GROWTH AND DEVELOPMENT OF A SCHOOL

AGE AND ADOLESCENCE

ON
COMMON EXPERIENCED BY A SCHOOL AGE: THE
IMPACT OF SCHOOL
BULLYING ON STUDENTS’ ACADEMIC
ACHIEVEMENT
 INTRODUCTION:
BACKGROUND OF THE STUDY
NEVER DO A WRONG THING TO MAKE A FRIEND--OR TO KEEP ONE.
ROBERT E. LEE
BULLYING EXISTS IN ALL COMMUNITIES SINCE LONG TIME. BULLYING EXISTS EITHER IN
DEVELOPED OR DEVELOPING SOCIETIES. BULLYING STARTS IN EARLY AGE. CHILD STARTS TO BUILD AN
INITIAL CONCEPT OF BULLYING. THEN, IT STARTS INCREASING AND CONTINUES UNTIL IT REACHES ITS
PEAK IN THE BASIC PHASE STAGE (4, 5, AND 6). IT CONTINUES IN HIGHER BASIC STAGE, AND THEN
STARTED TO DECLINE AT SECONDARY LEVEL (DICKERSON, 2005). BULLYING IS CONSIDERED A
COMMON FORM OF VIOLENCE IN SCHOOLS. REPORTED THAT BULLYING IS DEEMED AS A SERIOUS
PROBLEM IN ACADEMIC SETTINGS IN ALL PARTS OF THE WORLD. THEY FOUND THAT BULLYING HAS
NEGATIVE IMPACT ON ACADEMIC PERFORMANCE. FEMALES WERE MORE AFFECTED THAN MALES BY
BULLYING. SHAHRIA ET AL. (2015)
 IN THE GLOBAL SETTING, BULLYING AMONG
SCHOOL-AGE CHILDREN OCCURS WORLDWIDE. A
SURVEY PUBLISHED IN PEDIATRICS IN REVIEW REVEALS
THAT IN NORWAY, 14 PERCENT OF CHILDREN ARE EITHER
BULLIES OR VICTIMS. IN JAPAN, 15 PERCENT OF PRIMARY
SCHOOL PUPILS SAY THAT THEY ARE BULLIED, WHILE IN
AUSTRALIA AND SPAIN, THE PROBLEM PREVAILS AMONG
17 PERCENT OF STUDENTS. IN BRITAIN ONE EXPERT
FIGURES THAT 1.3 MILLION CHILDREN ARE INVOLVED IN
BULLYING. (SEDDON, 2015).
 BULLYING CONSTITUTE A COMPLEX PROBLEM IN SCHOOL KIDS
LIVES. IT IS A PROBLEM THAT AFFECTS ALL STUDENTS, EITHER BULLIES
OR VICTIMS, AND THOSE WHO ATTENDED INTERPERSONAL VIOLENCE.
BULLYING MAY INVOLVE MANY SECTIONS VERBAL, PHYSICAL
ASSAULTS, THREATS, JOKES OR LANGUAGE, AND CRITICIZING. ALL OF
SUCH FACTORS AFFECT INDIVIDUALLY, OR COLLECTIVELY, AND
CONTRIBUTES IN CHILD’S BULLYING. IT IS WELL KNOWN THAT
BULLYING IS DIFFICULT TO ELIMINATE OR TO STOP IT IN SCHOOLS
BECAUSE IT IS USED BY STUDENTS. ALISON (2016) STATED THAT
BULLYING IS CONSIDERED AS GLOBAL PROBLEM THAT AFFECT
EMOTIONAL, SOCIAL, AND PHYSICAL WELLBEING OF SCHOOL-AGE
CHILDREN WORLDWIDE.
 IN THE PHILIPPINES, ACCORDING TO THE DEPARTMENT OF
EDUCATION (DEP ED), BULLYING CASES ON ELEMENTARY AND HIGH
SCHOOL OF BOTH PRIVATE AND PUBLIC SCHOOLS ON 2014 ROSE BY
21% OR A TOTAL OF 6,363 CASES, COMPARE WITH THE 5,236 ON
2013. THIS TRANSLATES TO 31 DAILY BULLYING CASES FROM A
DIVISOR OF 201 SCHOOL DAYS. BULLYING IN SCHOOLS OCCURS IN
ANY PLACE EITHER IN SCHOOL BUILDING OR AROUND SCHOOL
BUILDING AND MAY OCCUR IN BATHROOMS, SCHOOL BUSES AND
DURING WAITING FOR SCHOOL BUSES, AND IN CLASSES WHICH MAY
REQUIRE GROUP WORK OR AFTER SCHOOL ACTIVITIES. SCHOOL
BULLYING IS A WIDESPREAD ISSUE THAT AFFECTS SCHOOL STUDENTS IN
MANY PARTS OF THEIR LIVES SUCH AS; PSYCHOLOGICALLY,
EDUCATIONALLY AND PROFESSIONALLY. SHAFQAT (2015, P. 45)
