Beruflich Dokumente
Kultur Dokumente
Department of Education
Region IV-B MIMAROPA
DIVISION OF ORIENTAL MINDORO
LEUTEBORO NATIONALHIGHSCHOOL
Leuteboro, Socorro
Submitted by:
Arman D. Narciso
Practical Research I Teacher
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CHAPTER I: THE PROBLEM AND ITS BACKGROUND
Student, teacher and school consider bullying as one of the major problem that should
be dealt with. It randomly chooses people and it happens in every department. Bullying is
unwanted, aggressive behavior among school aged children that involves a real or perceived
power imbalance. The behavior is repeated, or has the potential to be repeated, over time.
Bullying includes actions such as making threats, spreading rumors, attacking someone
physically or verbally, and excluding someone from a group on purpose. Students are often
being bullied for their complexion, weight, beliefs, intelligence, preferences financial status and
language. They are frequently avoided, mocked and insulted even in normal situations . They
are pressured to follow a certain standard, which can limit their capabilities and talents.
Improper solutions are usually applied to encounter this problem. Victims come up with
hostile decisions for them to ease the discomfort they feel from bullying . Taking drugs, sex,
drinking alcohol, murder and committing suicide are some of the examples of the improper
Ross (2002, p. 107) also states in her research that “15% to 20% of all students will
experience some form of bullying during their school years and between 10% and 20% of
children are bullied often enough for them to consider it a serious problem”. Harris &Hathorn
(2006, p. 55) indicate that bullying is most likely to decrease as students get older. They report
that “incidences of bullying in boys decreased from 50% at age 8 to 7.5% at age 18” and
“incidences of bullying in girls decreased from 35% at age 8 to 14.5% at age 18”. Although they
are lower numbers, 7.5% and 14.5% are still large numbers; that is just under one quarter of the
student population that is still using bullying behaviours at the brink of adulthood. Harris
&Hathorn (2006, p. 55) go on to say that “although incidences of bullying decrease as children
progress through school, the boys and girls who are identified as serious bully offenders
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Accordingly, if no proper solutions are made, will greatly affect the performance of the
student not only toward education but also in other aspects. This lead to a poor grade in
academics, loss of self-esteem ,bad social life, depression, and even death.
Children's social lives — and their academic lives go hand in hand, whether or not they
have friends, whether they are accepted or rejected by their peers, or whether they are victims
or perpetrators of aggression. This means that we cannot fully understand the factors that lead
to academic achievement without knowing about the social environment of children in school.
For example, children who have few friends, who are actively rejected by the peer group, or who
are victims of bullying are unlikely to have the cognitive and emotional resources to be able to
labeled as peer victimization or peer harassment, school bullying is defined as physical, verbal,
or psychological abuse of victims by perpetrators who intend to cause them harm (Olweus,
1993). The critical features that distinguish bullying from simple conflict between peers are:
intentions to cause harm, repeated incidences of harm and an imbalance of power between
perpetrator and victim. Some examples of an imbalance of power are physically stronger youth
picking on weaker peers, older students harassing younger students, or numerical majority
group members deriding numerical minority members. Hitting, kicking, shoving, name-calling,
spreading of rumors, exclusion and intimidating gestures (e.g., eye rolling) by powerful peers
are all examples of harassment that is physical, verbal, or psychological in nature. Some
definitions of bullying state that the harassment must be repeated over time. However, even a
single traumatic incident of peer victimization can be painful and raise fears about continued
abuse.
This definition of school bullying does not include more lethal sorts of peer-directed
hostilities. Although some widely-publicized school shootings may have been precipitated by a
history of peer abuse, they remain rare events (Indicators of School Crime and Safety: 2012).
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The focus of this module is on more typical and widespread types of bullying that affect the lives
of many children and that have been labeled as a public health concern by the American
Medical Association.
To keep person from bullying , the government provide an ati bullying act whichaims at
Despite all these, however , it cannot be denied that bullying is still a problem of many
Although students are constantly reminded not to bully other people , there are still
instances that the students tend to bully their classmates. For this reason, this study was
conducted. The researchers believe that understanding the reasons why bullying occur will help
to prevent bullying. They also believe that knowing the reasons behind this case will give
knowledge and understanding about bullying. In addition, it will help to find solutions with
regards to this problem. It is hoped that through this study, schools will be able to lessen the
incidence of bullying.
