computers, and tablets. Cyberbullying can occur through SMS, Text, and apps,

or online in social media, forums, or gaming where people can view, participate

in, or share content. Cyberbullying includes sending, posting, or sharing

negative, harmful, false, or mean content about someone else. It can include

sharing personal or private information about someone else causing

embarrassment or humiliation. Some cyberbullying crosses the line into unlawful

or criminal behavior.

Cyberbullying includes sending, posting, or sharing negative, harmful, false, or

mean content about someone else. It can include sharing personal or private

information about someone else causing embarrassment or humiliation. Some

cyberbullying crosses the line into unlawful or criminal behavior.

Bullying is a label or word often considered a subset of aggressive behavior

distinguished from other forms of aggression because it occurs repeatedly and

involves individuals of unequal power (Frey et al., 2005; Olweus, 1993a).

Cyberbullying is the use of technology to harass, threaten, embarrass, or target

another person. Online threats and mean, aggressive, or rude texts, tweets,

posts, or messages all count. So does posting personal information, pictures, or

videos designed to hurt or embarrass someone else.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the many types of cyberbullying before going

over its prevalence and significance. The chapter will also discuss how

cyberbullying differs between men and women. Ways and techniques for

cyberbullying prevention and intervention will be discussed in the chapter's last

section.

Conceptual Literature

Cyberbullying. Cyberbullying includes sending, posting, or sharing negative,

harmful, false, or mean content about someone else. It can include sharing personal or

private information about someone else causing embarrassment or humiliation. Some

cyberbullying crosses the line into unlawful or criminal behavior.

Computers and other electronics are becoming more a part of our

everyday world each day. New technologies are being discovered, and new

programs are being made to improve different aspects of our environment. One
big example is the use of technology to better our communication to each other.

With the internet we are now able to email, blog, instant message, create

websites, and talk in chat rooms, etc. The internet is not the only developed

mode of communication. Cell phones are becoming more popular than ever.

People are able to use the cell phones not only to talk to other people, but to

also text, send pictures, and access the internet. Most of these advances have

been positive, and have created easier routes of communication between

people; however, technology has also had negative effects, especially on the

youth. School aged children have started to use this technology to bully others;

cyberbullying. Cyberbullying is best defined by Keith and Martin (2005):

Cyberbullying involves the use of information and communication technologies

such as email, cell phone, pager text messages, instant messages (IM),

defamatory personal websites, and defamatory online personal polling

websites, to support deliberate, repeated, and hostile behavior by an individual

or group, that is intended to harm others (p. 224).

Research Literature

Cyberbullying involves the use of information and communication

technologies to cause harm to others (Belsey, 2004). According to the National

Crime Prevention Council and Harris Interactive, Inc.'s study in 2006, 43% of

the students surveyed had been cyberbullied within the last year (cited in

Moessner, 2007). That same year, the Pew Internet and American Life Project

found that one out of three teens have experienced online harassment

(Lenhart, 2007).

Forms of cyberbullying go beyond name calling and enter a world of

impersonation and cyber threats. According to Willard (2006), there are nine
main forms of cyberbullying: flaming, harassment, denigration, impersonation,

outing, trickery, exclusion, cyberstalking and cyber treats. Flaming is online

fights using electronic messages with angry and vulgar language. Harassment

is another form in which the cyberbully repeatedly sends insulting messages via

the Internet. Denigration is "dissing" someone online which can include sending

or posting gossip or rumors about a person that could damage their reputation

or friendships. Impersonation is pretending to be someone else in order to get

that person in trouble with other people or to damage their reputation and

friendships. Outing is sharing someone's secrets, embarrassing information, or

photos online without his/her permission. Trickery is similar to outing, in which

the cyberbully will trick the victim to reveal secrets or embarrassing information

and then share it with others online. Exclusion is intentionally excluding

someone from an online group. Cyberstalking is repeated, intense harassment

and denigration that includes threats or creates a significant amount of fear in

the victim. Lastly, cyber threats are defined as either threats or "distressing

material," general statements that make it sound like the writer is emotionally

upset and may be considering harming someone else, themselves, or

committing suicide (Willard, 2006).

