CHAPTER 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

A lot of students experience bully most of them from the public school and
some in private school most of them get suicide and others experience depress and
trauma. Bullying is most of the problem of students.

In the public school most of that school is a lot of students of that campus.
Junior highschool student in public school have a first year, second year, third year
and fourth year they have a lot of subjects. Expected that lot students their because
this is for masses.

Junior highschool in public school is have a lots of problem in students.

According to the survey experience bully from public school this problem must have
a guardian of this so that the problem maybe less.

Theres is a growing awareness in australia and other parts of the world

about the level and impact of bullying in school and society this has generated a
rising concern about the prevalence effects of bullying. Bullying can effect everyone
those who are bullied those who bully and those who witness bullying. Bullying is
linked to many negativeoutconomics including impacts of mental health. Every day
thousands of teens wake up afraid to go to school. Bullying is a problem that effects
million of students and it has everyone worried, not just the leids on its receiving end.

Purpose of study is to aware of the parents, and to tell what they feel of
their children and to more guide and care of their children so that bullying problem
may less.

The benefits of this is to make the student feel freedom and have no fear to
go in school. So that a lot of benefits received from the students and also in parents.

STATEMENT OF THE PROBLEM

The researcher aimed to determine the IMPACT OF BULLYING TO THE

JUNIOR STUDENTS IN PUBLIC SCHOOL specifically bought to answer the
following questions.

1. How can prevent bullying in life of the students?

2. What is the biggest impact when it comes bullying?
3. Why do students got involved in bullying?

SIGNIFICANCE OF THE STUDY

Students nowadays are emotionally imbalanced; they tend to be easily

effected by the people around them. We are teenager and we are still in a process of
metamorphosis we are affected by several matters, this matters serves to greatly
affect our growth.

The importance of this study is for us to understand the collected

information on the main reason of why students most especially teens bully each
other. We are also looking at the big picture of how great this bullying thing affects the
 attitudes of the student and affect to their whole emotional growth. At the same time
we are aiming to know how to stop or lessen this plague in school and soon in the
community.

SCOPE AND DELIMITATION

Bullying is still a big problem in our community especially school. In fact the rate
of students being bullied in school is getting higher and higher every year 6 out of 10
students are confirmed to a bully. They just dont notice it but their jokes and the way
they speak is a kind of another way of bullying verbal bullying.

The study directly involves bullies and those who are bullied. This study
aims to deepen our knowledge on why and how bullies act that way. This will help us
understand them and in the same time, help them as well through giving care, love
and attention.

DEFINITION OF TERMS

Bullying is said to have a long term effect on its victim. This study helps the
victim to be knowledgeable about the bullies to further more understand about the
contents of this research paper, here are some key words to help you out.

Bullying- the process of intimidating or mistreating somebody weaker or in a more

vulnerable situation.

Bully-an aggressive person who intimidates or mistreats weaker people.

Behavior- the way in which somebody behaves.

Metamorphosis- a marked change in appearance character condition or function.

Verbal Bullying- using words or language especially to opposed someone.

 CHAPTER 2

Review of Related Literature

The review of related literature for this study focuses on examining the causes
and effects of bullying in school, most especially in high schools. This will provide an in-
depth analysis on existing researches about bullying management and coping. This
review aims to identify researches of the same topic from time to time with authors in
different field. This will show how factors in the environment give rise to conflict in school
and how student are affected. This will also discuss how management of schools in
violence and intervention scheme are important for the students to experience a place
conducive for learning.

BULLYING AND HARASSMENT IN SCHOOLS

Bullying and harassment are not new issue that students and school face. In
fact, over the years it has been viewed as being so common place in schools that it has
been overlooked as a threat to students and reduced to a belief that bullying in a
development stage that most youth will experience then get over. (ross 2002. p.107)

This harassment is not isolated to schools alone. But schools are the best place
to actively intervene. Teachers, administrators, counselors and even students have the
great access to the most students through a school system. it is here that school staff
can intervene support and educate students about ending bullying behaviors directly and
indirectly breaking the bullying cycle. This paper will address bullying in general at all
grade levels, but its intervention focus will be at the high school level. (Harris and
Hathorn 2002 p.50)

Bullying behavior is one part of the problem of school violence, covering both
less and more severe types of violent behavior. Bullying is characterized by an
aggressive behavior that is carried out repeatedly over time (Olweus, 1997). Typically,
the bully is perceived as stronger than the victim. Personality characteristics of the
bullies seem to be an important factor in explaining the problem of bullying (Olweus,
1997).