In understanding the reasons why bullying occur in schools there are many significant
benefits that we can gain. This benefits includes knowing the reasons behind the commitment
of bullying. We will be able to know the background of the persons who commit bullying as well
as the victims of bullying. We will find out the outcomes of commitment of bullying. The where
and when bullying occur will be understood. Moreover ,it can also be an essential tool for a
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Scope and Delimitation
This research study is limited to the occurring bullying in schools. This study will only
revolve in the victims, bullies and the persons who experienced bullying in the past.
The answers in the general question and sub- questions can be answered through
questionnaires and interview to the bullies and the victims of bullying. Moreover, additional data
Definition of Terms
undesirable.
Restorative – having the ability to make a person feel strong or healthy gain.
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CHAPTER II: REVIEW OF RELATED LITERATURE
The following presents in summary the literatures and studies considered closely related
to the present study . these literatures and studies serve as useful guide in preparing the final
According to Peterson and Skiba (2002, in Corrigan, 2004), “A student is being bullied or
victimized when exposed, repeatedly over time, to intentional injury or discomfort inflicted by
one or more students. It implies an imbalance of power or strength in which others victimize one
child”. Bullying can be differentiated from the usual conflicts between students. The former is a
The study of John Wiley & Sons, Ltd.(1997)is intended to provide literature signposts for
the new researcher into adult bullying. A concise, but not exhaustive, overview of literature
relating to workplace bullying is undertaken. It draws on the base provided by work into school
bullying and progresses to the arena of adult bullying. In both fields Scandinavian countries
have contributed a significant proportion of the research. Research reported in the English
language into adult bullying at work is rather limited, but will have emphasis in this paper.
Broadly there are two direct approaches; that of investigating the incidence of bullying, and also
that of attempting to understand the bullying process. Both approaches are sometimes
integrated within a study. There is a wide range of work that can be related to bullying at work,
The study conducted by Ross( 2002) presents that bullying and harassment are not new
issues that students and schools face. In fact, over the years, it has been viewed as being so
commonplace in schools that it has been overlooked as a threat to students and reduced to a
belief that bullying is a developmental stage that most youth will experience then get over.
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An study of Harris(2006)et. Al state : Because adolescence is a difficult time in a child’s
maturation, bullying exacerbates these difficult times by forming barriers to positive connections
with other students and school faculty members. Consequently, the presence of bullying at
school often creates a barrier for young people to develop into well-adjusted adults. High school
into the school is to complete a comprehensive survey with the entire school; all students, all
staff, all parents, and even the community around the school. This survey will provide vital
incidents, types (physical/relational), gender of bullies and victims, et cetera. It will also give vital
information about the differences in perception of bullying taking place between students, staff,
and parents.
Harris(2002)et.al state that many students feel that reporting to staff members is
unhelpful because they feel either nothing is done on the staff member’s part or that the
intervention is ineffective and the bullying may get worse. They go on to state that in order for
students to feel safe reporting unacceptable behavior, the school’s environment must be “(a)
warm, positive, and include involved adults; (b) committed to setting firm limits on unacceptable
A study of Dupper(2002) et.al explain that to reduce low-level forms of violence, such as
bullying, the school must create a climate and culture “characterized by warmth, tolerance,
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
clear and consistent consequences for inappropriate behavior, and ensuring that all teachers
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are doing their part in 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. A second limitation is the appropriate amount
of time needed to implement thorough programs into a school. The longer a program takes to
implement, changes in the staff are inevitable. Having a team of staff members is essential in
the life of a program; otherwise the program will leave the building with the staff member who
implemented it. Implementation of a program requires time for data collection, interpretations of
the data collected, training for all staff in the chosen program (more than a one day in-service),
and clear advertising to parents and students of what the new expectations and policies are, as
well as the consequences for not following the policies. A new program could take three to four
years to implement. Grade eleven and twelve students could be the hardest grades to change
behavior in with new programs because they are familiar with the old system. As each group of
grade twelve students graduate and new grade nine students come in, more students are
starting at the school knowing the new expectations. During this time, annual assessments of
the program need to be completed by staff, students and parents, new staff members need to
be trained, and current staff members need to share ideas about what is working well, what is
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not, and any new information that they have gained. To thoroughly implement a new program,
everyone on staff, especially the team creating it, must be ready to put time into it.