According to Willard, there are three related concerns in addition to the

nine forms of cyberbullying. These are students disclosing massive amounts of

personal information via the Internet, becoming 'addicted' to the Internet to the

point where their lives are highly dependent on their time spent online, and the

prevalence of suicide and self-harm communities in which depressed youths

will sometimes access to gain information on suicide and self-harm methods

(Willard, 2006).
 According to a study conducted in 2008 by Hinduja & Patchin, females

are as likely, if not more likely, to be involved in cyberbullying in their lifetime.

Although, when students were asked about their recent experiences of being

cyberbullies, males and females responded equally. When asked about lifetime

participation, females reported higher rates of participating in cyberbullying,

which leads one to believe females engage in these activities for a longer

period of time. Females tend to take pictures of victims without them knowing

and posting them online more than males did. Females also tend to post things

online to make fun of someone more often, although males tend to send emails

to make them angry or to make fun of them. Although traditionally males tend to

bully in more outward and public ways, according to this study, females are

more likely to ensure that their victims are embarrassed in front of a larger

audience since they use social networking sites instead of e-mail more often

than males do. When it comes to being a victim of cyberbullying, the results are

about the same. Females are more likely to have experienced the effects of

cyberbullying than males, although the difference disappears when they were

asked about the last 30 days. The data shows that females are 6% more likely

to have been cyberbullied in their lifetime than males. Females also have

increased rates of being cyberbullied by someone at their school and having

threats made online be carried out at school (Hinduja & Patchin, 2008).

According to Willard (2006), there are many ways that schools, parents,

and students can help prevent cyberbu1lying and intervene when cyberbullying

has occurred. The steps that Willard suggested for schools contain elements of

increasing awareness of cyberbullying concerns; empowering educators,

students, parents, and community members with knowledge of how to prevent

and respond to cyberbullying; provide warning to cyberbullies and their parents

about the negative consequences; and effective supervision and monitoring of

online activities. Willard also stated that it is important to develop a plan of

action to engage in effective threat analysis for any reports of cyberbullying that

raises concerns of suicide or violence (Willard, 2006).

There are eight main steps that Willard suggested for addressing

cyberbullying. They include engaging in participatory planning, conducting an

assessment, ensuring an effective anti-bullying program is in place and

reviewing policies and procedures related to Internet and mobile

communication devices. Additionally it is important to conduct professional

development of individuals in the district, include parents on prevention and

identification of cyberbullying, educate students about cyberbullying and what to

do about it, and finally, to assess the cyberbullying prevention and intervention

plan periodically to determine its effectiveness (Willard, 2006).

Lastly, according to kier.demain@vsu.edu.ph cyberbullying can be

prevented through reactive coping. Reactive coping refers to the strategies and

actions that people take in response to a stressor or negative event, such as

cyberbullying. When it comes to cyberbullying, victims may use a variety of

reactive coping strategies to manage their emotional and psychological

distress. Here are some common examples of reactive coping strategies used

by cyberbullying victims: Blocking or ignoring the bully: This involves using

technology tools such as blocking, muting, or filtering to prevent further

interactions with the cyberbully. Seeking social support: This involves confiding

in a trusted friend, family member, or counselor for emotional support and

advice. Confronting the bully: This involves standing up to the cyberbully and
confronting them directly about their behavior. Reporting the bullying: This

involves reporting the bullying to a teacher, parent, or authority figure, as well

as using the reporting tools available on social media platforms. Self-care: This

involves engaging in activities that promote emotional and physical well-being,

such as exercise, meditation, and relaxation techniques. Seeking professional

help: In severe cases, victims may need to seek professional help from a

mental health counselor or therapist to cope with the emotional effects of

cyberbullying. It's important to note that there is no one-size-fits-all approach to

coping with cyberbullying, and different strategies may work better for different

individuals.

CHAPTER III

METHODOLOGY

This chapter presents the methods being used in this study and

provides the detailed information, which includes the Research Design,

Research Environment, Research Participants, Research Instrument, Data

Gathering Procedure, Statistical Treatment of Data and Ethical Consideration.

