Bullying: The Impact of Bullying in The Growth of The Students in Yllana Bay View College Grade 11 Students of Morning Class

Bullying: The Impact of Bullying in the Growth of the Students in Yllana
Bay View College Grade 11 Students of Morning Class
I. Short Rationale
Background of the Study
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 (Brookshire, 2014).In
Indonesia, Roland and Idsøe (2001) have investigated how reactive
aggressiveness and two aspects of proactive aggressiveness, power-related
aggressiveness and affiliation-related aggressiveness, are related to being
bullied and bullying others. In addition they have also attempted to
differentiate between different kinds of aggressiveness in bullying among boys
and girls in different grades. Overall, they have found that there was a good
correlation between both proactive power-related aggressiveness and
proactive affiliation-related aggressiveness, and being involved in bullying.
However, reactive aggressiveness was not a good predictor for bullying
behavior. Fandrem et al. (2009) have also conducted a bullying study in
Norwegian schools using the same scales developed by Roland and Idsøe.
The result showed that proactive power-related aggressiveness and affiliation-
related aggressiveness are related to bullying behavior, but somehow
different in strength in gender relation. Thus, although there might be different
results in other studies, Roland and Idsøe and Fandrem et al. in their studies
have somehow shown associations between bullying cultural patterns and
aggressiveness as well as between gender and degree of aggressiveness.
Review of Related Literature
Bullying is not new issues that students and schools face. In fact, over the
years it has been viewed as being so common place in schools that is has
been overlooked as a threat to students and reduces to a belief that bullying is
a developmental stage that most youth will experience then get over. But
everyone gets over the personal trauma that can come with bullying both for
the victim and the bully. This is why it is seen happening by adults in work
places, in homes, and in the community. Therefore, this harassment is not
isolated to schools alone. But schools are the best pace to actively intervene.
Teachers, administrators, counselors, and even students have the great
access to the most students through a school system. The study work by
Harris, S. & Hathorn, C. (2006) in his journal title American Educational
Research Journal, pp. 351-354.According to Rose, D. (2002) in his book titled
Handbook of Crisis Counseling, Intervention, and Prevention in the school,
pp. 105-107. She said bullying behaviors begin and then continue to happen
to the victims, their life becomes “a rapid downward spiral”. Their grades drop,
their self esteem is lowered, their self blame rises, the longer it goes on the
fewer friends they feel they have. Often because of victims’ tendencies
withdraw and to avoid, they have not told a teacher or parent that the bullying
is taking place, further reducing any supports they might otherwise have. If
victimization continues their feeling of hopelessness will rise giving way for
depression to set in. In extreme cases this is when the victims could become
suicidal, homicidal, or both. A third category to either the bully group or the
victim group is the bully-victim. Their characteristics match both those of the
bully and those of the victim, depending on the circumstance they find
themselves in. Different than the victim-bully cycle that takes place over a
period of time and is distinctly victim, then the bully, a bully-victim will often flip
from one category to the other multiple times in a day. This is an important
group to watch for because they have the least amount of support. Similar to
a provocative victim, this group tends to be hyperactive and impulsive, and
lacks social skills; Often they will have few friends, if any because of their lack
of awareness of their behaviors. They feel the negative effects of being both
the bully and the victim at the same time. This is the most isolated group and
therefore requires an intervention that is a combination of empathy training,
assertiveness training, and building social skills. This is the work of Holt, M.
Finkelhor, D. & Kantor, G. (2007) in his book titled School Psychology
Review, pp. 47-48
II. Conceptual / Theoretical Framework
III. Statement of the Problem

Bullying is a serious social problem affecting many schools around the world.
As a result of bullying, victimized children tend to suffer from depression and
anxiety, as well as want to keep to themselves. Another serious affect that
bullying has is interrupting classroom environment where students cannot
focus on their learning. Furthermore, their academic performance is hindered
as well.
IV. Short Description of the Methodology

Research Design
The research design that the researcher used in this study is qualitative
approach. This study involves about the behavior of a bully and how it affects
its peers, this study furthermore dig into the world of bullies and victim and to
know ‘what are the factors that affect a bully to hurt anymore’.
Research Environment
This study is conducted at the Yllana Bay View College and located in Enerio
ST., Balangasan, 7016 Pagadian City, Philippines.
Target Participants
The researchers of this study are conducting the research in the basic
education department high school only
Research instruments
The instruments used consisted of the following:
Questionnaire: the questionnaire was converted to gather data regarding to
the profile of the victims in bullying. It was a check-response type of facilitate
convenience in answering the questions. It consisted of two important parts,
the profile and the problems met by the respondents.
Data gathering
The researchers decided to have a survey on the actions of the chosen
respondents. The survey will verify our conclusions and furthermore makes
complimentary conclusions. We will furthermore analyze and conclude with
supporting details

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Bullying: The Impact of Bullying in the Growth of the Students in Yllana

Bay View College Grade 11 Students of Morning Class

Background of the Study

Bullying is unwanted, aggressive behavior among school aged children that

Review of Related Literature

III. Statement of the Problem

IV. Short Description of the Methodology

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