The literature and studies presented above discussed the bullying process. The studies
Theoretical Framework
Learned helplessness (Abramson, et.al1978) explain the reaction of the typical victim.
This type of passive victim responds submissively to violence, and exhibits mild assertive
behaviour and low levels of self-esteem and dominance. Their greatest handicap when facing
up to the aggression lies in their isolation from the peer group, and their lack of emotional
regulation skills. Submitted to the constant terror of not knowing when, how or why the next
attack will occur, they tend to blame themselves, feel ashamed, develop feelings of
hopelessness, and end up withdrawing from the group that excluded them. Without social
support, they can only compensate for the direct effects of violence by surrendering control. In
contrast, the active victim responds to violence with violence, so that is also called provocative
or aggressive victim, victimized aggressor, or bully-victim. The dynamics of this role is explained
transferring the arousal provoked by the insult or humiliation to other circumstances or against
others, that is to say by bullying others. They show a combination of the behavior and
characteristics of the passive victim and the bully and represent a minority, but high risk group,
due to their personal characteristics, the severe psychological suffering, and the great likelihood
of their being involved in bullying during various stages of their time at school.
As far as the bullies are concerned, it has been suggested that they would try to obtain,
through the dominion/ submission relationship, the sense of proficiency they lack in other areas
or forms of behaviour, which are considered as risk factors,. For example, they can compensate
for a low academic and family self-concept by building a good physical and social self-concept
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that stems from aggression. However, these processes fail to provide a full explanation for their
behaviour, and there is adverse evidence for such a causal relationship. Other restorative
processes are proposed by the shame management theory and restorative justice, which have
been studied in different cultures. These theories place the origins of the aggressions in the
primitive moral reasoning of the bully, who is not completely conscious of the harm caused to
the victim. From this reasoning, the bullies justify their aggression by projecting their own shame
onto the victim, which is considered as a moral emotion related to personal identity. From this
theoretical context, it has been observed that bullies who learn to recognize their shame in a
constructive way, instead of projecting it, tend to desist from violence. Moreover, this kind of
explanation may be related to group processes described by the social identity theory -which is
explained below-, since identity and its related shame can be derived from membership of a low
prestige social group. Likewise, this theory agrees with the socio-cognitive theories -which are
outlined below- by emphasizing the influence of moral emotions, such as shame, on the bullying
phenomenon.
These processes and their related theories attempt to explain the aggressions of both
the bully and the bully-victim, considering them as forms of learned social behavior mediated by
socio-cognitive processes. For example, the theory of mind highlights the role of empathy
pointing out that empathy and bullying mutually and negatively predict each other. The bully and
his followers have developed their theory of mind, inferential abilities or cognitive empathy, but
show deficits in moral and emotional aspects of empathy. The result is morally disengaged
behavior, so they can imagine and predict the effects of the aggression but not feel them with
the victim, make external and exculpatory attributions of causality, and experience feelings of
pride rather than guilt or shame. It should be noted here that there are gender differences in the
content of causal attributions, so that female victims are considered more provocative, and the
male, more cowardly. The social information processing model has distinguished between
reactive and proactive aggression. The first is in line with the frustration-aggression model cited
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above, and describes vengeful aggressions resulting from a misinterpretation of social
generates an intense emotion of anger that, in the absence of sufficient self-control, gives rise to
the aggression. In contrast, proactive aggression arises from social learning processes, that is
from modelling the cognitive processing that emphasizes aggressive behaviour as being more
effective than others, in which the individual feels less competent. These aggressions are not
provoked, but instrumental, intentional and deliberate, so they do not need elicitors. This type of
aggression is learned, but from whom? Answering this question involves analyzing other
ecological levels, because the individual differences fall short of providing a full explanation of
harassment.
