1. EFFECTS OF BULLYING
_________________
Undergraduate Thesis Presented to the
Faculty and Staff of the College of Criminology
Nueva Ecija University of Science and Technology
Cabanatuan City
___________________
In Partial Fulfillment of the Requirements
for the Subject Psychology
___________________
By
Marlon de Lara
Cedric D Jale Arceo
Arnie Angelo Andulan
Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
Eddie Boy Tamares
Rommel Grospe
Jimver Reyes

2. Acknowledgements
The researcher’s wishes to express their deepest gratitude
to the special people who have extended their assistance for the
success of this study;
The Almighty God, who is the source of life and strength of
knowledge and wisdom.
Mrs. __________________ for her genuine apprehension,
encouragement, patient and guidance and whose expertise and
knowledge were generously shared;
To the fellow classmates, for sharing their knowledge and
idea in helping the researchers in the construction of the
project;
To the beloved parents and guardians for untiring love and
support;
The Lord and Savior Jesus Christ, this piece of work was
heartily offered.

3. DEDICATION
The researchers would like to dedicate this study to the
Almighty God, to their beloved families and friends, to their
Alma Mater- the Nueva Ecija University of Science and
Technology, to their classmates, instructors and to the
professor of this subject Psychology __________________
The researchers would also like to dedicate this project to
their fellow criminology students; they knew that they will
serve this information to them.

4. TABLE OF CONTENTS
TITLE PAGE
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
CHAPTER
1 THE PROBLEM AND ITS SETTING
Introduction
Statement of the Problem
Assumption of the Study
Importance of the Study
Scope and Delimitation of the Study
Definition of Terms
2 METHODOLOGY
Research Method of Collecting Data
Sampling Design
Statistical Treatment of Data
3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
Summary of Findings
Conclusions
Recommendations
REFERENCES
Questionnaire – Checklist
Curriculum vitae

5. Chapter I
THE PROBLEM AND ITS SETTING
Introduction
Bullying is a form of aggressive behavior manifested by the
use of force or coercion to affect others, particularly when the
behavior is habitual and involves an imbalance of power. It can
include verbal harassment, physical assault or coercion and may
be directed repeatedly towards particular victims, perhaps on
grounds of race, religion, gender, sexuality, or ability. The
"imbalance of power" may be social power and/or physical power.
The victim of bullying is sometimes referred to as a "target".
Bullying consists of three basic types of abuse –
emotional, verbal, and physical. It typically involves subtle
methods of coercion such as intimidation. Bullying can be
defined in many different ways. The UK currently has no legal
definition of bullying, while some U.S. states have laws against
it
Bullying ranges from simple one-on-one bullying to more
complex bullying in which the bully may have one or more
'lieutenants' who may seem to be willing to assist the primary

6. bully in his or her bullying activities. Bullying in school and
the workplace is also referred to as peer abuse. Robert W.
Fuller has analyzed bullying in the context of rankism.
Bullying can occur in any context in which human beings
interact with each other. This includes school, church, family,
the workplace, home, and neighborhoods. It is even a common push
factor in migration. Bullying can exist between social groups,
social classes, and even between countries (see jingoism). In
fact, on an international scale, perceived or real imbalances of
power between nations, in both economic systems and in treaty
systems, are often cited as some of the primary causes of both
World War I and World War II.
Foreign Literature
The word "bully" was first used in the 1530s meaning
"sweetheart," applied to either sex, from the Dutch boel "lover,
brother," probably diminutive of Middle High German buole
"brother," of uncertain origin (compare with the German buhle
"lover"). The meaning deteriorated through the 17th century
through "fine fellow," "blusterer," to "harasser of the weak".
This may have been as a connecting sense between "lover" and
"ruffian" as in "protector of a prostitute," which was one sense

7. of "bully" (though not specifically attested until 1706). The
verb "to bully" is first attested in 1710(Zwerdling, 1987 )
High-level forms of violence such as assault and murder usually
receive most media attention, but lower-level forms of violence
such as bullying have only in recent years started to be
addressed by researchers, parents and guardians, and authority
figures( Whitted, K.S. & Dupper, D.R. 2005). It is only in
recent years that bullying has been recognised and recorded as a
separate and distinct offence, but there have been well
documented cases that have been recorded over the centuries. The
Fifth Volume of the Newgate Calenda(Complete Newgate Calendar
Tarlton Law Library) contains at least one example where
Eton Scholars George Alexander Wood and Alexander Wellesley
Leith were charged, at Aylesbury Assizes, with killing and
slaying the Hon. F. Ashley Cooper on February 28, 1825 in an
incident which might today be described as "lethal hazing(George
Alexander Wood and Alexander Wellesley Leith,2003) The Newgate
calendar contains several other examples that, while not as
distinct, could be considered indicative of situations of
bullying. Virginia Woolf considered fascism to be a form of
bullying, and wrote of Hitler and the Nazis in 1934 as "these
brutal bullies.( Zwerdling, 1987)

