BULLYING AMONG CHILDREN AGES 7 TO 12 YEARS OLD IN

SELECTED ELEMENTARY SCHOOL IN TARLAC CITY

A Thesis Presented to
The faculty of the Department of Nursing



In Partial Fulfillment of the Requirements
For the Degree of Bachelor of Science in Nursing



Researchers:
Jose Pepito L. Fermin
Mark Chris M. Garbin
Cherry L. Tabucol
Jay-ann F. Raiz
Alhayzza Marie D. Santos
Jenella Marie M. Baluyut
Ezra D. Manzano
Kervy Raffael A. Ytturalde








October 2014








CENTRAL LUZON DOCTORS HOSPITAL-EDUCATIONAL INSTITUTION
San Pablo, Tarlac City
Tel. nos. (045) 2745/982-5019/982-0264/982-5109
Tel. Fax. (045) 982-2740/982-0780


APPROVAL SHEET
In partial fulfillments of the requirements for Research 2 subject, this thesis
entitled Bullying among Children ages 7 to 12 years old of selected Elementary School
in Tarlac City have been prepared and submitted by GROUP IV of section B, hereby
recommended for acceptance and approved for oral examination.



_________________________________
Leonora B. Quiaoit, MPA, Ed.Dc
Thesis Adviser


PANEL OF EXAMINERS

Approved by the committee on oral examination with a grade of _______

___________________ ___________________ ___________________
Chairman Chairman Chairman

___________________ ___________________ ___________________
Member Member Member


Accepted and Approved in partial fulfillment of the requirements for Degree of Bachelor
of Science in Nursing.


____________________________________
Mrs. Ederlinda Dizon, RN, MSN, RM
DEAN, College of Nursing

Date:____________





ACKNOWLEDGEMENT


The researcher wish to express their deepest gratitude to the special people who
have attended their assistance for the success of the study.

To the Dean of Nursing Department, Mrs. Ederlina Dizon, for allowing to
conduct the study.

To the college Coordinator, Mrs. Angelina Sibug for the support and
encouragement to conduct the study.

To the following instructors, Mrs. Quiaoit and Mrs. Paras for their genuine
apprehension, encouragement, patience, and guidance and whose expertise and
knowledge were genuinely share;

Fellow group mates, for sharing their knowledge and idea in the construction of
this study.

To our beloved parents guardians for their untiring love and support.

And to the almighty God who is the source of life and strength of knowledge and
wisdom.























DEDICATION

The researchers would like to dedicate this study to the Almighty God, to our
beloved families and friends, to our dearest Alma Mater- Central Luzon Doctors
Hospital Educational Institution, to our classmates, instructors, and to the Professors of
their Research Subject Maam Quiaiot and Maam Paras.

The researchers would also like to present this project to fellow nursing students
for this will secure as our future references.






































TABLE OF CONTENTS

TITLE PAGE

ACKNOWLEDGEMENT

DEDICATION

TABLE OF CONTENTS


Chapter:

1. THE PROBLEM AND ITS BACKGROUND
Introduction
Statement of the Problem
Significance of the Study
Scope and Delimitation
Definition of Terms

2. Review of Related Literature and Studies
Related literature
Related Studies
Theoretical Framework
Paradigm of the Study

3. Methods of Study and Sources of Data
Research Design
Respondents
Research Instruments
Procedure of Gathering Data
Statistical Treatment
4. Bibliography
5. Appendices













