THE IMPACT OF BULLYING ON SOCIAL INTERACTIONS AMONG SENIOR HIGH

SCHOOL STUDENTS OF PHILIPPINE NIKKEI JIN KAI INTERNATIONAL SCHOOL

CHAPTER 1
Introduction
Background of the study

Bullying is unwanted and aggressive behavior among school-aged kids that

involve a true or perceived power imbalance. The behavior is perennial or has the
potential to be perennial, over time. Bullying includes actions like creating threats,
spreading rumors, offensive somebody physically or verbally, and excluding somebody
from a bunch by design (Brookshire, 2014).In Indonesia, Roland and Idsoe (2001) have
investigated how reactive aggressiveness and two aspects of proactive aggressiveness,
power-related aggressiveness, and affiliation-related aggressiveness, are associated
with being browbeaten and bullying others. Additionally, they need additionally tried to
differentiate between different types of aggressiveness in bullying among boys and ladies
in numerous grades. Overall, they need found that there was an honest correlation
between each proactive power-related aggressiveness and proactive affiliation-related
aggressiveness and being concerned about bullying. However, reactive aggressiveness
wasn't an honest predictor for bullying behavior. Fandrem et al. (2009) have additionally
conducted a bullying study in Norwegian college victimization equivalent scales
developed by Roland and Idsoe. The result showed that proactive power-related
aggressiveness and affiliation-related aggressiveness are associated with bullying
behavior however somehow completely different in strength in gender relations. Thus,
though there could be completely different ends up in alternative studies, Roland and
Idsoe and Fandrem et al. in their studies have somehow shown associations between
bullying cultural patterns and aggressiveness additionally as between gender and degree
of aggressiveness.
 Two local and international studies have affirmed the frightening scenario of
bullying and faculty violence involving Filipino kids. The intensity of violence has reached
a distressful rate that has pushed policy-makers to formulate bullying hindrance schemes.
Despite organized tries to form colleges a secure surrounding, this perplexity poses
crucial risks that decision for aggressive and determined actions to fight violence in
schools (Ancho, 2013).

Bullying in colleges may be a worldwide drawback that may have negative

consequences for college kid's UN agency area unit a victim. One negative issue is being
afraid to socialize with others. Bullying is comprised of direct behaviors like teasing,
taunting, threatening, hitting, and stealing that area unit initiated by one or a lot of students
against a victim. Additionally, to direct attacks, bullying might also be a lot of indirect by
inflicting a student to be socially isolated through intentional exclusion. whereas boys
generally have interaction in direct bullying strategies, women UN agency bully area unit
a lot of apt to utilize these a lot of delicate indirect methods, like spreading rumors and
imposing social isolation (Ahmad & Smith, 1994; Smith & Sharp, 1994). Whether or not
the bullying is direct or indirect, the key part of bullying is that the physical or psychological
intimidation happens repeatedly over time to form an associate in progress pattern of
harassment and abuse (Batsche & Knoff, 1994; Olweus, 1993).

Verbal and Physical bullying area unit 2 differing kinds and have a pair of various
factors of consequences. It makes the browbeaten unable to socialize with others or
become afraid. Some researchers recommend that college victimization or bullying is said
to demographic factors like gender, age, economic standing, however conjointly factors
student perceptions regarding safety in colleges. For the foremost half, studies of the
implications of bullying in colleges have to target health outcomes for kids persistently
browbeaten by their peers. Conclusions are influenced by however bullying has been
conceptualized and assessed, the particular health outcomes investigated, and therefore
the analysis technique and information analysis used. Results from cross-sectional
surveys recommend that being victimized by peers is considerably associated with
relatively low levels of psychological well-being and social adjustment and to high levels
of psychological distress and adverse physical health symptoms. Retrospective reports
and studies recommend that peer victimization might contribute to later difficulties with
health and well-being. Longitudinal studies give stronger support for the read that peer
victimization may be an important determining factor in schoolchildren's health and well-
being which the consequences durable. Any proof from longitudinal studies indicates that
the tendency to bully others at college considerably predict resulting delinquent and
violent behavior.