 IN THE CITY OF TAGUM AT SAINT MARY’S COLLEGE OF
TAGUM, AS WE OBSERVED MANY CHILDREN’S ARE NOT AWARE
THE WAY THEY TALK TO THEIR SCHOOLMATES, CLASSMATES
AND FRIENDS. BULLYING MAY INVOLVE MANY SECTIONS
VERBAL, PHYSICAL ASSAULTS, THREATS, JOKES OR LANGUAGE,
AND CRITICIZING. THESE COULD AFFECT THE DAILY LIVING OF
THE STUDENTS BECAUSE SOME OF THEM ARE NOT AWARE THAT
THEY ARE BULLIED. BULLYING AT SCHOOL AFFECTS ACADEMIC
ACHIEVEMENT SINCE BULLIED CHILDREN FEEL FEAR AND WEAK
AND IN THE SAME TIME IT AFFECTS STUDENTS’ PERSONALITY
TRAITS AND SELF-CONFIDENCE.
 ACKNOWLEDGEMENT
FIRST AND FOREMOST, PRAISES AND THANKS TO THE GOD, THE ALMIGHTY, FOR HIS SHOWERS
OF BLESSINGS THROUGHOUT THE COMPLETION OF THE STUDY. FOR THE GRACES AND STRENGTH, HE
GAVE ME BEFORE, AFTER AND IN THE PROCESS OF MAKING THIS STUDY. ALL GLORY AND PRAISES TO
GOD ALONE.
TO MISS JOSEFINA S. BALOTE RN, MN, DEAN OF COLLEGE AND PROGRAM HEAD OF NURSING
DEPARTMENT FOR ALLOWING US TO HAVE OUR CLINICAL EXPOSURE AND FOR BEING OUR CLINICAL
INSTRUCTOR AT THIS CONCEPT FOR HER ENDLESS SUPPORT, GUIDANCE, KINDNESS AND UNDERSTANDING
SPIRIT DURING OUR CLINICAL EXPOSURE AT ST. MARY’S COLLEGE OF TAGUM INC.
TO MY FAMILY, FRIENDS, RELATIVES AND OTHER WHOSE NAME MAY NOT BE ALL ENUMERATED I’M
FOREVER GRATEFUL FOR THE SUPPORT EITHER ON FINANCIAL, EMOTIONAL, PHYSICAL AND MENTAL
ASPECT. THANK YOU FOR THE ENCOURAGEMENT AND BELIEVING THAT I CAN DO THIS AND FOR ALWAYS
BEING THERE WHENEVER I NEEDED ALL OF YOU.
TO MY GROUPMATES, THE BSN-2D WE HAVE A LONG WAY TO PASS AND I KNOW WE CAN
MAKE THIS UNTIL THE END THROUGH THE HELP OF EACH OTHER.
 PURPOSE OF THE STUDY
THIS STUDY AIMS TO ANSWER THE IMPORTANCE OF SCHOOL
AGE SOCIALIZATION AND THE IMPACT OF SCHOOL BULLYING ON
STUDENTS’ ACADEMIC ACHIEVEMENT. I ALSO CHOSE THIS STUDY
BECAUSE IT IS RELEVANT TO OUR CONCEPT “GROWTH AND
DEVELOPMENT OF SCHOOL AGE AND ADOLESCENCE”.
THE HOPE OF THIS STUDY IS TO DESIGN A NURSING CARE PLAN
THAT WILL ANSWER THE NEEDS OF THE SCHOOL AGE CHILD
SPECIFICALLY, THIS STUDY WILL SEEK ANSWER TO THE
FOLLOWING:
1) TO SPECIFY THE IMPACT OF BULLYING IN SCHOOLS
2) TO FIND OUT THE IMPACT OF BULLYING IN
SCHOOLS ON STUDENTS’ ACADEMIC ACHIEVEMENT
3) WHAT IS THE PERCEPTION OF THE SCHOOL AGE
ABOUT BULLYING IN SCHOOL?
5) HOW DOES THE SCHOOL AGE ADAPT IN THEIR
ENVIRONMENT?
 THEORIES
ACCORDING TO THE THEORY OF FLORENCE
NIGHTINGALE, ENVIRONMENT CAN REFLECT ANY COMMUNITY
HEALTH STRESSES TO A CHILD OR PERSON THIS MODEL
SURROUNDS HUMAN RELATION IS CONSIDERED IN RELATION
TO THEIR HEALTH. IN THE ERA THAT WITH HAVE TODAY, WE ARE
FACED WITH ENVIRONMENTAL CONDITIONS IN LINE WITH
THESE IS THE SOCIAL INTERACTIONS AND SOCIALIZATIONS TO
OTHER PEOPLE. OUR PEERS CAN INFLUENCE FROM WHO WE
ARE TODAY.
 ASSESSMENT
BIOGRAPHICAL DATA
• NAME: JESSA QUEEN M. REBELIEZA