Reacting to School Violence versus Bullying

In the 1970s Dan Olweus began extensive research on the causes and effects of bullying
in Scandinavian schools and has since been a leading voice on this topic. But it is only in
the last ten to fifteen years that researchers in North America have been actively
studying the causes that
lead to bullying, the long and short term effects it has on students, and how schools and
communities can effectively reduce incidents from occurring as well as intervening and
supporting students when it does. This research is a result of the increase of school
violence and the media coverage it has received. On one hand, the sensationalism of
school violence has very
much been needed to wake up generations of educators, parents, and students to say
the behaviours leading to this violence are not okay in
my school, they are a problem and we need to find a way to fix it. However, on the
other hand, reacting out of fear for the worst is not the best approach either because it
gives a message of fear to staff and students that school violence will be the end result if
these behaviours are not taken care of. While this violence is real threat that schools
have been facing and educators do need to be aware of it, prepared for it, and actively
working towards ending it; the fear of school violence should not be the sole reason that
schools need to watch more closely for bullying behaviours. For years students have
been experiencing power struggles embarrassment, fear, isolation, guilt, loss of self-
esteem, loss of friends; issues that follow a person intotheir adult years if they are not
intervened. This alone should be enough of a concern to educators, parents and
students to want to work towards finding better solutions to bullying and harassment
issues in school, not the fear of it escalating to school violence

Summary of Current Research on Bullying

In defining what bullying is, many researchers have quoted Olweus work, which
defines bullying as occurringwhen a student is exposed to negative actions repeatedly
and over timeby one or more students(Ross, 2002, p.106).While this definition is widely
accepted around the world, it leaves some researchers wanting more clarification. If the
same person repeats similar negative actions, one time, to multiple people; is it
bullying? If one person receives a negative action, one time, from someone who has
done this to other students; have they been bullied? The problem with this definition is
that this can become a very blurred line of intent versus
perception and the power differential that was experienced by both parties in this one-
time event. For schools that are implementing zero tolerance policies for bullying, when
do the teachers and administrators act on these behaviors? As Ross points out (2002, p,
106),the problem with the repeated occurrence requirement is that the waiting period
heightens the negative effects on the victim, allows the bully to feel rewarded, increases
fear in onlookers, and makes intervention a
more lengthy process. Therefore,more diligence in acknowledging negative behaviors
and language in the hallways and classrooms is needed by staff and students. Perhaps
by pointing out a one-time behavior, it will prevent it from becoming a bullying
behavior.

Bullies
Ross (2002, p.108-114)summarizes characteristics of bullies, home environments
that breed bullying behaviours and possible outcomes for bullies who do not receive
interventions for their behaviour. She has echoed Olweus work explaining that within
the category of bully there are primarily two distinct groups; aggressive bullies and
anxious bullies. The characteristics of aggressive bullies tend to be that they are
stronger than average, active, and impulsive. They use threatening behaviors or
postures, can be easily provoked, and have an underlining positive attitude to violence.
They may experience their world through paranoid thoughts and feelings,are skilful in
avoiding blame, and
feel no empathy for their victimsor remorse for their actions; often perceiving their
actionsas less severe then how the victim perceives them (p. 108).
A major difference between aggressive and anxious bullies is their self-esteem.
While aggressive bullies typically have popularity among their friends and a higher level
of self-esteem, anxious bullies lack confidence, have low self-esteem, and have few
friends. They often display uncontrolled emotions such as temper outbursts. Because of
their low self-esteem and eagerness for friends,they are often loyal followers of the
aggressive bullies. Anxious bullies will often join in to a bullying incident that an
aggressive bully has started and take the blame for it to prove allegiance (p. 113-114).
There is a third group of bullies that is defined more as a sub-group of the
aggressive bullies, or the hard core of a bullying sphere. Their characteristics overlap
those of the aggressive bullies, but the key difference is that they are cold and
manipulative. They arehighly skilled experts in social situations, using subtle, indirect
methods of interactions with others organizing groups of followers who will do their
dirty work leaving them blameless. This group may display extreme anti-social behaviors
and do not fear negative consequences making any type of intervention or counseling
very difficult and effective (p. 110-111)..
VICTIMS

