Acknowledgements

I would like to express my deepest gratitude to the special people who have helped me and for their assistance to make this term paper possible; Foremost is our Almighty God, who is the source of life and strength of knowledge and wisdom. Prof. Glenn Maratas for his genuine apprehension, encouragement, patient and guidance and whose expertise and knowledge were generously shared; To my fellow classmates, for sharing their knowledge and idea in order to help me in the construction of the project; To my beloved parents and guardians for untiring love and also the financial and spiritual support; And lastly, The Lord and Savior Jesus Christ, this piece of work was heartily offered.

TABLE OF CONTENTS I. II. III. IV. TITLE PAGE ACKNOWLEDGEMENT TABLE OF CONTENTS BODY OF THE PAPER 1. Introduction 2. Presentation of the topic A. Statement of the Problem B. Causes C. Solution D. Findings 3. Pictures, Illustrations, Charts, Tables, Drawings V.Conclusions VI.Recommendations VII.REFERENCES VIII.Questionnaire Checklist

Chapter I Presentation of the Topic

Introduction Bullying is a form of aggressive behavior manifested by the use of force or coercion to affect others, particularly when the behavior is habitual and involves an imbalance of power. It can include verbal harassment, physical assault or coercion and may be directed repeatedly towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or ability. The "imbalance of power" may be social power and/or physical power. The victim of bullying is sometimes referred to as a "target". Bullying consists of three basic types of abuse emotional, verbal, and physical. It typically involves subtle methods of coercion such as

intimidation. Bullying can be defined in many different ways. The UK currently has no legal definition of bullying, while some U.S. states have laws against it Bullying ranges from simple one-on-one bullying to more complex bullying in which the bully may have one or more 'lieutenants' who may seem to be willing to assist the primary bully in his or her bullying activities. Bullying in school and the workplace is also referred to as peer abuse. Robert W. Fuller has analyzed bullying in the context of rankism.

Bullying can occur in any context in which human beings interact with each other. This includes school, church, family, the workplace, home, and neighborhoods. It is even a common push factor in migration. Bullying can exist between social groups, social classes, and even between countries (see jingoism). In fact, on an international scale, perceived or real imbalances of power between nations, in both economic systems and in treaty systems, are often cited as some of the primary causes of both World War I and World War II. Foreign Literature The word "bully" was first used in the 1530s meaning "sweetheart," applied to either sex, from the Dutch boel "lover, brother," probably diminutive of Middle High German buole "brother," of uncertain origin (compare with the German buhle "lover"). The meaning deteriorated through the 17th century through "fine fellow," "blusterer," to "harasser of the weak". This may have been as a connecting sense between "lover" and "ruffian" as in "protector of a prostitute," which was one sense of "bully" (though not specifically attested until 1706). The verb "to bully" is first attested in 1710(Zwerdling, 1987 ) High-level forms of violence such as assault and murder usually receive most media attention, but lower-level forms of violence such as bullying have only in recent years started to be addressed by researchers, parents and

guardians, and authority figures( Whitted, K.S. & Dupper, D.R. 2005).

It

is only in recent years that bullying has been recognised and recorded as a separate and distinct offence, but there have been well documented cases that have been recorded over the centuries. Bullying behavior can have negative consequences for both the bully and the victim. Studies have shown that boys identified as bullies in middle school were four times as likely as their peers to have more than one criminal conviction by age twenty-four. Children who bully are more likely to engage in other criminal and anti-social behaviors, such as: Fighting, Vandalism, Truancy, Dropping out of school. Stealing Smoking and Alcohol/and or drug abuse. Effects on the victim the stress from being bullied can create problems for children at school. Students may be fearful of attending school, riding the bus, using the bathroom or being alone in the hallway. This fear and anxiety can make it difficult for the child to focus and engage in the classroom, making learning that much more difficult. Bullying can cause children to experience fear, depression, loneliness, anxiety, low self-esteem, physical illness, and in some cases, even suicidal thoughts. There are many theories on what causes violent and/or anti-social behavior in children. Increased exposure to violence through mass media, video games, and the internet. Suffering as victims of abuse or neglect themselves, or a generally more permissive society with a corresponding

