Practical Research

CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY

In schools, bullying occurs in all areas. It can occur in nearly any part in or
around the school building, thought it more often occurs in recess, hallways, bathrooms,
on school buses and waiting for buses, classes that require group work or after school
activities. Bullying in school sometimes consist of a group of students taking advantage
of or isolating one student in particular and gaining the loyalty of bystanders, who, in
some cases want to avoid becoming the next victim. School bullying is a widespread
issue that affects students in three essential parts of their lives; psychologically,
educationally and professionally. Bullying is a sort of aggressive behavior against others
such as, verbal by calling nasty names, physical by kicking, pushing or tripping up and
social by everyone stopped talking to you.
Academic achievement is the first aspect which influences bullying at school.

therefore, bullied children live within fear, self-blame, feel weak and it affects their
personality traits and self-confidence, so this situation makes them unable to study well
and they might hate going to school. Furthermore, they will lose their opportunities to
participate with others or enjoy school activities. Hence, they will gain less academic
performance and low educational attainment. There is a strong relationship between
bullying and school quality such as class size, lack of library, sports facilities. Both
bullies and victims feel more negative about school, and persistent bullying may lead to
stress and depression. Bullying can lead to anxiety, low self-esteem, hopelessness and
isolation. Children miss lessons or are scared to attend school. They lose concentration
when they do attend. Some of the effects last long after the bullying, until they are
adults.
One adverse effect of bullying is that it also leads to suicide. While suicide is rare
in bullied children, the other effects of bullying are also devastating and last well beyond
the time when the child is actually bullied. Many schools have a zero tolerance policy
towards bullying, but sometimes have difficulty identifying the victims and the abusers
because children are afraid to come forward. Bullying causes long-term problems such
as depression and anxiety. In his essay “The long term effects of bullying”, psychologist
Mark Dombeck relays his own bullying experiences as a child, as well as the experience
of his patients and then, asserts that the anger, anxiety, and depression of that moment
often lingers into adulthood, causing problems with keeping a job, forming relationship
and even continued victimization in abusive relationship or work environment.
Students who are bullied cannot concentrate in schools, so their grades may be
a warning sign that a student is being bullied. A child’s grade may also suffer if he or she
misses a lot of school due to bullying. Children who are bullied will complain of
headaches, stomachaches, and overall fatigue. This issues are usually caused by
mental anguish that manifest in physical ailments. Students who are bullied often use
physical complaints to get out of school. additionally, they may avoid infectious from
holding crime during the day. A particularly unfortunate effect of bullying is that some
children who are bullied go on to victimize and harass other children. In the same way
that some student begin to bully at school because they are bullied at home, children
who are bullied at school will begin to look for children more vulnerable than they are to
bully. It is an effort to exert any power they may have over someone more vulnerable. A
bullied children, may, at the demand of his own bully become a bully to another child.
In the light of this problem, the study is designed to assist students, teachers,
parents, and concerned bodies on how to avoid bullying in La Filipina National High
School.
STATEMENT OF THE PROBLEM

This research is aimed at finding the causes and proposing solutions to bullying
in the school environment. The problem will investigate into bullying by some set of
students and the victims. Whether there are better supervisions during recess, launch
time, and break time, whether there are class rules against bullying and class meetings.
Whether there are creative solutions to helps students by classroom teachers, whether
there are talks with targets, bullies and their parents.
THEORETICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY
School bullying is a serious concern which has received considerable media