• AGE: 9 YEARS OLD

• BIRTH DATE: FEBRUARY 8, 2010
• BIRTH PLACE: TAGUM CITY

• GENDER: FEMALE
• NATIONALITY: FILIPINO
• RELIGION: ROMAN CATHOLIC

• FATHER’S NAME: ARMAN M. REBELIEZA

• FATHER’S OCCUPATION: BUSINESS MAN
• MOTHER’S NAME: MONICA M. REBELIEZA

• MOTHER’S OCCUPATION: PUBLIC TEACHER

• PAST MEDICAL:
N/A
• PERSONAL FAMILY AND SOCIO-ECONOMIC HISTORY
CLIENT STATES THAT SHE IS LIVING WITH HER FAMILY, HER
MOTHER AND FATHER AND SHE FEEL COMFORTABLE WITH
THEM. ALSO HER GRANDPARENTS ARE LIVING WITH THEM
ALSO.
CLIENT VERBALIZED: “CLOSE KO SA AKONG MAMA OG
PAPA MAN ATE, KUNG NAA KOY PROBLEMA DIREA SA SCHOOL
KAY MAG INGON KO SA ILAHA LABIN NA OG AWAYON KO
DIREA SA SCHOOL OG NAA MAG SIGE OG SUNGOG SA AKOA
DIREA ATE”
 PHYSICAL ASSESSMENT
GENERAL SURVEY:
AS I HAVE OBSERVED, THE GENERAL PHYSICAL SURVEY
OF SCHOOL AGE CHILD IS NORMAL. THERE IS NO PHYSICAL
MALFORMATION ON THE CLIENT. ALSO, THE PATIENT’S
MENTAL HEALTH ASPECT IS NORMAL TOO AS WELL AS THE
EMOTIONAL AND SOCIAL ASPECT OF THE CLIENT. THE CLIENT
ALSO ANSWERS MY QUESTIONS DIRECT TO THE POINT. BUT
SOMETIMES, SHE IS DISTRACTED AND I HAVE OBSERVED THAT
MOST OF THE TIME SHE IS STARING IN THE FLOOR.
 VITAL SIGNS
•PULSE RATE- 92 BPM
•BLOOD PRESSURE- 110/80 MMHG
•RESPIRATORY RATE- 18 CPM
•TEMPERATURE- 36. 3C
 NUTRITIONAL STATUS:
•HEIGHT- 117CM
•WEIGHT- 21KLS
•BODY MASS INDEX: 16
 NEUROLOGIC ASSESSMENT:
• CLIENT IS ABLE TO ANSWER ALL THE QUESTIONS I ASKED HER.
• THE CLIENT’S LEVEL OF CONSCIOUSNESS IS HIGH BECAUSE SHE
IS ORIENTED
• OF WHAT DAY IT WAS, TIME AND SHE STATED HER NAME AND
OTHER DETAILS.
• SHE SPEAKS WELL THOUGH IT’S NOT REALLY THAT LOUD.
• MOTOR, SENSORY AND REFLEX ACTIVITY ARE ALL IN ITS
NORMAL CONDITION.
 INTEGUMENTARY SYSTEM:

•WHEN I PINCHED HER SKIN IT IMMEDIATELY

GOES BACK TO ITS NORMAL OR PREVIOUS
STATE.
•WITH MOISTEN SKIN AND BROWN IN COLOR
 HEENT (HEAD, EYES, EARS, NOSE,
SINUSES, NECK, THROAT):
• HEAD IS COORDINATED AND HAS A SMOOTH MOVEMENT
WITH NO DISCOMFORT.
• HEAD LATERALLY REFLEXES, ROTATES AND HYPEREXTENDS.
• SCLERA APPEARS WHITE AND CONJUNCTIVA IS PINKISH IN
COLOR.
• EYELASHES ARE EQUALLY DISTRIBUTED AND CURLED SLIGHTLY
OUTWARD.
• SYMMETRICAL FACE MOVEMENTS.
• NOSE IS SYMMETRIC AND STRAIGHT, NO FLARING,
UNIFORM IN COLOR, AIR MOVES FREELY AS THE CLIENT
BREATHES THROUGH THE NARES.
• NECK IS POSITIONED AT THE MIDLINE WITHOUT
TENDERNESS AND IT ALSO FLEXES EASILY AND NO
MASSES PALPATED.
• THROAT IS REDDISH IN COLOR AND HAS NO SWELLING.
• EARS ARE SYMMETRICAL ON BOTH SIDES.
 PULMONARY SYSTEM:
• CLIENT BREATHES NORMALLY AND NO ABNORMALITY OR UNUSUAL
OBSERVATIONS NOTED.
• CLIENT STATES THAT THERE’S NO EXISTING PROBLEM IN THE PULMONARY
SYSTEM.

CARDIOVASCULAR SYSTEM:
• NO UNUSUAL OBSERVATIONS NOTED.
• CLIENT STATES THAT THERE’S NO PROBLEM IN TERMS OF THE CARDIOVASCULAR
SYSTEM.
 H. GASTROINTESTINAL SYSTEM:
• CLIENT STATES THAT THERE IS NO PROBLEM REGARDING THE GASTROINTESTINAL
SYSTEM.