lack of discipline. While certainly each of these theories has merit, there is no single cause of bullying behavior in children. There are however certain generalized characteristics displayed by children who engage in such behavior. Children who are impulsive, socially dominant, confrontational, or easily frustrated may tend towards bullying behaviors. Other characteristics of children who bully may include a lack of empathy, a propensity to question authority and push limits or break rules, idealization of violence, and the ability to talk their way out of difficult situations. It is commonly believed that children who bully are loners or are socially isolated. Research, however, shows this is not the case. Children who bully generally do not have a difficult time making friends and generally maintain at least a small group of friends who support their bullying behavior. Some bullies may even be popular; although the popularity of a bully tends to decrease at higher-grade levels.Also, contrary to popular belief, research shows that children who bully do not lack self-esteem. While boys are more likely to be bullies than girls, both boys and girls may bully and both may become victims. Boy bullies are much more likely to engage in physical bullying. Bullying between girls is more likely to involve social exclusion, which is harder to discover, but no less painful for the victim. Bullying generally takes place between children in the same grade level, although many times older students may bully younger students. Environmental risk factors for bullying may come from the childs home/family life, peers, or school.

Family risk factors: Lack of involvement in childs interests, activities, and daily life, Lack of supervision .Overly permissive, lack of limits and Harsh, physical discipline Peer risk factors: Engage in bullying behaviors Support bullying behaviors Idealize violence School risk factors: Unsupervised break times

Unsupervised student areas such as lunchrooms, bathrooms, hallways, locker rooms, playgrounds Apathy towards bullying on the part of teachers and administrators Inconsistent rule enforcement Social exclusion is the most common form of bullying between girls. This form of girl-on-girl bullying can be very difficult to detect.. Being difficult to detect means it is difficult for parents or school officials to intervene. Think of it as the Mean Girls syndrome. This behavior may begin as early as grade school, but probably peaks in junior high. It entails social isolation, vicious lies and rumors, and constant harassment. This type of bullying is focused on humiliating the victim and is generally carried out over long periods of time. It can be psychologically devastating for the victim. The bully in this situation is generally very popular, smart, charming, and attractive generally viewed positively by adults. This girl usually has a clique of girls at her beck and call eager to join in on the harassment of the chosen victim. This form of bullying is slow, drawn-out, calculated, manipulative torture of the victim. The effects on the victim can be so severe as to result

in depression, eating disorders, transferring or dropping out of school, and/or suicidal thoughts or attempts. It is not as easy to recognize as the black eyes and playground brawls of more traditional, physical bullying, but it is certainly no less significant. Local Literature Bullying is the activity of repeated, aggressive behavior intended to hurt another person, physically or mentally. Bullying is characterized by an individual behaving in a certain way to gain power over another person Norwegian researcher Dan Olweus defines bullying as when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons." He defines negative action as "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways". In such groups where the 'bully mentality' has been allowed to become a dominant factor in the group environment, injustice and abuse often become regular and predictable parts of the group experience. Bystanders to bullying activities are often unable or unwilling to recognize the true costs that silence regarding the bullying can have, both to the victim or victims, and to the group. Bystanders often feel unwilling to empathize with the victim, regardless of their feelings towards the bully. The reversal of a culture of bullying within a group is usually an effort which requires much time,

energy, careful planning, coordination with others, and usually requires some undertaking of 'risk' by group members. It is the general unwillingness of bystanders to expend these types of energies and to undertake this type of risk that bullies often rely upon in order to maintain their power. Unless action is taken, a 'culture of bullying' is often perpetuated within a group for months, years, or longer. Bystanders who have been able to establish their own 'friendship group' or 'support group' have been found to be far more likely to opt to speak out against bullying behavior than those who have not. Despite the large number of individuals who do not approve of bullying, there are very few who will intervene on behalf of a victim. Most people remain bystanders and tend to accept the bullying or to support the bully. In 85% of bullying incidents, bystanders are involved in teasing the victim or egging on the bully. In most bullying incidents, bystanders do not intervene to restrain the bullying. When the bully encounters no negative response from observers, it provides social approval for the bullying and encourages continuation of the behavior. There are many reasons why individuals choose not to intervene. They may be relieved that the victim of a normal and generally-present danger is someone else, they may take vicarious satisfaction in the bullying, or they may worry that they risk becoming the next victim through intervention. An intuitive understanding that others will be similarly unwilling