Research Design

This study will use a case study as the main tool for obtaining

information. Through this, the researcher could be able to effectively discuss

the gathered data about exploring ways to deal with cyberbullying. This will be a

great help to the researcher in making her research study complied.

Research Environment
 The locale of the study will be Holy Child High School Inc., Villaba,

Leyte. The researcher observed and perceived that some of the students at

Holy Child High School, Inc. were being bullied.

Holy Child High School Inc. is the only private high school in

Villaba, Leyte, where the researcher studied with less than 1,000 students in

JHS and SHS. The students who are studying in the said school are coming

from different barangays of the municipality of Villaba with different beliefs,

cultures, and traditions.

Central Mindanao University

is a public research
university located
at the heart of Mindanao
Island in Maramag. It is one
of the only two state
universities in the province
of Bukidnon and is one of
the top performing
universities in the country.
Central Mindanao
University is composed of
nine Colleges which are the
College of Agriculture,
College of Arts and
Sciences, College of
Business and Management,
College of Education,
College of Engineering,
College of Forestry and
Environmental Science,
College of Human Ecology,
College of Nursing and
College of Veterinary
Medicine with more or less
ten thousand students (9,000)
and about 300
faculty and staff. Musuan
Peak is one of its
important landmarks. The
students who are
studying in the said
University are coming
from the
different parts of the country,
with different beliefs, culture
and tradition.
Central Mindanao University
is a public research
university located
at the heart of Mindanao
Island in Maramag. It is one
of the only two state
universities in the province
of Bukidnon and is one of
the top performing
universities in the country.
Central Mindanao
University is composed of
nine Colleges which are the
College of Agriculture,
College of Arts and
Sciences, College of
Business and Management,
College of Education,
College of Engineering,
College of Forestry and
Environmental Science,
College of Human Ecology,
College of Nursing and
College of Veterinary
Medicine with more or less
ten thousand students (9,000)
and about 300
faculty and staff. Musuan
Peak is one of its
important landmarks. The
students who are
studying in the said
University are coming
from the
different parts of the country,
with different beliefs, culture
and tradition.
Central Mindanao University
is a public research
university located
at the heart of Mindanao
Island in Maramag. It is one
of the only two state
universities in the province
of Bukidnon and is one of
the top performing
universities in the country.
Central Mindanao
University is composed of
nine Colleges which are the
College of Agriculture,
College of Arts and
Sciences, College of
Business and Management,
College of Education,
College of Engineering,
College of Forestry and
Environmental Science,
College of Human Ecology,
College of Nursing and
College of Veterinary
Medicine with more or less
ten thousand students (9,000)
and about 300
faculty and staff. Musuan
Peak is one of its
important landmarks. The
students who are
studying in the said
University are coming
from the
different parts of the country,
with different beliefs, culture
and tradition.
Central Mindanao University
is a public research
university located
at the heart of Mindanao
Island in Maramag. It is one
of the only two state
universities in the province
of Bukidnon and is one of
the top performing
universities in the country.
Central Mindanao
University is composed of
nine Colleges which are the
College of Agriculture,
College of Arts and
Sciences, College of
Business and Management,
College of Education,
College of Engineering,
College of Forestry and
Environmental Science,
College of Human Ecology,
College of Nursing and
College of Veterinary
Medicine with more or less
ten thousand students (9,000)
and about 300
faculty and staff. Musuan
Peak is one of its
important landmarks. The
students who are
studying in the said
University are coming
from the
different parts of the country,
with different beliefs, culture
and tradition.
Research Participants

The researcher will use Grade 7 at Holy Child High School, Inc. The

respondents will be identified by getting their names from the school registrar.

The researcher will get from the school registrar’s office the number of all

Grade 7 students. Then, their names will be written on a piece of paper, which

will be rolled, placed in a box, and mixed thoroughly. Only 60 out of the total

number of Grade 7 students will be drawn, and the names written there will be

considered the respondents to the study.