The theories that describe the influence the family has on bullying are the social learning
model which would explain the modelling of violence and asymmetrical power relationships
through exposure to them; and the attachment theory, which would explain the aggressions as a
result of the development of an insecure or ambivalent attachment. Although these issues have
only been the subject of limited study, some authors, have suggested that: a) the bullies’
families may exhibit a high degree of both conflict and exposure to violence, which favorthe
rearing style and exert great personal control, while c) the active victims refer to inconsistent
parenting styles, and punitive, hostile or abusive treatment, leading to the development of an
anxious and insecure attachment. In a more recent study, found evidence that does not support
these conclusions, and suggest their influence may not be the same in all situations. However, it
has been observed that the parent child relationship and the children’s involvement in the
Saying that bullying is a group phenomenon implies that its motives are regarded as
social rather than individual, that the victim and the bully are not the only ones involved in the
phenomenon, that group norms influence the process, and that harassment probably serves to
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organize the socio-affective group and the implicit power hierarchies. According to (Rigby,2004;
Salmivalli, 2010) The processes that underlie these dynamics are group-referred and belong to
the field of social psychology. Two theories explain the function of bullying within and for the
group: the social identity theory –SIT and the social dominance or resource control theory. Both
consider the reactive and, especially, the proactive aggression as an expression of a system of
social values, and motivated by gaining social recognition and a powerful position within the
peer group. Both may explain the imbalance of power that seems to spontaneously occur
among peers and the existence of socially prestigious bullies -because they successfully
combine aggressive and pro social behaviour. Furthermore, they explain the increase in
aggressions during the periods in which the hierarchy is uncertain, for example, the beginning of
the course, after the holidays, or the transition to another educational level, among others.
According to the SIT foundation, the aggressions are part of a multifaceted process of social
control (Farmer & Xie, 2007). The members of a group are provided with a social identity, which
may be positive or negative if compared with other groups, and not only describes, but
prescribes, which forms of behaviour are appropriate for them. Group norms determine how, in
which situations and against whom aggressions are allowed. Specifically, it was found that
bullies would be motivated to commit aggressive acts either to safeguard their social standing if
they belong to a popular group, or to positively distinguish themselves from another rejected
group. It is only when the social hierarchy is uncertain that those who have neither a high nor a
low standing in the social hierarchy, but only an average one, can become aggressive, and the
aggressions become more frequent and wide spread. The peer group has an even greater
influence on bullying than where other types of antisocial behaviour are concerned. The
dynamics of the social roles can affect personal characteristics, such as self- concept ,not only
defining it depending on the group membership ,but also by altering the expectations generated
Likewise , popularity and social adjustment may occur together with aggression, increasing
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school disengagement trajectories. From the foundation of SIT applied to harassment, the
existence of clustersof adolescents with a similar level of aggression or with a similar level of
prosocial behaviour is also inferred. Thus, friends can help protect each other from harassment
when friendships arise from motives of affiliation and encourage empathy or they can function
explains prejudice and aggression resulting from a natural human predisposition to create
hierarchies ,whose function is not to provide the individual with are cognizable social identity,
but to minimize social conflicts. In this context, harassment is considered as a strategy to gain
mastery and control of social resources, so the need to have a better social standing motivates
aggressive behaviour. However, these variables seem to relate more to male harassment than
female. This theoretical perspective suggests that the bully is just a social control agent, and
bullying minimizes social conflicts by focusing them on one or more individuals. As far as this is
concerned, it has been observed that the fewer the victims in the group, the lower the level of
overall aggressions, and the group (including the bystanders) tends to place greater blame on
the victims for their own situation. Although the group as a whole does not directly attack the
victims, it is usually involved as it neither defends them nor rejects the bully. Likewise, there are
group factors that promote the “persecution” of difference, such as group cohesion, a high
degree of hierarchy, and a rigid socio-affective structure. The social roles involved in bullying
indifferent)and behaviour (involved or not involved) .Besides those of the bully and the victim,
the most commonly studied roles are the assistants and followers of the bully, the victim
defenders, and the uninvolved. However, what makes the witnesses assume each role? The
roles of bully and victim appear to depend more on individual and macro-contextual factors,
while the behaviour of witnesses seems to be mainly determined by the interaction between
individual and group factors. Thus, in her recent review of bullying as a group phenomenon,
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notes that bystanders may decide not to intervene guided by group processes of behavioural
inhibition, known as "diffusion of responsibility" and" pluralistic ignorance", which explains the
developmental and socio-cognitive processes, which are related to cognitive empathy and the
theory of mind, among other personal characteristics. However, given the influence of both
meso and macro-systems on the attitudes to violence, they should also be considered. The
school may encourage risky situations when it gives priority to competitiveness and academic
success over individual concerns, and discipline is punitive and inconsistently applied, because