Statement of the Problem

This study aims to show the effects of bullying among the students and how it affects their
social interaction as a Senior High School students of Philippine Nikkei Jin Kai
International School

The researchers wanted to answer the following questions:

1. What are the effects of bullying in their academic performance?

2. What is the nature of bullying today?
a. Cyberbullying
b. Physical bullying
c. Verbal bullying
3. What are some of the reasons bullying may start?

Assumptions and Hypothesis

H0: There is no significant impact of bullying on social interactions among Senior

High School students of Philippine Nikkei Jin Kai International School.
Ha: There is a significant impact of bullying on social interactions among Senior
High School students of Philippine Nikkei Jin Kai International School.
Scope and Limitations
This study aims to focus on the effects of bullying to the Senior High School students of
the Philippine Nikkei Jin Kai International School in terms of academic performance and
social interaction. The researchers will conduct the research within August until October
2019 which will be conducted inside the school campus.

Conceptual Framework
Figure 1: Conceptual Framework
The figure 1 is the conceptual paradigm of the study which illustrates the impact of
bullying as the independent variable to the dependent variable, social interaction of the
Senior High School students of Philippine Nikkei Jin Kai International School. Bullying
has liberated actions or outside of control actions. It cannot be stopped nor does anyone
have the authority to not let it spread. This study aims to know the impact of bullying to
the social interactions of the students and how it affects their academic performance and
their daily lives.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Impact of bullying Social Interaction

Theoretical Framework
Gottfredson and Hirschi (cited by Moon et. al (2008)) cited that low self-control is the main
supply of criminal behaviors and behaviors like crime. People with low self-control are
additional seemingly to hunt immediate gratification, to be physically active, to be
insensitive to others, and to possess restricted psychological feature and educational
skills. Gottfredson and Hirschi conjointly argued that effective parental practices (i.e.,
monitoring, recognition of deviant behaviors, and penalization of deviant behavior) have
a major impact on the event of self-control. Overall, parenting practices are hypothesized
to own a major impact on a child’s self-control, which successively affects deviant and
criminal behaviors.
Differential associations (Sutherland, cited by Moon et. al (2008)) posits that delinquent
and criminal behaviors are learned exceedingly like law-abiding behaviors. Dame Joan
Sutherland (1947) argued that people are additional seemingly to interact in delinquent
and delinquent behaviors after they go together with delinquent peers or deviant folks. By
associating with intimates (i.e., folks and friends) World Health Organization exhibits
delinquent behaviors and/or have favorable attitudes toward the violation of laws, people
learn techniques of committing delinquent or criminal behaviors, still as motives and
attitudes that serve to push criminal and delinquent behaviors. Dame Joan Sutherland
conjointly argued that the results of associations on people vary looking on frequency,
duration, priority, and intensity.
The key proposition of GST is that strains cause delinquency. Criticizing a slim conception
of strain outlined by classical strain theory, Agnew (1992) distended the sources of strain
and sorted them into 3 categories:(a) the failure to attain completely valued goals, (b) the
doable or actual loss of completely valued stimuli—stressful life events (i.e., parental
loss), and (c) the presentation of harmful stimuli to people (i.e., emotional and physical
abuse, criminal victimization, or discrimination). The opposite main proposition of GST is
that strains produce negative emotions (i.e., anger, anxiety, depression), that
successively influenced delinquency. In step with GST (Agnew, 1992), people expertise
negative emotions, particularly anger, after they are treated unjustly and below the belt
or exposed to negative stimuli.
Significance of the study
The purpose of this study will benefit the following:
The students – This study will encourage them to change their attitude towards other
people.
The teachers – This study can provide them hint to boost their motivational and teaching
materials, techniques or strategies and skills in an open forum to students who actually
need their guidance.
The future researchers - This study will provide the future researchers references and
guide them on doing research.

Definition of terms
Bully - a person who habitually seeks to harm or intimidate those whom they perceive as
vulnerable.
Behavior - the way in which one acts or conducts oneself, especially toward others.
Threats - a statement of an intention to inflict pain, injury, damage, or other hostile action
on someone in retribution for something done or not done.
Violence - behavior involving physical force intended to hurt, damage, or kill someone or
something
Hindrance - a thing that provides resistance, delay, or obstruction to something or
someone.