Chapter 1

THE PROBLEM AND ITS BACKGROUND


Introduction

As the new generation continues to grow, evolve and explore the complex era of
life, each individual has different identities, social adherence, and attitude. In a simple
school of our future successors in the next generation, we are all familiar of that one law
that s still ask no answer and explanation even if it is already implemented. Bullying, it is
an act which a person or an individual disturbs or bullies the other person, and includes
stalking and causes irritation and fear of being bullied by that person. How does this
affect the children to the different variables including social, psychological, and
emotional state? What are the factors affecting the children when it comes to the set up?
Bullying is a behavior that can only be easily recognize when individuals
experience it. Bullying can happen to anyone at any age and anywhere whether at the
school, home, or even in workplace. So far, it is difficult to define bullying since it relates
to both a wide range behavior that may constitute bullying, in the characteristics of
bullying behavior. However, Roland defined bullying as long standing violence,
physical or psychological, perpetrated by an individual or group directed against an
individual who cannot defend himself or herself. In line with this Olweus also defines
bullying, but more carefully and restrictive, as repeated, negative actions overtime,
including hitting, kicking, threatening, locking inside the room, saying nasty and
unpleasant things and teasing. The phenomenon of bullying schools has increasingly
captured universal attention among the researchers, the media, school authorities and
parents who are concerned about students well being and safety (moon, et al, p.1)
bullying in the schools is also a worldwide problem that can have negative consequences
for the general school climate and for the rights of students to learn in a safe environment
without fear. It is a widespread and perhaps the most under reported safety problems in
the schools. Until recently, most bullying researchers have been merely concerned with
school bullying although other contexts of bullying have also been widely research. The
reason for this is the during school age bullying becomes a common and daily basis
activity among students. In relation to this, Samson (2002) argues that the most frequent
bullying happens during elementary school and is likely less during middle school and
loss so, but still frequently, in the high school. Many studies have been carried out
related to the phenomenon of bullying in school. Olweus, the first Scandinavian
researcher concerned with the issue, conducting his systemic study in Norweigian and
Swedish schools and found that many students experienced school bullying. The findings
showed that approximately 7% of Scandinavians students in the sample engaged in
school bullying, and between 5% and 15% of students in various grades reported being
bullied (Moon, et, Al 2008, p.3) or approximately one in seven pupils are involved in
bullying with the degree of regularity-either as bully or victims (Olweus 1993, p.13.).
Honrejas (1999) investigated incidence of school of bullying in 186 schools in the
Philippines. Her findings from this schools reported 2,096 cases of bullying. Forty
percent occurred in the second year level, 29 percent 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 indulge
by student. She reported that excessive teasing, extortion (food, money, belongings,
physical injuries, use of ballpens and pencils to stab the victim is common in elementary
level.
Based from the experiences of the individual mentioned, the researcher
conceptualized this study about bullying among Children Ages 7 and 12 years old of
Selected Elementary School in Tarlac City.


Statement of the Problem

This study was conducted to evaluate the effect of bullying among the
Children Ages 7 and 12 years old of Selected Elementary School in Tarlac City.

Specifically, sought answers to the following questions.

1. How is the demographic profile of the children be described in terms of:
1.1 Age
1.2 Gender
1.3 Grade level

2. What are the forms of bullying experienced by the respondents?

3. How does bullying affect the respondents in terms of the following:

3.1 Social Life
3.2 Emotional state
3.3 Physical health
3.4 Academic performance
3.5 Behavioral state

4. What are the recommendations provided in order to avoid bullying?

5. What is the implication to nursing education?

Significance of the studies

This study significant to the following target populations;

To the school administrators, for more insight and better understanding about
bullying.

To the parents or guardians, for helping their children to understand and develop
self confidence; and present the occurrence of bullying that they may realize their full
potentials and become a competent.

To the teachers, to help them analyze and understand the perception, different
insights of the school personal view about bullying.


Scope and Delimitation

This study describes the experiences of school children in bullying. Specifically,
to describe the profile of the school children; forms of bullying experienced; how
bullying affect the childrens social life, Emotional state, Physical Health, Academic
Performance, and Behavioral state and recommendation to prevent bullying among
school children.


Definition of terms

Age. It refers to the length of time that a person has lived or a thing has existed

Gender. It refers to the state of being male or female (typically used with
reference to social and cultural differences rather than biological ones)

Grade level. It refers to the highest education attained by the children under
study.

Forms. It refers to the type or variety of bullying experience by the children
under study.

Bullying. It refers to a way or an act to influence and intimidate someone, typically
to force him or her to do what one wants.

Experienced. It refers to an event or occurrence that leaves an impression on
someone.

Affect. It refers to a manner of touching the feelings of someone.

Social life. It refers to the association of the children under study with
environment like classmates

Emotional state. It refers to the feeling of the children under study towards other
people

Physical health. It refers to the external condition of the children under study.