Victims can also be separated into two distinct groups; passive victims and
provocative victims. Passive victims tend to have characteristics such as low self-
concept and self-confidence , be sensitive emotionally and have fears of inadequacy.
They tend to be physically smaller and weaker than other children their age and have
ineffective social skills or poor interpersonal skills. They will often internalize and blame
themselves for any issues that arise (Ross, 2002, p. 115).

Provocative victims on the other hand, are far more assertive, confident,
and active than other victims and are noted for prolonging a fight even when they are
losing (Ross, 2002, p. 118).
They are described as volatile, aggressive, and create management problems at
school. They have very few friends because they lack social skills. Children may become
victims partly due totheir temperament and partly from learned behaviors from their
parents. The child may have a shy temperament and be hesitant to enter social
situations or lack social skills that encourage friendship building. Ross adds that in some
cases there has been too much family involvement in the victims life, with a
consequent inability to handle situations on their own (2002, p.116).This over
protection is often from the mother, but could come from both parents
and older siblings.

WHAT CAN SCHOOLS DO

Ross (2002, p.120), summarizing Olweus work, states bullying is intentional, a

purposeful act, and consequently, one that can be controlled provided that there is
strong commitment and willingness to work together on the part of all involved: school
personnel, other professionals, parents, and children.
However, as stated above, before schools can effectively put a whole-school
plan into place some ground work must be securely laid down first. In this groundwork,
principals are vital in the success of the program they implement in their
schools(Ballard, Argus & Remley, 1999; Harris & Hathorn, 2002.
They are the conductors of each category needed in a successful program.
Principals must hold students and staff accountable for their roles in changing the
climate of the school and they must allow for the time and manpower implementing a
new program will take. Ross (2002, p. 120) explains that first a solid code of
conduct must be in place and operating smoothly.

CHALLENGES AND LIMITATION

Dupper & Meyer-Adams (2002, p. 360) explain that to reduce low-level forms of
violence, such as bullying, the school must create a climate and culture characterized
by warmth, tolerance, positive responses to diversity, sensitivity to others views,
cooperation among students, teachers, and school staff, and an environment that
expects and reinforces appropriate behavior. In order for this school climate to be
created, all staff must be on board and administration must be accountable for
providing appropriate professional development, setting clear and consistent
consequences for inappropriate behavior, and ensuring that all teachers are doing their
partin delivering the decided programs in the school. A major limitation is a divided
staff. If specific teachers are working towards a safe climate, while other teachers
continue to ignore what is happening in their hallways and classrooms, students will not
learn the appropriate
behaviors, they will learn where and in what classes they can continue this
behavior. If only a portion of the teachers are including mediation, conflict resolutions,
character education, citizenship education, or social justice in their classrooms, their
lessons or during their teacher advisory period, then the student-body will receive
inconsistent information about these topics. Principals need to monitor this closely and
keep teachers accountable for addressing inappropriate behavior, making personal
connections with their students, being open to talking with students who have a
concern about something in the school or classroom, whether it is social or academic.
The students need to feel that they can go to any teacher in the building and something
will be done to help them.

SCHOOL VIOLENCE, CONFLICT AND HARMONY

School violence or conflict in school is the most common situation that all
schools face. It cannot be avoided that is for the fact that (Lee, 1998), conflict is
natural. It occurs in the natural order of life and is part of the human condition. It is
also part of life in schools and in society in general.

The term conflict has many meanings varying in different contexts and
situations. It overlaps with other kinds of conflict we know. According to Thomas (1976),
conflict is the process which begins when one party perceives that the other has
frustrated, or is about to frustrate, some concern of his. Because of the perceived
feeling towards someone with negative impact, conflict occurs.

