The Lived in Experience of Students
being Bullied
Altavano, Leonard B.
Balba, Shennie
Beldad, Ellary Kym A.
Llanera, Razen
Bullying, long tolerated by many as a
rite of passage into adulthood, is now
recognized as a major and preventable
public health problem, one that can
have long-lasting consequences
(McDougall and Vaillancourt,
2015; Wolke and Lereya, 2015). Those
consequences—for those who are
bullied, for the perpetrators of bullying,
and for witnesses who are present
during a bullying event—include poor
school performance, anxiety,
depression, and future delinquent and
aggressive behavior. Federal, state, and
local governments have responded by
adopting laws and implementing
programs to prevent bullying and deal
with its consequences. However, many
of these responses have been
undertaken with little attention to what is
known about bullying and its effects.
Even the definition of bullying varies
among both researchers and
lawmakers, though it generally includes
physical and verbal behavior, behavior
leading to social isolation, and behavior
that uses digital communications
technology (cyberbullying). This report
adopts the term “bullying behavior,”
which is frequently used in the research
field, to cover all of these behaviors.
Bullying behavior is evident as early as
preschool, although it peaks during the
middle school years (Currie et al.,
2012; Vaillancourt et al., 2010). It can
occur in diverse social settings,
including classrooms, school gyms and
cafeterias, on school buses, and online.
Bullying behavior affects not only the
children and youth who are bullied, who
bully, and who are both bullied and bully
others but also bystanders to bullying
incidents. Given the myriad situations in
which bullying can occur and the many
people who may be involved, identifying
effective prevention programs and
policies is challenging, and it is unlikely
that any one approach will be
appropriate in all situations. Commonly
used bullying prevention approaches
include policies regarding acceptable
behavior in schools and behavioral
interventions to promote positive cultural
norms.
Bullying behavior was first characterized
in the scientific literature as part of the
childhood experience more than 100
years ago in “Teasing and Bullying,”
published in the Pedagogical
Seminary (Burk, 1897). The author
described bullying behavior, attempted
to delineate causes and cures for the
tormenting of others, and called for
additional research (Koo, 2007). Nearly
a century later, Dan Olweus, a Swedish
research professor of psychology in
Norway, conducted an intensive study
on bullying (Olweus, 1978). The efforts
of Olweus brought awareness to the
issue and motivated other professionals
to conduct their own research, thereby
expanding and contributing to
knowledge of bullying behavior. Since
Olweus’s early work, research on
bullying has steadily increased b. What was the students
(see Farrington and Ttofi, 2009; Hymel experiences involved in
and Swearer, 2015). bullying?
President Benigno S. Aquino III
approved the Republic Act no. 10627.
An act requiring all elementary and
secondary schools to adopt policies to The researchers chose this topic
prevent and address the act of bullying because we want to share our
in their institutions. For purposes to this experienced on how we once the victims
act, “Bullying” shall refer to any severe of bullying. Being bullied by some same
or repeated used by one or more age and adults is a traumatic
students of a written, verbal or electronic experienced, we are hopeless and
expression, or a physical act or gesture, powerless back then, fight back and
or any combination there of directed at they still chase you, sit and ignore is the
another student that has the effect of best to fight back, showing that we don’t
actually causing or placing the latter in care about them is the best tactic to
reasonable fear of physical or emotional avoid bullying. Let us show to them that
harm or damage to his property; they are just nothing and no one can
creating a hostile environment at school stop us from what we want.
for the other student; infringing on the
rights of the other student at school, or a
school, such as but not limited.
Any unwanted physical contact between
the bully and the victim like punching,
pushing shoving, kicking, slapping,
tickling, headlocks, inflicting school
pranks, teasing, fighting and the use of
available objects as weapons.
Any act that causes damage to a
victim’s psyche and/or emotional well-
being.
Generally, the study is focused on
investigating the experiences of
students in Tondo High School who
were victims or experience bullying.
Specifically, the study aims to find
answers on the following questions:
a. What are the common form of
bullying on Tondo High
School?