Academic performance. It refers to the classroom achievements of the children
under study.

Behavioral state. It refers to the attitude of the children under study.

Recommendations. It refers to the suggestions or proposals of the children
under study

Implication. It refers to the conclusion that can be drawn from something.





































CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literatures

Bullying is defined in different ways, but researchers agree that is form of
aggression, and for bullying to occur, three characteristics must be present; 1. The
behavior is meant to inflic t physical and or psychological harm, 2. The behavior must be
repeated overtime and 3. There is an imbalance of power among the people involved
(Banks, 1997; Deitrich, 1997; Espelage & Swearer, 2003; Nansel et al., 2001). Bullying
occurs physical form through hitting and kicking, in verbal form. IN the continuum of
participants in a bullying situation, a person maybe a bully, a victim, a bystander, a bully-
victim.
Bullying behaviors are influenced by many factors including demographic
variables, family, peers, and aggression. In 2000, Espelage et al. tested sex, grade, rape,
price or lunch, and poverty status as demographic variables. The finding of Seals and
Young in 2003 concurs with the results of both Espelage et at. Family relations also
affect bullying. According to the article by Cohn and Canter in 2003, two family
influences on bullying are the amount of adults supervision a child receives and seeing
family members exhibiting bullying behaviors. In the study 2000 study by Espelage et al
over seventeen percent of the middle school students reported at least sometimes being
physically punish when breaking a rule at home. In their article Research on school
bullying and victimization: What have we learned and where do we go from here? In
addition, it was found that many students who bully their peers in school also bully their
siblings at home. (Espelage & Swearer, 2003). Since bullying is a subset of aggression,
different types on aggression can lead to different manifestation of bullying behaviors.
Espelage and Swearer in 2003 list different types of aggression, including, proactive
versus reactive aggression, direct versus indirect aggression, overt versus covert
aggression, and relational aggression. In addition, the authors found that more than
seventy of girls in their study were victims of relational bullying, which included both
verbal and psychological behaviors. Depression is another major emotional factor related
to bullying. In the same articles, it was noted that depression levels are higher in victims
as well as in bullies compared to non-bullies or non-victims (Espelage & Swearer, 2003).
School environment affects the prevalence of bullying as well. When school faculty
members ignore bullying behaviors, students are reinforced for the behavior (Cohn and
Canter). School climate is related to bullying, while others such as poorer relationships
with classmates and loneliness are related to being bullied and coincident bullying being
bullied. (http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics-2010.html

The new school year had barely begun when stories of bullying started to
circulate once again. TV host Dr. Phil McGraw, for example, hosted a televised
discussion on the problem of bullying in public schools. While bullying behavior has
existed in various forms throughout human history, earlier societies and religious
authorities developed means by which to discourage such behavior. The published
works of French political theorist Alexis de Tocqueville and Dr. Helmut Shoeck
provide insight into envy and bullying. In his treatise entitled Theory of Envy,
Shoeck advised that envy is at its most intense when people are almost equal. In The
Old Regime and the French Revolution, Tocqueville theorized that the French
revolutionaries who rebelled against the nobles were almost equal to the nobles.
Much of the female bullying that occurs in schools almost consistently involves a girl
or a group of girls attacking a peer who has more in common with her attackers
than she has differences. Competition for the attention of boys or significant adults
is often at the root of much school-age female bullying.

Female bullying is by no means exclusive to people. It often happens in the wolf
compounds at large zoos where the alpha female regularly bullies subordinate
females. In the wild, the alpha female wolf will often bully subordinate females that
have reached sexual maturity to the point where they leave the pack. Indefining
envy, Shoeck advised that an envious person does not want the attributes or
possessions of another person; they want to ensure that other people do not enjoy
their possessions or get to use their abilities or attributes.

In a wolf pack, the alpha female ensures through bullying subordinate females that
potential competitors that are practically her equals will not use their reproductive
capacity to attract the attention of the alpha male. Research into teenage female
peer bullying suggests that the bullying females are often the popular girls who are
well liked by most of their peers of both genders and by significant adults.
Interviews with teachers indicate that female bullying is rampant in mixed gender
schools and mixed gender classrooms, with less bullying of peers occurring in single
gender schools and classrooms.