I. MUSCULOSKELETAL SYSTEM:
• CLIENT STATES THAT THERE IS NO PROBLEM REGARDING THE MUSCULOSKELETAL
SYSTEM.
• CLIENT CAN MOVE WITHOUT ANY PROBLEM.
• CLIENT IS ABLE TO WALK AND RUN.
• CLIENT MOVE FREELY.
• NO UNUSUAL OBSERVATION NOTED.
 K. GENITO-URINARY SYSTEM:
• PATIENT STATES THAT THERE IS NO PROBLEM
REGARDING THE GENITO-URINARY SYSTEM.
• PATIENT CAN EXCRETE FLUIDS AND WASTE
WITHOUT PAIN.
 CHAPTER 2:
JOURNAL READING
SUMMARY
CHILDREN CAN BE CRUEL AND IT IS NOT UNCOMMON FOR
GRADE SCHOOL STUDENTS TO COME HOME IN TEARS AFTER SOMEONE
CALLED THEM A NAME ON THE BUS RIDE HOME. UNFORTUNATELY, MANY
PARENTS DO NOT UNDERSTAND THE POTENTIALLY DAMAGING EFFECTS OF
BULLYING NOT ONLY ON A CHILD’S CONFIDENCE AND SELF-ESTEEM BUT
ALSO ON HIS ACADEMIC PERFORMANCE. VERBAL AND SOCIAL BULLYING ARE
THE TWO MOST COMMON TYPES, INCLUDING THINGS LIKE NAME-CALLING,
TEASING, SPREADING RUMORS, STEALING BELONGINGS, SEXUAL COMMENTS
AND GESTURES, OR PHYSICAL VIOLENCE. PHYSICAL BULLYING HAPPENS LESS
OFTEN THAN SOCIAL BULLYING AND CYBERBULLYING, THOUGH IT IS
BECOMING INCREASINGLY PREVALENT, IS STILL LESS COMMON.
 BULLYING CAN HAVE A SERIOUS IMPACT ON A
CHILD’S EDUCATIONAL EXPERIENCE, AND NOT JUST BY
CAUSING HIM OR HER TO MISS SCHOOL. THERE IS A GREAT
DEAL OF EVIDENCE TO SUGGEST THAT BULLYING HAS A
NEGATIVE IMPACT ON A CHILD’S ACADEMIC
PERFORMANCE. THE EFFECTS OF BULLYING EXTEND FAR
BEYOND THE ACADEMIC SCOPE. THE SCHOOL SHOULD
STRIVE TO CREATE A SAFE AND HEALTHY ENVIRONMENT
FOR ALL STUDENTS BY REWARDING THOSE WHO PROVIDE
A GOOD EXAMPLE OF THE SCHOOL’S POLICIES IN ACTION.
 REFLECTION
AS I HAVE READ THE ARTICLE, I LEARNED A LOT THAT I CAN APPLY TO MY
EVERYDAY LIVING. IT IS IMPORTANT TO KNOW THE EFFECTS OF BULLYING TO A CHILD
BECAUSE IT CAN CHANGE THE BEHAVIOR OF A CHILD, THE IMPACT OF BULLYING TO A
CHILD THROUGH TO HIS/HER ACADEMIC PERFORMANCE CAN BE AFFECTED BECAUSE OF
THE NEGATIVE MIND SETS OF A CHILD. NOWADAYS, OUR GOVERNMENT OFFICIALS ARE
TRYING TO FIND SOME WAYS TO LESSEN OR TO STOP BULLYING. BULLYING CAN ALSO
EXPERIENCE IN HOME, COMMUNITY, SCHOOLS AND OTHER PLACES. IT IS IMPORTANT TO
HAVE SOME SOLUTIONS TO THIS RAMPANT PROBLEM TO OUR COMMUNITY BECAUSE
THIS PROBLEM COULD LEAD A STUDENT OR CHILDREN TO BE SUICIDAL. THROUGH TO
OUR SIMPLE ACTIONS OR WORDS WE MUST THINK CAREFULLY BECAUSE EVEN IF THAT
WE THINK THAT IT IS OKAY OR ALRIGHT BUT THAT WORDS OR ACTIONS ARE REALLY
HURTFUL TO OTHER PEOPLE.
 EVALUATION OF THE OBJECTIVES OF THE STUDY
IN THIS STUDY I FOUND OUT THAT, BULLYING IN SCHOOL COULD REALLY
AFFECTS TO OUR DAILY ACTIVITY BECAUSE IT COULD AFFECT OUR LIVES ESPECIALLY IN
OUR ACADEMIC PERFORMANCES. MOST OF THE TIME, FEMALE PERSONS EXPERIENCED
BULLYING. IN MY CASE, MY CLIENT EXPERIENCED BULLYING BUT FOR HER SHE TAKES IT
POSITIVE WAYS BECAUSE SHE BELIEVES THAT THOSE PERSONS WHO BULLIED HER ARE
INSECURE TO HER. OUR PEERS CAN INFLUENCE FROM WHO WE ARE TODAY BECAUSE
MOST OF THE TIME WE SPENT OUR TIME IN SOCIALIZATIONS AND INTER ACTIONS TO
OTHER PEOPLE THROUGH TO THIS ACTIONS THEY ARE ADOPTING THE ATTITUDES OF
THEIR PLAYMATES, CLASSMATES AND FRIENDS.
THE GOOD THING IS MY CLIENT IS OPEN TO HER PARENTS ABOUT WHAT IS HAPPENING TO HER
DAILY LIVING. THE FAMILY COULD REALLY HELP A STUDENT TO BE MORE STRONG AND POSITIVE
IN MANY WAYS.