the students try to compensate for the negative school climate they perceive, displaying
behaviour against the system -for example, assaulting others. The influence of such factors on
bullying has been explained by the theory of defiance. This theory places the causes of violence
in the perception of a basic injustice in the school code rules that motivates some children and
adolescents to challenge them. It clearly highlights the influence of structural symbolic violence
which is implicit in the social order, and in the school system, on individual aggressive
behaviour, as observed by Ttofi & Farrington (2008). Reviewing previous co-relational studies,
Card and Hodges (2008) provide indirect evidence to this theory and conclude that both
harassment and victimization are related to low levels of school adjustment. However, bullying
behaviour is related to a lack of confidence in the school system itself, while victimization is only
associated to academic failure. Furthermore, it was found that the school climate interacts with
individual characteristics, such as self-esteem. If both are positive, the aggressions decrease,
whereas a high self-esteem in the context of a negative school climate may increase the
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CHAPTER III: RESEARCH METHODOLOGY
A. Research Design
This research study used a research design which is the Case Study to explain the
reasons behind its occurance and to determine how such creature (person, thing or
event) acts in a specific manner. The method of collecting data for this research study is
through Questionnaire. The independent variable was the observation towards the
existence of bullying in schools and what are the response of the students in the said
case. The subject responded as either they are the bully or the victim of bullying. The
dependent variable was the result of the respondents response. This research study
used a research design which is the Case Study to explain the reasons behind its
occurance and to determine how such creature (person, thing or event) acts in a specific
manner. The method of collecting data for this research study is through Questionnaire.
The independent variable was the observation towards the existence of bullying in
schools and what are the response of the students in the said case. The subject
responded as either they are the bully or the victim of bullying. The dependent variable
B. Research Locale
The study has been conducted in Leuteboro National Highschoool on the day of .
C. Sample of Respondents
The researchers used non- probability sampling or the bias sampling where the
respondents were picked depending on their availability and also their capability to
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National Highschool. We decided to have 20 respondents to answer the questions
related to our research problem. 12 of the respondents were picked bias from
D. Research Instruments
This research was conducted to comprehend students behaviour and attitude towards
bullying, and how they react towards the case. The research questionnaire consisted of
four (4) recognition type of question that were answered using the indicated choices.
Research were distributed to the designated classroom that the researcher sure could
correspond to the objectives of the research study. It was given to 20 persons who are
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F. Data Analysis Procedure
The data has been analize using the information and the result of the answers of
the respondents. The researchers use a graphic presentation to present the data and
informations.
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IV Presentation Analysis and Interpretation of Data
Social Status
Age
Gender
Family Status
Grade Level
Regular Class
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What is the profile of the victims of bullying?
Social Status
Age
Gender
Family Status
Grade Level
Regular Class
School
Work
Home
Outside
Organization or group
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IV. Presentation Analysis and Interpretation of Data
school has been not that easy for us to explore. To provide us data that can give us
answers in the issues and satisfy the needs of the study, we made questionnaires to
gather data. This data will help us to understand the possible reasons why bullying
happen in schools. After gathering data through this questionnaires that finally
answers the studies case, we construct a tabulation on the questions we made. The
results has been presented through graphical representation of data that can clarify
and clearly shows the results. Interpreting the data we have, it shows in the Figure
One (1) that the common profile of the bully is Social Status and Family Status with
27% of the same rate, followed by the gender with 22%, Grade Level 11%, Regular
Class 8% and Age with 5%. On Figure Two (2), the question “What are the most
Guidance with 28%, next is Improper Discipline 23%, Influence of Peers and Friends
with 21%. The Feeling of being Superior and Age has similar percentage with 11%
and lastly the Grade Level with only 6%. With the interpretation of Figure Three (3),
it shows that Social Status is the most checked profile of the victims of bullying with
33%, nearby followed by Family Status with 21%, next is Age with 18%, Gender
16%, Grade Level with 8% and Regular Class with 5%. We also include the
particular place where bullying frequently occur, in Figure Four (4), and shows that
School is probably the place wherein bullying occur with 67%, second is on Outside
with 13%, third is Organization/Group with 10%, in Work with 7% and lastly in Home
This gathered and interpreted data that we presented can help us and we
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V. Summary of Findings Conclusion and Recommendations
A. Summary of Findings
The study show results of the reasons behind na occurance of bullying . The
study that has been conducted presents that bullying is frequently observed and
most of the students said that the most observed reason of the occurance of
status has an impact to the profile of the bully and 10 also out of 20 respondents
said that family status also affect the profile of the bully. While almost of the
respondents infer that the victims of bullying is being bullied because of their
social status. As we conduct this study , we found out that the place where
bullying frequently observed is the school. Moreover all of the respondents agree
to this statement.