The state is no innocent bystander in the phenomenon of peer bullying involving
school-aged children. With rare exceptions, school attendance laws compel children
to attend schools where they are likely to be bullied. Quite often, students learn
ways by which to bully teachers to the point where 1 out of 3 teachers would likely
leave the profession after five years.

State involvement in the food and drug industries may also be contributing to the
epidemic of bullying among school-aged children. State law in many jurisdictions
often requires compulsory vaccination and immunization of children. The web page
of Dr Joseph Mercola and several of his contemporaries regularly reports on
problems involving various vaccines and other drugs. State law in many
jurisdictions allows farmers to inject a host of growth hormones and antibiotics into
farm animals that are slaughtered for sale in the supermarkets. Often the same
politically well-connected pharmaceutical companies provide the childhood
vaccines, the growth hormones and the antibiotics.
Some 70 years ago, girls entered puberty around age 15, at about the time when
most of them had completed their schooling. At that point, there were no
compulsory vaccinations and immunizations, while most of the meat sold at butcher
shops was free from growth hormones and antibiotics. Also at that time, peer
bullying of pubescent girls was a rare occurrence in schools. Recently, though, there
have been news reports suggesting that increasing numbers of girls are entering
puberty as young as 9 and 10-years of age. It should come as no surprise that girls
who become sexually mature at that age may actually engage in the bullying
behavior of the alpha female wolf.

The combination of state control of medicine, drugs, food and education is quite
literally an act of organized bullying that may actually be contributing to the
growing epidemic of bullying that is sweeping schools in many jurisdictions and
many nations. Interviews with several teachers of pre-teen students in one region
revealed that up to 75% of their students were products of single parent homes,
often with half-brothers and half-sisters in the same classroom or same grade level.
Teachers admitted to spending most of their classroom time dealing with behavioral
problems instead of teaching children the essential skills of reading, writing and
math.

Research undertaken internationally into youth gangs revealed that for most gang
members, fathers were either physically or emotionally absent in their lives. The
gang leader and fellow gang members often provide emotionally what a father
and/or older male relatives would otherwise provide in a traditional or extended
family. Gang members who were interviewed individually after participating in a
gang activity such as a group assault or a gang rape admitted to doing so to gain
acceptance, approval, validation, acknowledgement and recognition from their
peers. Several gang members even admitted to not enjoying such acts and even to
feeling degraded and dirty for what they had done.

Interviews with teenaged boys revealed one of the motivations behind male school-
aged bullying. The bully achieved recognition and validation in the eyes of his peers
and other onlookers. During an earlier era, nobody else joined into schoolyard fights
between two protagonists. In the modern era, friends of the bully join in the attack
against another child, for the same reasons as participants in a gang rape. They do it
to look good in front of their peers. Research indicates that young boys who attend
single gender classrooms that are taught by male teachers for several successive
years have a very low propensity for gang membership and low incidence of
engaging in bullying behavior. At one time many years ago, all-boys schools
private schools with all-male staffexisted in many countries including parts of
Canada. Then came the affirmative action laws that encouraged feminist women
teachers to challenge the hiring practices of the all-boys private schools. Never mind
that the parents who paid tuition fees wanted their sons to be taught by male
teachers. The state intruded in what should have been a private matter between a
private provider of services and its paying customers and ignored the fact that the
boys who attended these schools had mothers capable of providing a feminine
perspective in their lives.

For boys who are compelled to attend government schools where the male teacher
is a vanishing breed, the only remaining institution capable of providing male
leadership happens to be organized gangs. Police departments are becoming
alarmed that gang membership is increasing in many large cities. State welfare
policies that undermined the traditional family structure has increased the
population of fatherless boys who will forcibly be vaccinated and immunized with
drugs of questionable efficacy after which many will be prescribed anti-depressants
that may come from the same companies that provide the vaccines, the animal
growth hormones and the antibiotics. Many of them are potential gang members in
waiting.