Research Instrument

A draft of the questionnaire will be prepared and presented to the adviser

for her comments, suggestions, recommendations, and enrichments before the

questionnaire is finalized. The questionnaire will be piloted with some of the

students in this school. This will be done to come up with a more realistic and

understandable instrument and determine which item will be improved.

Data Gathering Procedure

A formal letter will be sent to the school directress/principal where the

researcher belongs. This will be validated by getting approval and permission

from their office. The descriptive method will be utilized in this study, with

questionnaires as the main tool for gathering information. This will allow the

researcher to effectively discuss the data to be gathered in the study. A guided

interview will be adopted by the researcher to assure the fitness of the

respondent’s responses based on the inquiries found in the questionnaire. The

perception or opinion of the respondent will answer the following questions on

the questionnaire: Part I is the demographic profile of the respondent; Part II is

the common perception about cyberbullying; Part III is the effect of

cyberbullying; and Part IV is the way helpful and favorable for the students to

handle cyberbullying.

Ethical Consideration

Participants' responses and personal information are kept private and

are not disclosed to anyone. The researcher also made sure that the

participants were aware of the rights associated with participation as well as the

nature of the research.

In addition, the students received no compensation or any benefits for

their voluntary participation in this study. Neither the participants nor the school

incurred any costs. People have the option to reject or decline the research

project if they choose not to participate. To protect the reputations of people

who participated in the study, posting incorrect content was avoided.

 CHAPTER 4

PRESENTATION ANALYSIS, AND INTERPRETION OF DATA

This chapter presents the analysis, interpretation of the data gathered,

as well as the answers to the research questions in Exploring Ways In Dealing

With Cyber bullying of the randomly selected Grade 7 students of Holy Child

High School Inc.

Result and Discussion

This chapter summarizes the findings from the application and

assessment of anti-cyberbullying techniques. By investigating the efficacy of the

suggested methods, we acquire important knowledge on the real-world

applications of the strategies described in Chapter 4.

The thematic analysis of the qualitative data revealed a nuanced

understanding of the strategies employed in dealing with cyber bullying. Four

major themes emerged from the data, each shedding light on different aspects

of the respondents' experiences and coping mechanisms.

1. A comprehensive and cooperative strategy:

Recurring throughout the research was the idea that preventive,

responsive, and educational interventions are interrelated. Adopting a

comprehensive strategy that incorporates these elements is essential for

tackling the many aspects of cyberbullying. The combination of education,

response, and prevention produces a more comprehensive and efficient

framework for addressing this widespread problem.

2. Empowerment thru Instruction:

One cannot emphasize how important education is, especially in raising

awareness and promoting digital literacy. The results show that people with

more information are better able to identify, stop, and deal with cyberbullying.

Programs for digital literacy can be an effective means of creating a resilient

and knowledgeable online community provided they are updated regularly to

consider changing online behaviors.

3. Responding Actions:

In order to lessen the effects of cyberbullying, effective response

mechanisms are essential. A sense of accountability and deterrence was

largely achieved through the implementation of easily available reporting tools

and prompt, suitable repercussions for offenders. Ongoing attempts to improve

and hone these response measures are crucial, nevertheless, as evidenced by

issues like underreporting and the requirement for trust in reporting systems.

4. Rehabilitative Strategies:

Results from the application of restorative justice programs to episodes

of cyberbullying were encouraging. In addition to promoting empathy and

accountability among those involved, the restorative method went beyond

standard disciplinary measures to assist victims in their emotional restoration.

This shows that applying restorative components to reactions to instances of

cyberbullying may help foster an online community that is more sympathetic

and promotes long-term behavioral change.

5. Obstacles and Flexibility:

The study found difficulties, especially in keeping digital literacy

programs relevant in the face of the constantly evolving internet environment.

This emphasizes the necessity of flexible approaches that can quickly take

advantage of new developments. In order to ensure that educational activities

remain effective in the face of changing cyberbullying dynamics, it will be

imperative to continuously evaluate and adjust them.

In an effort to create a digital environment free from the damaging

consequences of online harassment, this research article aims to add to the

continuing conversation around cyberbullying by offering evidence-based

insights to guide future efforts and regulations.

 CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary of the entire study. It includes the

statement of the problem, methodology, conclusions derived from descriptive

findings and the recommendations.

Summary

This study was conducted to explore ways of dealing with cyberbullying

among the randomly selected grade 7 students of Holy Child High School

Incorporated, Villaba, Leyte. The aim of the study was to explore ways to deal

with cyberbullying.

A total of 60 grade 7 students participated in the study. The students

were given a questionnaire consisting of different questions about cyberbullying

to determine the students’ insights on cyberbullying.

The results of the study revealed that majority of the Grade 7 students

experienced being bullied. The need of education and preventive measures

was stressed by the respondents. This theme emphasizes how critical it is to

spread knowledge, encourage digital literacy, and incorporate anti-cyberbullying

courses into classroom environments.

Respondents stressed the need for fostering resilience and establishing

accessible support networks, both online and offline. The discussion revolved

around the role of technology in preventing cyberbullying, with a focus on the

application of content filtering, reporting systems, and the need for strong

policies and regulations to efficiently handle online harassment.

A better understanding of psychosocial interventions—such as mental

health services, counseling, and community-based programs that create a safe

space for victims of cyberbullying—was gained.

This study adds to our complex knowledge of the different strategies that

people and communities use to deal with cyberbullying. The results highlight

the necessity of a thorough, all-encompassing strategy to deal with this

complicated problem. The study's practical recommendations for developing

safer online environments benefit educators, legislators, and support groups.

The patterns of behavior found provide insightful direction for creating

interventions and establish the framework for further study in the continuing

fight against cyberbullying.

Findings

Notable results have been obtained from the extensive study that was

carried out to uncover efficient ways to deal with cyberbullying among the grade

7 students at Holy Child High School Incorporated in Villaba, Leyte who were

chosen at random. The analysis of the data clearly shows that a sizable

majority of the students in this group had in fact experienced cyberbullying. This

disturbing discovery highlights how widespread this social problem is and

highlights how urgently and crucially focused measures must be put in place.

The frequency of cyberbullying among students in grade 7 highlights the

necessity of addressing this complicated issue from multiple angles. The

research encourages a critical analysis of the different types and manifestations

of cyberbullying that students could experience, going beyond simply identifying

the scope of the issue. Comprehending the subtleties of these occurrences is

essential to creating customized and successful preventive actions.

Additionally, the findings of the study indicated that a notable percentage

of the student population that revealed instances of cyberbullying also indicated

a necessity for improved education initiatives and help systems to efficiently

handle and lessen the frequency of these happenings in the educational

setting.

Lastly, the study has shed light on the psychological and emotional toll

that cyberbullying has on the adolescents who are targeted. The individuals'

accounts of their experiences show a range of detrimental effects, from low

self-esteem to increased tension and anxiety. This emphasizes how important it

is to deal with cyberbullying's external manifestations in addition to giving

students access to sufficient support networks to help them deal with its

psychological effects.

The results of this survey not only show how common cyberbullying is,

but they also make a strong plea for quick action and coordinated efforts to

address this widespread problem. Through the implementation of focused

interventions, raising awareness, and cultivating a respectful and empathetic

culture, the school community may cooperate to establish a more secure and

nurturing atmosphere for every student.

Conclusion

The study "Exploring Ways in Dealing with Cyberbullying" at Holy Child

High School Incorporated in Villaba, Leyte, has given researchers important

new information about the frequency, characteristics, and effects of

cyberbullying among students in grade 7. The results highlight how urgently this

issue needs to be handled with proactive, all-encompassing measures.

The study has shed light on the numerous forms and manifestations of

cyberbullying occurrences, highlighting the disturbing fact that a significant

majority of 7th grade pupils have been victims of such instances. The emotional

and psychological toll that the impacted young one’s bear highlights the

seriousness of the issue and highlights the need for customized treatments that

go beyond raising awareness in order to promote a caring and understanding

learning environment in the classroom.

Future initiatives can be guided by the gaps in our understanding of

cyberbullying. Targeted awareness campaigns should be part of the efforts to

inform students about the various aspects of cyberbullying, its effects, and the

importance of acting responsibly when using the internet. Building a culture

where cyberbullying is quickly addressed requires setting up a secure reporting

system and a help system for impacted children.