to assist them if they do become the next victim likely strengthens the motivation to remain passive. Researchers have been considered the just-world belief theory to explore a posited decline in anti-bullying attitudes. "This is the idea that people get what they deserve and deserve what they get." The study determined that children do seek to understand, justify, and rectify the different injustices they come across in everyday life. However, further research is needed to link the two together. While on the surface, chronic bullying may appear to be simply the actions of an 'aggressor' (or aggressors) perpetrated upon an unwilling 'targeted individual' (or individuals), on a certain deeper level, for it to succeed, the bullying-cycle must also be viewed as necessarily including a certain chronic inadequate response on the part of the target (or targets). That is, a response that is seen by both the bully and the target as insufficient to prevent the chronic bullying-cycle from repeating itself between the given individuals. A suitable response to any given attempt at bullying varies with the occasion, and can range from ignoring a bully to turning a prank around so that it makes a 'pranksteree' out of the would be prankster, to even summoning legal intervention. In any case, the targeted individual must necessarily somehow demonstrate to the would-be bully that one will not allow one's self to be daunted, intimidated, or otherwise "cowed" by the bully. Those individuals or groups who are capable of reacting to initial

bullying attempts in ways that tend to sufficiently discourage potential bullies from repeated attempts are less likely to be drawn into this destructive cycle. Those individuals or groups who most readily react to stressful situations by perceiving themselves as 'victims' tend to make the most suitable candidates for becoming the 'targets' of chronic bullying. Under some circumstances, targets may be chosen in what may be a completely random or arbitrary process, especially in groups in which the 'bully mentality' may have already succeeded in achieving domination within the group. In such groups, the defense mechanisms of the entire group may have already been 'broken down', and therefore the targeting of individuals no longer requires the seeking out of 'certain personality types' to become the 'next target'. The reversal of such chronic and well entrenched bullying behavior in such groups sometimes requires a much more carefully planned, coordinated, determined, and multi-individual response from a would-be target than in a group in which either the 'bully mentality' may not (yet) prevail, or ideally in a group that may have already taken a pro-active preventative approach towards bullying. The bullying-cycle must include both an act of aggression on the part of a potential bully, and a response by a potential target that is perceived by both as a certain sign of submission. The cycle is only set in motion when both of these two essential elements are present. Once both of these two elements manifest themselves, the bullying cycle often proceeds to feed on

itself over time, and may last for months, years, or even decades. The cycle is most easily broken at its initial onset; however, it can also be broken at any later point in its progression by simply removing either one of its two essential ingredients. While group involvement may seem to complicate bullying activities, the act is most often an implied agreement in principle between a chief bully or instigator and the target that the one has 'submitted' to the other. In the act of bullying, the bully attempts to make a public statement to the effect of: 'See me and fear me, I am so powerful that I have the ability to inflict pain upon the intended target at the time and manner of my choice without having to pay any consequences.' Should an intended target exhibit a 'defeated attitude' in response to chronic bullying, then the bullying is likely to continue. In circumstances where a 'bullying pattern' has not yet fully established itself, should the intended target respond with a clear attitude of self-confidence that somehow demonstrates that the bully's attempt to dominate is futile, then the bullying attempt will often quickly diminish or end all-together. Established patterns of bullying may require greater and more persistent effort to reverse. Institutions and organs of society often reinforce bullying, often by implying to or telling targets of bullies that they are responsible for defending themselves, and then punishing victims if they fight back.

Chapter 2 Body of the Paper

A. Statement of the Problem The study discussed the Effects of Bullying among students from West Bay College Alabang: its implication to Behavior Specifically, the following questions will be answered: What are the profile of the respondents in terms of: Sex Age Section What are the factors or causes of Bullying? What are the effects of bullying? B. Causes In schools, bullying may take the form of repeated name-calling, physical abuse, and continually making fun of differences. In the workplace bullying may be characterized by harassment, scapegoating, name-calling, physical abuse, or unfair work pressures. Causes of school bullying are:

They are often motivated by insecurity, feelings of social rejection, lack of control, and stress.