Much of their diet will include foods laced with growth hormones and antibiotics
and they will be forced to attend state schools. Retired award winning teacher John
Taylor Gatto authored a book entitled Dumbing Down in which he detailed the
deficiencies of state schools, state schooling and the state curricula that ultimately
undermines students' abilities to think critically. Given the nature of state
involvement in the numerous aspects of children's lives, it should come as no
surprise that there is an epidemic of bullying underway in state schools.
http://www.quebecoislibre.org/10/101115-8.html


Related Studies

According to the Philippines, there had been few studies on bullying despite the
obvious importance of the subject. While there a lot of things that can be learned from the
foreign researchers, it must be noted that the concept of bullying as it has been often
studied in other countries is practically a foreign social concept. It could be that the use
and understanding of the world in the country is largely consistent with the available
literature. This, however, should not stop anyone from studying bullying as
conceptualized by different social groups in the country.
Miguel-Baquilod ( 2004) of the Department of Health Manila made a nationwide
survey on secondary students health. Included in the survey is violence among youth. It
has been reported that of the students surveyed, half of them were involved in physical
fight. One third of students were bullied one or more times in one-month period. Boys
were significantly more likely than girls to have experienced such by Carvalho Filho Et
Al ( 2004 ).
The effects of different social environments, degrees of friendship, and individual
sociability on students usage of different types of relationsl aggression were explored.
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 as
likely to spread rumors, and Likely to use backstabbing compared to individuals with
high sociability.
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 children.
Duba ( 1985:349 ), author of guidance in Philippine Setting, presented a closely
opposite meaning of bullying behavior; he uses the term mental hygiene, which refers to
the unwholesomeness or healthfulness of the human mind. Students with good mental
health will bring happiness to themselves. Furthermore, children are considered
maladjusted are characterized by failure to achieve their potentialities and meet socially
accepted standards. They would show aggressive behavior, rudeness, stealing, and other
similar acts of anti-social behavior.
An interesting study by Lopez (1981 as cited in Puyat 1999) which is related to
the concept of bullying in his study on aggression. He identified Filipino terms like
paladabog, palaaway and palatsismis, which refers to aggressive behaviors used by a
person to attack another person. (http://clinicalcounselor.blogspot.com/2011/10/bullying-
statistics-2010.html


Synthesis

The study of Duba looked into the influences of bullying to mental health; the
present study looked into effects of bullying in the children.
Espelage and Swearer found that many students who bully their peers in school
also bully their sibling at home, the present of study also found this scene. Also added by
Espelage, over 17% of the middle school students reported at least sometimes being
physically punished when breaking a rule at home, in present study parents are not
allowed to physically punish their children instead talking to them in a nice way.
Cohn and Carter are stated that school environment affects the prevalence of bullying as
well. When school faculty members ignore bullying behaviors, students are reinforce for
the behavior. Similarly, less bullying occurs in school where respect for others is taught
and value and where high standards are set for interpersonal behavior. Similarly, less
bullying occurs in school where respect for others is taught and valued and where high
standards are set for interpersonal behavior.
Dr. Dan Olweus discussed about bullying schools and give general characteristic
of both victims and bullies. Victims, generally and physical weaker peers may have in
body anxiety are often quiet, shy, withdrawn, anxious, unassertive in peer groups, and
closer to others than peers. The present study towards without any school children, their
demographic profile form of bullying experience by the children and how they affect
their social life, emotional status, physical health, academic performance and behavioral
state.
















Theoretical Framework



Differential association theory

According to this theory, the phenomenon of bullying behavior is more likely
the result of the association of children with the delinquent environments, although
research in the extent of bullying does not specifically adopt this theory as a
theoretical framework to explain bullying. However, several studies have a
examined the relationship between delinquent peer association attitude toward
violence and bullying.

Rigby (2006) argues: students are powerfully influenced by a smaller group
of peers with whom they have relatively associated. By associating with intimates
such as friend who exhibit anti social behavior and have favorable attitudes toward
the violation of laws, individuals can easily learn the techniques of committing
delinquent or criminal behaviors, as well as motives and attitudes that serve to
promote criminal and antisocial behaviors (Moon, et al. 2008, p. 5.)