attention. According to the World Health Organization (2012), bullying is defined as
repeated, aggressive behavior--both direct (e.g., hitting, kicking, or pushing) and indirect
(e.g., teasing, social exclusion, or spreading a rumor)--intended to cause physical
and/or psychological harm to another individual. A national survey in 2011 found that
23% of public school students (aged 12–18) reported bullying victimization (hereafter
referred to as victimization (Robers, Kemp, & Truman, 2013). Another national survey
found that 28% of students (aged 12–18) reported being bullied on school property, and
an estimated 16% reported being bullied electronically in 2011 (Centers for Disease
Control and Prevention, 2012). Bullying victims frequently experience depression,
anxiety, low self-esteem, school adjustment problems, academic difficulties, and suicidal
behavior (Kim & Leventhal, 2009; Reece, 2009)
In addition to victimization, substance misuse (SM) is another major concern, as it is the
leading cause of adolescent morbidity and mortality in the U.S. (Brannigan, Schackman,
Falco, & Millman, 2004; Sussman, Skara, & Ames, 2008). Substance misuse has
referred to meeting requirements for a substance abuse or dependence but the term
has been used inconsistently, and requires a clearer, more precise definition, and
greater consistency (Kelly, 2004). For this article, SM is used to describe individuals
suffering from “alcohol/cocaine/etc., abuse or alcohol/cocaine/etc. dependence, only
when it is known that these individuals meet criteria for such disorders” (Kelly, 2011, p.
85). Alcohol use among adolescents (12–17 years old) has been relatively stable
recently, with 13.3% of adolescents reporting current use, 7.4% reporting current binge
drinking episodes, and 1.7% reporting heavy drinking episodes (Substance Abuse and
Mental Health Services Administration [SAMHSA], 2012a). However, adolescent
marijuana use is as high as it has been since 2003, at 7.9% (SAMHSA, 2012a). Overall
rates of SM and dependence diagnoses for adolescents in 2011 were 6.9% (SAMHSA,
2012a), with adolescents accounting for 7.2% of SM treatment admissions (SAMHSA,
2012b). Among adolescents, females reported slightly higher alcohol use rates, (13.2%)
compared to males (12.6%). However, illicit drug use rates were similar between male
and female adolescents (9.6 and 9.5%, respectively; SAMHSA, 2012a).
It may seem that victimization and SM are distinctly different problems. However,
research has shown bullying victims are more likely to use substances, compared to
those uninvolved in bullying (Niemela et al., 2011; Tharp-Taylor, Haviland, & D’Amico,
2009). A recent study on the prevalence of victimization and SM among middle and high
school students from sixteen school districts documented that among victims in middle
schools, 3.2% smoked cigarettes, 3.9% consumed alcohol, and 2.4% used marijuana.
However, these prevalence rates are even higher for victims in high school—17.9%
smoked cigarettes, 34.5% consumed alcohol, and 16.6% used marijuana (Radliff,
Wheaton, Robinson, & Morrison, 2012). A better empirical and theoretical understanding
of this relationship is critical for the development of intervention strategies that
effectively target modifiable risk and protective factors of victimization and SM. To assist
in this aim, this article provides the first review of the research to date, as far as the
authors are aware, that integrates the existing empirical findings on victimization
SCOPE AND DELIMITATION OF THE STUDY

This study includes students from Senior High School. The facts obtained will enable
the researcher to see if bullying does give vulnerable things and the effects on the
students. They were chosen to be the respondents of this research because some of
them may experience bullying in in their daily lives and undergo the difficult challenges.
Also this study directly involves bullies and those who are bullied. This study aims to
deepen our knowledge about bullying and how it affects the attitude of the victims or
students and especially on their performance in school.
SIGNIFICANCE OF STUDY
This research will enable those concerned know how to deal with the problem of
bullying and its obvious consequences on school children. These include;
i. It will enable the victims know why they are bullied and how to avoid
being bullied.
ii. The La Filipina National High School will now adopt measures stated to
avoid bullying in their schools.
iii. The effects of bullying on students in La Filipina National High School will
be better solved in the overall academic performance enhanced.
DEFINITION OF TERMS
Bullying: Bullying is the process of using 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.
Academic Performance: is the outcome of education- the extent to which a student,
teacher or institution has achieved their educational goals.
Victim: Is the person who has been hurt.
Depression: This is a mental state in which you are sad and feel that you cannot enjoy
anything because your situation is so difficult and unpleasant.,
Concentration: this involves giving all your attention to it.
Vulnerable: Someone who is vulnerable is weak and without protection with the result
that they are easily hurt physically or emotionally.

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CHAPTER ONE

BACKGROUND TO THE STUDY

Academic achievement is the first aspect which influences bullying at school.

STATEMENT OF THE PROBLEM

THEORETICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY

School bullying is a serious concern which has received considerable media

SCOPE AND DELIMITATION OF THE STUDY

students and especially on their performance in school.

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