By taking a comprehensive and proactive approach, the school

community can help create a safer, more respectful, and supportive

environment where students can thrive academically and personally, free from

the negative effects of cyberbullying. It is imperative that the recommendations

derived from this research inform the development and implementation of

policies and initiatives aimed at preventing cyberbullying.

Recommendation

Based on the comprehensive research findings on "Exploring Ways in

Dealing with Cyberbullying," among Grade 7 students of Holy Child High School

Incorporated, Villaba, Leyte, the following recommendations can be made:

1. Provide and carry out thorough awareness campaigns that teach students

about the different types of cyberbullying, its effects, and appropriate online

conduct. In order to actively engage students, these programs ought to be

incorporated into the academic curriculum and offer interactive sessions.

2. Provide a private, easily accessible reporting system so that students can

report instances of cyberbullying. Encourage students to voice their

concerns without fear of retaliation by making sure that their concerns are

taken seriously and that timely action is made.

3. Create mentorship programs or peer support programs so that senior

students can help and mentor junior ones. Promote a culture of mutual aid

and responsibility among students by encouraging them to actively watch

out for one another.

4. Work together with outside groups, such community organizations, law

enforcement, or mental health specialists, to improve the school's ability to

deal with cyberbullying. Form alliances that can offer the school's projects

more resources, know-how, and assistance.

5. Establish preventative initiatives that are long-term and concentrate on

fostering a respectful, empathetic, and digitally responsible school climate.

To develop these values in students from an early age.

 Holy Child High School can build a more secure and encouraging learning

environment for its students by implementing these suggestions into its anti-

cyberbullying plan. This will also help to establish a school culture that actively

opposes cyberbullying and supports the welfare of all students.

References:

Beesly, 2004, n.p. Students who experienced Cyberbullying.

Belsey, B. (2004). What is cyberbullying? Retrieved April 4, 2009, from:

www.bullying.org/external/documents/ACF6F8.pdf

Dehue, P., Bolman, C., and Vollink, T. (2008). Cyberbullying: Youngster’s

experiences and parental perception. Cyberpsychology and Behavior, 11

(2): 217-233.

Feinberg, T., and Robey, N. (2007). Cyberbullying. Principal leadership, 9 (1),

10-14.

Hinduja, S. and Patchin, J. (2009). Cyberbullying victimization. [Web]. Retrieved

January 1, 2012.

Juvonen, J., and Gross, E. F. (2008). Extending the school grounds. Bullying

experiences in cyberspace. Journal of School Health, 78 (9), 496-505.

Doi:10.1111/j.1746-1561.2008.00335.x

Keith, S., & Martin, M. (2005). Cyber-bullying: Creating a culture of respect in a

cyber-world. Reclaiming Children and Youth, I 3, 224-228

Kier.demain@vsu.edu.ph. Reactive coping of cyberbullying victims.

Lazarus, R.S., and Folkman, S. (1984). Stress, appraisal and coping. New

York, NY: Springer-Verlag.

Lenhart, A. (2007). Cyberbullying and online teens. Pew Internet & American

Life Project. Retrieved April 2, 2009, from: www.pewinternet.org

Moessner, C. (2007, April). Cyberbullying. Youth and Education Research:

Trends & Tudes by Harris Interactive, 6(4), 1-5.

Parris, L., Varjas, K., Talley, J., Meyers, J., and Cutts, H. (2011). High school

students’ perceptions of coping with cyberbullying. Youth and Society,

20, 1-23.

Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russel, S., and Tippett, N.

(2008). Cyberbullying: Its nature and impact in secondary school pupils.

Journal of Child Psychology and Psychiatry, 49 (4), 376-385.

Doi:10.111/j.1469-7610.2007.01846.x

Willard, N .E. (2006). Educators guide to cyberbullying: Addressing the harm

caused by online social cruelty. Retrieved April 4, 2009, from:

www.asdkI2.orglMiddleLinklAVBlbully_topics/ EducatorsGuide _

Cyberbullying.pdf