Cycle of Abuse Some children are only repeating behaviors they witness at home. They may see one parent bullied by the other or may be the victims of bullying themselves by older siblings.

Influence of Media Television shows, video games, websites and popular music all have facets that encourage and even praise violent behavior as a means to assert oneself. Taken out of context, a troubled child may use these examples as ways of being aggressive to gain popularity with peers.

Gang Membership In small towns as well as big cities, children are finding acceptance through gang membership. This is especially true of youth who live in families with either one parent or an extended family member. Gangs often use threats and intimidation to initiate new recruits and continue to use these methods to deal with opposing gangs. These tactics inevitably are transferred to the school environment.

Effects Bullying can affect everyone those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes. Here are some effects of bullying:

Emotional Trauma According to the National Center for Children Exposed to Violence, children who are bullied may suffer from low self-esteem, as well as other serious emotional issues such as chronic anxiety and depression.

Academic Achievement Bullying may keep students from succeeding in school. Their anxiety, or other emotional issues caused by bullying, may make it impossible for them to concentrate on their studies or to succeed at extracurricular activities.

Hostile Environment Bullying creates a hostile school environment, which may affect even students who are not directly bullied, who may fear being bullied and become distracted from their studies and other pursuits.

Effects on Bullies Bullies are likely to become violent, drop out of school, or get into other serious trouble as adults. They need help as much as the

students being bullied and often, they are the victims of bullies as well, such as an abusive parent.

Bullying as Adults Adults who bullied others as children may continue bullying their peers as adults. This can be a problem in the workplace for many people, particularly because adults' concerns about being bullied are not always taken seriously.

C. Solutions Here are some solutions of how to prevent Bullying in schools:

Understanding and Involvement of Adults Measure and Promote Positive Schools (communities / cultures) Mandating Emotional Education The Cure Parent Enrichment Classes Avoid areas where bullies prey Teach assertiveness Dont make promises Teach a firm voice Stay calm and dont react!

Chapter 3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presented, analyzed and interpreted all the data interpreted all the data gathered in this study. Presentation was done through the use of tables. Analysis and interpretations of data done after tabular presentation. Table 1. Shows the age profile of the respondents. Table 1 Gender Profile Sex Male Female Total Frequency 12 18 30 Percentage 40% 60% 100% Rank 2 1

The table one shows the sex profile of the respondents, the table shows that there were 18 or 60% of the respondents were females ranked 1, and 12 or 40% were males ranked 2.

The above data shows that most of the respondents were female and not so many were males. This implied that there were more females are cooperated with the researchers during the study was conducted at Brgy. Isla Cabanatuan City Table 2 show the age profile of the Respondents

Conclusion Based on the findings, the following conclusions are given and concluded: Bullies react aggressively in response to provocation or perceived insults or slights. It is unclear whether their acts of bullying give them pleasure or are just the most effective way they have learned to get what they want from others Bullying negatively affects both the students being victimized and the students who is the bully. There are always short-term affects and if the bullying is severe enough there can also be long term effects. Students who are bullied can suffer from low self-esteem and other emotional problems and students who do the bullying are much more likely to have problems with drugs and alcohol later in life The victims of bullies often loose self-esteem, start having trouble in school, and withdraw from friends and activities. If it is not stopped and continues for long enough, students can suffer these problems permanently. Not being able to understand the harm they do to themselves (let alone their victims), psychopathic bullies are particularly

dangerous."

RECOMENDATION From the findings of the study based on the conclusions drawn the following Bullying should not be taken lightly as it can cause serious problems for all the children involved. Being bullied is a very stressful ordeal for children. Many bullying victims are reluctant to talk about their experiences making it even harder to help them. Never tell the child just to ignore the bullying. They will feel as if you are just going to ignore it and they should not have bothered to tell in the first place. Make contact with the bullys parents. Often they are unaware of their childs behavior and will want to help work with you to make positive changes. Do not allow your child to hang around empty playgrounds or stay late at school alone. Teach them to always use the buddy system. Sometimes children exhibit certain behaviors that irritate or provoke others. If this is the case, help the child to find more suitable ways to interact with friends and peer groups.

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