B. Conclusion
important trait. Influence of peers and friends can be also a reason. There are
many people who experienced this case but most of them are students. Every
students has their own characteristics but that characterics may affect their
actions as an individual. Social status , age , gender, family status, grade level,
being in regular class or in special science class may affect a person who are
involved in bullying. Maybe he/she is the bully or he/she is the one who is being
bullied. This case can be seen anywhere. We are all familiar to this. Sometimes it
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occur in our own home. Sometimes outside or even in work and ogranization .
C. Recommendations
As one of the student who have encounter bullying in school , We are suggesting
to have a rule against bullying that will be given a lot of attention by the officials
of the schools and other personnels . The school must have an orientation and
programs that is effective in giving information about bullying. They may orient
not only the students but also the parents because parents can help their
give action about the bad effects of bullying. In addition, another way to help all
people who experience of being a bully is to be with them and let them feel that
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Appendix A : Request Letter
LORETO S. LABRADOR
Principal IV
Sir:
students as our respondents. The results and findings of the said research
problem are expected to give some contribution on our school and administration
Sincerely Yours,
Melrose Lopez
Emmanuel Archivo
Darryl Duenas
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Appendix B
Questionnaires:
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Others please specify :__________________________
4. At what particular place does bullying frequently occur?
School
Home
Work
Outside
Organization\group
others please specify : ___________________________
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Bibliography
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Curriculum Vitae
A. Personal Information
Sex: Female
Blood Type:
B. Family Background
27
C. Educational Background
Singing
Dancing
SSG President
Leadership Award
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Curriculum Vitae
A. Personal Information
Sex: Female
Blood Type:
Email Address:
B. Family Background
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C. Educational Background
Reading
Writing
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Curriculum Vitae
A. Personal Information
Sex: male
Blood Type: o
B. Family Background
31
Middle Name: Lalican
C. Educational Background
Playing basketball
dancing
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Curriculum Vitae
A. Personal Information
Last Name:Achivo
First Name:Emmanuel
Middle Name:Manalo
Sex:Male
Civil Status:Single
Blood Type:O
Residential Address:Mabuhay 2
Email Address:09502669079
B. Family Background
Father Surname:Archivo
First Name:Joel
Middle Name:Deguzman
First Name:Lina
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Middle Name:Labitan
C. Educational Background
.Dancing
.Playing Chess
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Curriculum Vitae
A. Personal Information
Last Name:
First Name:
Middle Name:
Sex:
Civil Status:
Height (m) :
Blood Type:
Residential Address:
Permanent Address:
Email Address:
B. Family Background
Father Surname:
First Name:
Middle Name:
First Name:
35
Middle Name:
C. Educational Background
Elementary:
Secondary:
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Curriculum Vitae
A. Personal Information
Sex: Female
Blood Type: AB
Residential Address:
Permanent Address:
Email Address:
B. Family Background
Father Surname:
First Name:
Middle Name:
First Name:
37
Middle Name:
C. Educational Background
Elementary:
Secondary:
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Curriculum Vitae
A. Personal Information
Last Name:
First Name:
Middle Name:
Sex:
Civil Status:
Height (m) :
Blood Type:
Residential Address:
Permanent Address:
Email Address:
B. Family Background
Father Surname:
First Name:
Middle Name:
First Name:
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Middle Name:
C. Educational Background
Elementary:
Secondary:
40
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