FACTS ABOUT BULLYING

Bullying is the most common form of violence in our society. Studies have found
that approximately 30 percent of students in grades 6-10 are involved in bullying, as a
perpetrator, victim, or both (Fight Crime: Invest in Kids, 2003; Harris and Willoughby,
2003; Cohn and Canter, 2003; Bowman, 2001; Northwest Regional Educational
Laboratory, 2001). Of the 30%of students involved in bullying, researchers from the
National Institute of Child Health and Human Development (NICHD) report that 13
percent say they bully other students, 11 percent report being bullied, and 6 percent say
they are both bullies and victims (Fight Crime: Investing Kids, 2003). Eight percent of
students say they are victimized at least once a week(Northwest Regional Educational
Laboratory, 2001).Bullying tends to increase through the elementary grades, peak in
middle school, and drop off by grades 11 and 12 (Northwest Regional Educational
Laboratory, 2001; Olweus, 1993).

The most common form of bullying is verbal abuse and harassment, followed by
social isolation and derogatory comments about physical appearance (Shellard, 2002).
At middle and high school, bullying most frequently involves teasing and social
exclusion, but may also include physical violence, threats, theft, sexual and racial
harassment, public humiliation, and destruction of property. At the elementary grades,
bullying is more likely to involve physical aggression, but is also characterized by teasing,
intimidation, and social exclusion (Banks,1997).
Bullying often occurs in areas with less adult supervision (hallways, locker rooms
,restrooms, cafeterias, and bus stops), although the classroom is not immune
(Shellard,2002)

CHARACTERISTICS OF BULLIES

Bullies regularly engage in hurtful teasing, name calling, orintimidation,

particularly against those who are smaller or less able to defend themselves. They
believe they are superior to other students, or blame others for being weak or different.
Bullies frequently fight withothers as a way to assert dominance and may also enlist
friends to bully for them (Northwest Regional Educational Laboratory, 2001).Bullies
exhibit aggressive behavior toward their peers and often toward adults.

They tend to have positive attitudes toward violence, are impulsive, like to
dominate others, have little empathy with their victims, and unusually low levels of
anxiety or insecurity. They may desire power and control and get satisfaction from
inflicting suffering. Despite common perceptions of bullies, they generally have average
to high levels of self-esteem, may be popular with both teachers and classmates, and
may also do well in school (Shellard, 2002;Northwest Regional Educational Laboratory,
2001; Olweus, 1993).

CHARACTERISTICS OF VICTIMS

Research does not support the assertion that certain children are bullied
because of their physical appearance (for example, obesity or wearing glasses). The only
physical characteristic that makes children more likely to be bullied is below average
physical size
and strength. Most victims are passive and tend to be more anxious, insecure,
cautious,quiet, and sensitive. They often appear weak or easily dominated (Shellard,
2002; Banks,1997; Kreidler, 1996).

Victims signal to others that they are insecure, passive, and wont retaliate if
attacked.Consequently, bullies target those who appear physically or emotionally weak.
Studies show victims have a higher prevalence of overprotective parents or school
personnel. As a result, they often fail to develop their own coping skills. They long for
approval; even after bullying, some continue to make ineffective attempts to interact
with their victimizer (Cohnand Canter, 2003).
 CHAPTER 3

METHODOLOGY

RESEARCH DESIGN

The research design that was used for this study was called survey design,
because this was conducted through a paper-pen questionnaires. it also provides
sufficient knowledge about the nature of an objects and person. it also helped this study
to provide instrument for the measurements like survey form. Here we used a
questionnaire and photocopies of the scale we made as for measuring instrument in
collecting data.

RESEARCH LOCALE

The researcher took samples through probability scheme. They used simple
random sampling because each respondents probability is known. This study is
conducted in school.

THE RESPONDENTS

The respondents of this study are 30 selected parents of thirty children who were
experienced being bullied and were chosen through simple random sampling. Sampling
is the method by which researcher choose a group of respondents the sample from a
larger population and then formulating a universal assertion about the whole matter. The
researchers used is purposive sampling,.

RESEARCH INSTRUMENT

These are the fact finding strategies. They are the tools of gathering data
it include the questionnaire interview, observation and reading. Through this
instrument you have a lot knows about on your study. The researcher must
ensure that the instrument chosen is valid and reliable. The validity and reliability
of any researcher project.