The document reviews related literature on bullying from foreign and local studies. Foreign studies found mixed reviews from students on reporting bullying to authorities. Local studies found that excessive teasing and physical bullying were common in the Philippines, and that victims were reluctant to report bullying due to lack of confidence in adults' ability to help and not wanting to worry parents.
The document reviews related literature on bullying from foreign and local studies. Foreign studies found mixed reviews from students on reporting bullying to authorities. Local studies found that excessive teasing and physical bullying were common in the Philippines, and that victims were reluctant to report bullying due to lack of confidence in adults' ability to help and not wanting to worry parents.
The document reviews related literature on bullying from foreign and local studies. Foreign studies found mixed reviews from students on reporting bullying to authorities. Local studies found that excessive teasing and physical bullying were common in the Philippines, and that victims were reluctant to report bullying due to lack of confidence in adults' ability to help and not wanting to worry parents.
The document reviews related literature on bullying from foreign and local studies. Foreign studies found mixed reviews from students on reporting bullying to authorities. Local studies found that excessive teasing and physical bullying were common in the Philippines, and that victims were reluctant to report bullying due to lack of confidence in adults' ability to help and not wanting to worry parents.
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CHAPTER-II
REVIEW OF RELATED LITERATURE
The following studies are similar to the present studies in terms of its contents and
method, but not in terms of the qualities of the respondents.
FOREIGN STUDY
Report of bullying in schools
Mishna (2004) Conducted a qualitative study investigated experiences of victimization
in the school setting from multiple perspectives. Asking students about their opinions
regarding the option of reporting bullying incidents, there 9 were mixed reviews.
Mishna (2004) found that some students would choose not to disclose the trauma to
parents or teachers because they didn't want them to get the principal involved.
Another student was convinced that telling an adult would only make it worse; that the
bully will fact proceed to act aggressively for longer and perhaps even harsher than
before just because of the fact that he/she told on him.
However, Mishna (2004) had interviewed other students who have had positive
experiences with going forth and telling their teachers. One student’s teacher had given out detentions or sent bullies to the office and the victim had noticed that the other
students became friendlier as a result.
The reviews of school intervention can be characterized as mixed, making it confusing
as to whether or not anti-bullying policies are doing their job.
Oliver and Candappa (2007) Study sought to analyze the student's silence when it
came to bullying, found that a lack of confidence in the adult's ability to help was very
common. Students were doubtful that adults had any control in the situation, which
might even be a shared thought held by the parent.
The reluctance to confide in the parents may derive from not wanting to worry parents;
to some students if would be easier to keep it secret so that way parents would not have
to know the rejection that their children experience at school (Oliver & Candappa,
2007).
Oliver and Candappa (2007) had also discovered what exactly students would do to
address the bullying themselves, especially if they chose not to tell an adult. One option
was standing up for themselves.
A majority of the participants in Oliver and Candappa's (2007) 10 focus group
discussion felt that it was the best to handle the bullying on their own rather than getting
anyone else involved.
In fact, 75% of students in the fifth grade and 61% of students in the eight grade
thought that confronting a bully would help them learn how to stand up for oneself and
would eventually “always" or “usually” be successful to discontinuing the bullying (Oliver
& Candappa 2007).
Unfortunately, the students belief that dealing with bullying independently is deemed a
successful solution does not necessarily end up being true. Telling friends was also
another response given by students experiencing bullying.
Students believed that they felt supported by their friends and had felt that they had a
greater sense of what they were going through. Unlike adults, friends had most likely
witnessed bullying before in and outside of the school setting which would allow them to
not question them victim’s honesty about the bullying (Oliver & Candappa 2007).
Student's lack of trust towards school faculty members may suggest that policies are in
need of tweaking to evoke a sense of reliance, promoting reportage of bullying. For the
students did choose to disclose bullying information to their teachers, there was once
again mixed reviews as to the teacher's ability to effectively address the issue. Telling teachers was associated with having the wider range of risks in response of
bullying (Oliver & Candappa 2007). Tis suggests that the willingness of the victim to
confide in 11 school faculty is strongly dependent on their relationship with that
member.
If the students feels as though the teacher would have the capacity to listen and
understand, they would be more likely to allow them to step in and help.
LOCAL STUDY In the Philippines, there had been few studies on bullying despite the obvious
importance of the subject… It could be that the use and understanding of the word in
the country is largely consistent with the available literature.
Honrejas (1999) investigated incidence of school bullying in 186 schools in the
Philippines. Her findings from these school reported 2,096 cases of bullying. Forty
percent (40%) occurred in the second year level, 29% came from the first year level,
and few cases came from different grade levels in elementary and secondary schools
with varying intensity.
Additionally, she documented on the forms of bullying mostly indulged by students. She
reported that excessive teasing, extortion (food, money and belongings), physical
injuries, use of pen and pencils to stab the victim is common in elementary level.
Honrejas' study also reported family discord as the major factor that contributed to
bullying.
Misconception on the true nature of bullying was also found. It was seen as a natural
part of growing up among the children and therefore thought of as not deserving any
serious consideration. School authorities admitted that they thought bullies look initiative
because they were just joking.
Miguel-Baquilod (2004) of the Department of Health Manila made a nationwide survey
on secondary student's health. Included in the survey is violence among youth. It has
been reported that the students surveyed, half of them were involved in physical fight,
and second year students are significantly likely to involved and victimized than third
year and fourth year students.
One third of the students were bullied one pr more times in one-month period. And
about three in ten of the victims reported that they were most often physically bullied.
Boys were significantly more likely than girls to experience such.
Carvalho Filho et al. (2004). Investigated a specific study on relational aggression
which is otherwise related to indirect bullying. The effects of different social
environments, degrees of friendship, and individual sociability on students’ usage of
different types of relational aggression were explored, their study reported that indirect
aggression such as spreading of rumours and silent treatment were more likely being
adopted in school than in the workplace.
In addition, links between types of relational aggression and levels of sociability were
found to have marginally significant effect, the result showed that individuals with low sociability reported that they are asked likely to spread rumours, and likely to use
backstabbing compared to individuals withhugh sociability.
Lopez (1981 as cited in puyat 1999) interesting study which is related to the concept
of bullying is his study on aggression, he identified filipino terms like, paladabog,
palaaway, and palatsismis, which he refers to aggressive behaviors used by a person to
attack another person.
Duba (1985: 361) identified buying as one of the disciplinary problems that spring down
from personality make-up of individual a boy with feelings of inferiority may develop anti-
social behavior. Those who tend to feel small would tend to fight other classmates who
are bigger than themselves to achieve feeling of equality.
Those who are slow learners may become bully who finds satisfaction in maltraeting his
classmate who are fast learners (dubai, 1985:361). To account for this is Alfred Adler's
concept of inferiority complex he explains that children who don’t feel accepted,
competent or to belong to desired groups they developed bad feeling about
themselves, become frustrated and may result to misbehavior in their drives towards