Studies on juvenile criminals have mostly shown that those who associate
with delinquent peers are more likely to imitate and engage in antisocial behavior
and delinquent behavior. Referring to social learning theory developed by Bandura
(1997), OConnel, (1999) has identified three conditions that influence the
likelihood of imitation. He said that children are more likely to imitate a model
when the model is powerful enough; the model is rewarded rather than punished
for the behavior, and the model shares similar characteristics with child (p. 438).
He then noted that in case of bullying , these conditions are often present.

During their observation, Craig and Pepler, (1995) have found that the
perpetrators of bullying are hardly punished. Only 11% of bullying episodes were
being intervened by peers and 4% by teachers. Consequently,peers may be
influenced by bullies to become involved in bullying as active participants
(OConnel, et al. 1999, p. 438).


According to OConnel, et al. (1999):
Bullies may influence the behaviors of peers in some ways. First, bullies
capture the attention of peers bay exposing the way how they engage in aggressive
behavior. Bullies who have been engaging intensively aggressive behavior and never
been punished tend to be far more aggressive and also tend not to be more probably
act as bullies did if there are no consequences for the models. Second, lack of
sensitivity of the peers to filter the exposure of negative aspects of aggressive
interaction among them, may cause to the imitation of similar actions (p. 440).

The further to this, Craig and Pepler (1995) argue that evidence for peer
modeling on the playground comes from our first observation in which peers were
actively involved in bullying in 48% of the episodes (p. 43).


2.3.3. General Strain Theory
Sociologist Robert Agnew (2001) proposed the strain or stress experienced
by an individual can manifest itself in problematic emotions that lead to deviant
behavior. Specifically, three types of strain were proposed:
1. Strain as the cultural or anticipated failure to achieve positively valued
goals,
2. Strain as the actual or anticipated removal of positively valued stimuli, and
3. Strain as the actual or anticipated presentation of negatively valued stimuli
to individuals.

Another proposition of this theory is that strain can create negative emotions
in individuals such as anger, anxiety and depression which in turn influence
delinquency (Moon, et al. 2008, 6). According to general strain theory, indiviaduals
who experience strain are more risk to engage in deviant or delinquent behaviors.

The relationship of the elements of general strain theory to the phenomenon
of bullying has been suggested in several studies. Browne and Falshaw (1996) for
example, have reported a sample of youth placed at a youth treatment service and
found that bullies were more likely to have experienced and suffer childhood
physical and emotional abuse, as indicated by their placement on the child
protection register. Another study with diverse samples (Olweus, 1993) revealed
that youth experience of physical punishment, maltreatment, and rejection by
parents, peers, and teachers are significantly related to bullying. In addition, some
studies (Bosworth et al., 1999; Espelage et al., 2000) indicate that anger has a
significant positive effect on bullying. Overall, these findings would be consistent in
considering GST as an explanation because they indicate that individuals who
experienced physical/emotional abuse, maltreatment, rejection and/or anger are
more likely to engage in bullying.


2.3.4. Group Relation Theory
In addition to the proposed three criminological theories, there has been a
consideration that in peer victimization, one can distinguish between being
victimized by an individual and being victimized by a group. Individual victimization
can only lead to personal harassment while group victimization may occur amongst
individuals in a group or between one or more group against others (Pikas, 1975).
In-group victimization, the outcomes become more complex since hose who see
bullying activities (bystanders) may then become involved in bully activities as well.
The involvement of bystanders in the bullying activities is merely the result of
contextual effects of group norms which work during the victimization( Salmivalli
and Voeton, 2004). In this particular situation, even if a child empathizes with the
victims, and thinks that bullying is wrong, there may be classroom-level influences
that encourage him/her to join in bullying, or at least not to show sympathy for the
victims (Salmivalli and Voeten, 2004). In relation to this, Olweus, (1973) argued
that it is not surprising that bullying is a group process in which several group
mechanisms are involved. Group norms may regulate bullying related behaviors
through processes such as peer group pressure and conformity to it (Berndt, 1979).

2.4. Bullying and Aggressive Behavior

Bullying is commonly regarded as an aspect of aggression (Roland and Insoe,
2001, p. 446). This has been detected within school children and adolescents.
Among the considerations is the emotional component of the perpetrators, making
bullying an aspect of aggression in which the majority of victims feel rather unsafe,
anxious, sensitive and non-aggressive (Olweus, 1993, p. 32). In line with this,
Olweus (1978) also characterizes bullies as an aggressive personality pattern, they
are aggressive not only to their victims at school but also in many other context, i.e
toward their peers, sibling, and adults, and some of them ends up with antisocial
young adults. However, this general agreement is not followed by any clear





























Paradigm of the Study

Input Process Output







































Profile as to
age, gender,
and grade
level.
Forms of
Bullying
les to age,
gender, and grade
level.

Forms of
Bullying

Effects
of
Bullying
.
of
Bullying

Recomm
endations to
prevent
bullyingin
school,.


Implica
tion to
Nursin
g
Educati
on
Evaluate,
analyze
and
interpret
the data
using the
appropriate
statistical
treatment.

Review on
the law
against
bullying.

Right of
children/st
udents.

CHAPTER 3

METHODS OF THE STUDY AND SOURCES OF DATA

This chapter presents the research method, source of data, data gathering
instruments that use in the investigation.

Research Design

The researchers used the descriptive analytic method of research for this is the
most appropriate means of evaluating the effect of bullying among children and its
complications to behavior.

According to Calderon (1993) descriptive analytical method of research as certain
to prevailing condition affecting a group of hence, this study calls for this method. It is a
study component to serve as a direction is searching a goal. He appointed out that the
descriptive method tells what is, that which leads to a specific information about
education, another situation. He further describe it as a fact finding with adequate
interpretation usually beyond fact finding.

The Respondents

The respondents of this study are 300 selected parents of three hundred children
who were experienced being bullied and were chosen through simple random sampling.
Sampling is the method by which a researcher chooses a group of respondents. This study
conducted at one of the community in Tarlac City, specifically in Brgy. Maligaya at
Maligaya Elementary School.

Instrument used in the Study

The materials and instruments to be use in gathering data are questionnaire, and
techniques.

Questionnaire. The questionnaire is the main instrument used in the gathering
data. It was employed primarily to come up with the perception of the respondents
concerning the subject matter GOOD (2009). A questionnaire is a list of planned, written
question related to particular topic, with space provided for indicating response to each
question, intended for submission for number of persons for reply, commonly used in
normative survey studies and in the measurement of attitude and opinions.
Interview. The interview technique will also be used to compliment the gathering
data for the study. Interviews provide information in which they become confidential that
may not ordinarily given in writing. The interview according to VOCKEL (2000). Is a
technique in which the researchers stimulate the respondents to give needed information
in the study.

Procedure in Gathering Data

The researches prepared the instruments used through readings of the
questionnaire checklist of the others studies just to obtain some ideas. Finally if the
researches able to do and it was presented to their professor.

After the adviser had corrected and approve the questionnaire the researches will
Xerox them into 300 copies together with the letter asking permission from the
respondents to the part of the study and in the distribution of the questionnaire in the
respondents.

Statistical Treatment

The responses of the respondents to the questionnaire checklist with carefully
tallied, tabulated and organized including those derived from interviews, observation and
documentary analysis. The data presented, analyzed and interpreted with the use of
weighted mean, frequency count, percentage and ranking system.

The presentation, analysis and presentation of data will be based on the weighted
mean as show by the scale ranges as follows (Calderon, 1993).

For percentage computation is: this will be used to describe the profile of the
correspondents, also, this will be used to identify the forms of bullying.








BIBLIOGRAPHY

A. Books

B. Magazines, Journals and Articles

Agervold, M., & Mikkelson, E.G (2004). Relatioship between bullying psychosocial work
environment and individual stress reactions. Work & Stress journals, 18, 336 351.
(http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics-2010.html) BOO

Eirnasen, S. (1999). The nature and cause of bullying work. International Journal of
Manpower,20,16-27(http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics-
2010.html)

C. Thesis/Dissertation

D. Online Sources

Aggleton, P., Rivers, K., Mulvihill, C., Chase, E., Downie, A., Sinkler, P., Tyrer, P., & Warwick,
I. (2000). Lessons learned: working towards the National Healthy School Standard.
Health Education, 100 (3), 102- 110
(http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics-2010.html)

Atman, B. (2009). Workplace bullying and the racially diverse urban context: Implications for
adult education. Multicultural Learning and Teaching, 4(1), 36-34.
(http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics-2010.html)


Eirnasen, S. (2005). The nature causes and consequences of bullying work: the Norweigian
experience. Perceptives Interdisiplinaries sur le travail et la sant (Pistes) [Interdisiplinary
Perspectives on Work and Health], 7(3)(http://prezi.com/gz9ewnrawasi/the-effects-of-
bullying/)

Einarsen,S.,Hoel,H., & Notelaers,G.(2009). Measuring exposure to bullying and harassment,
factor at work: Validity, factor structure and psychometric properties of the Negative
Acts Questionare-Revised. Work & Stress,23(1),24-44
http://prezi.com/gz9ewnrawasi/the-effects-of-bullying/)

Einarsen,S.,Hoel,H.,& Nielsen, M.B. (2005). Mobbing I arbeidslivet[Workplace Bullying]. also,
Norway: Gyldendal Akademiske. http://prezi.com/gz9ewnrawasi/the-effects-of-bullying/)

Einarsen,S.,Hoel,H.,Zapf,D.,&Cooper,C.L.(2003). The concept of bullying at work: The
European tradition. In S. Einarsen,H.Hoel.D.Zapf,& C.L Cooper (Eds), Bullying and
emotional abuse in the workplace. International perceptives in research and practice
(pp.3-30). London: Taylor & Francis. http://prezi.com/gz9ewnrawasi/the-effects-of-
bullying/)

Harry Valentine, a theory of bullying Le Qubcois Libre, November 15, 2010, No
283.http://www.quebecoislibre.org/10/101115-8.html



Dear Respondents,

We the students of CLDH-EI are conducting the study entitled bullying among
children ages 7 to 12 years old in selected elementary school in Tarlac City we request
your cooperation by answering our questionnaire. Rest assured that your answer would
be treated with confidentiality.
Thank you for your cooperation. God Bless




Bullying
Lagyan ng tsek ang numero na naglalarawan ng iyong pagsang-ayon.

5 - Lubos na Sumasang-ayon
4 - Sumasang-ayon
3 - Walang kaalaman
2 - Hindi sumasang-ayon
1 - Lubos na hindi sumasang-ayon

Paano naaapektuhan ng Bullying ang mga partisipante
Ayon sa ibat ibang aspeto tulad ng:

5 4 3 2 1
1. Social life (Pakikisalamuha)


Ang estudyante ay nahihirapang magkaroon ng
komunikasyon sa kapwa niya estudyante.


Ang estudyante ay hindi nakakapunta o nakakasali sa mga
aktibidad sa eskwelahan.


Ang estudyante ay walang kakilala o kaybigan sa
eskwelahan.


2. Emotional state (emosyon)


Ang estudyante ay nagiging iritable lalo na sa mga kasama
at hindi na nakikisalamuha sa iba.


Ang estudyante ay nahihiya/umiiyak dahil sa pananakot,
pamamahiya, at pangungutya ng kapwa nia estudyante.


Ang estudyante ay nawawalan ng tiwalasa sarili sa mga ibat
ibang Gawain o partisipasyon sa eskwelahan.


3. Physical health (Pangkalusugan)


Ang estudyante ay nawawalan ng gana sa pagkain dahil sa
pangamba na takutin o awayin siya ng kapwa niya
estudyante.


Ang estudyante ay hindi nakakapasok sa kanyang mga klase
sa kadahilanan nagkakasakit o hindi mabuti ang
pakiramdam ng estudyante.

Ang estudyante ay nawawalan ng interes pagdating sa pag-
eehersisyo o anumang klase ng pangkalusugan o
pagpapanatiling malusog o masigla ang pangangailangan.