8. Bullying behavior can have negative consequences for both
the bully and the victim.
Studies have shown that boys identified as bullies in middle
school were four times as likely as their peers to have more
than one criminal conviction by age twenty-four.
Children who bully are more likely to engage in other criminal
and anti-social behaviors, such as: ,Fighting,Vandalism,
Truancy, Dropping out of school. Stealing Smokingand
Alcohol/and or drug abuse
Effects on the victimThe stress from being bullied can create
problems for children at school. Students may be fearful of
attending school, riding the bus, using the bathroom or being
alone in the hallway.This fear and anxiety can make it difficult
for the child to focus and engage in the classroom, making
learning that much more difficult.Bullying can cause children to
experience fear, depression, loneliness, anxiety, low self-
esteem, physical illness, and in some cases, even suicidal
thoughts.The Kids Manual to Overcoming Bullying and Gain Self
Confidence E-Book-This e-book is among the best and easily
applicable strategies that exists in the world today! Not only
is it written for children, in their unique language,you as the

9. parent can learn along with them and guide them with the
techniques to conquer bullies!
There are many theories on what causes violent and/or anti-
social behavior in children.
Increased exposure to violence through mass media, video games,
and the internet.
Suffering as victims of abuse or neglect themselves, or a
generally more permissive society with a corresponding lack of
discipline.
While certainly each of these theories has merit, there is no
single cause of bullying behavior in children.
There are however certain generalized characteristics displayed
by children who engage in such behavior.
Children who are impulsive, socially dominant, confrontational,
or easily frustrated may tend towards bullying behaviors.
Other characteristics of children who bully may include a lack
of empathy, a propensity to question authority and push limits
or break rules, idealization of violence, and the ability to
talk their way out of difficult situations.

10. It is commonly believed that children who bully are “loners” or
are socially isolated. Research, however, shows this is not the
case.
Children who bully generally do not have a difficult time
making friends and generally maintain at least a small group of
friends who support their bullying behavior.Some bullies may
even be popular; although the popularity of a bully tends to
decrease at higher-grade levels.Also, contrary to popular
belief, research shows that children who bully do not lack self-
esteem.While boys are more likely to be bullies than girls, both
boys and girls may bully and both may become victims.Boy bullies
are much more likely to engage in physical bullying. Bullying
between girls is more likely to involve social exclusion, which
is harder to discover, but no less painful for the victim.
Bullying generally takes place between children in the same
grade level, although many times older students may bully
younger students.Environmental risk factors for bullying may
come from the child’s home/family life, peers, or school.
Family risk factors: Lack of involvement in child’s interests,
activities, and daily life, Lack of supervision .Overly
permissive, lack of limitsand Harsh, physical discipline

11. Peer risk factors:Engage in bullying behaviors Support bullying
behaviors Idealize violence School risk factors:Unsupervised
break timesUnsupervised student areas such as lunchrooms,
bathrooms, hallways, locker rooms, playgrounds Apathy towards
bullying on the part of teachers and administratorsInconsistent
rule enforcement Social exclusion is the most common form of
bullying between girls. This form of girl-on-girl bullying can
be very difficult to detect.. Being difficult to detect means it
is difficult for parents or school officials to intervene.
Think of it as the “Mean Girls” syndrome. This behavior may
begin as early as grade school, but probably peaks in junior
high. It entails social isolation, vicious lies and rumors, and
constant harassment. This type of bullying is focused on
humiliating the victim and is generally carried out over long
periods of time. It can be psychologically devastating for the
victim. The bully in this situation is generally very popular,
smart, charming, and attractive – generally viewed positively by
adults. This girl usually has a clique of girls at her beck and
call eager to join in on the harassment of the chosen victim.
This form of bullying is slow, drawn-out, calculated,
manipulative torture of the victim. The effects on the victim
can be so severe as to result in depression, eating disorders,

12. transferring or dropping out of school, and/or suicidal thoughts
or attempts.
It is not as easy to recognize as the black eyes and
playground brawls of more traditional, physical bullying, but it
is certainly no less significant.
Local Literature
Bullying is the activity of repeated, aggressive behavior
intended to hurt another person, physically or mentally.
Bullying is characterized by an individual behaving in a certain
way to gain power over another person
Norwegian researcher Dan Olweus defines bullying as when a
person is
"exposed, repeatedly and over time, to negative actions on the
part of one or more other persons." He defines negative action
as "when a person intentionally inflicts injury or discomfort
upon another person, through physical contact, through words or
in other ways".
Bullying behavior may include name calling, verbal or written
abuse, exclusion from activities, exclusion from social
situations, physical abuse, or coercion.[10][17] Bullies may behave

13. this way to be perceived as popular or tough or to get
attention. They may bully out of jealousy or be acting out
because they themselves are bullied.
U.S. National Center for Education Statistics suggests that
bullying can be classified into two categories:
1. Direct bullying, and
2. indirect bullying (which is also known as social
aggression).[1]
Ross states that direct bullying involves a great deal of
physical aggression, such as shoving and poking, throwing
things, slapping, choking, punching and kicking, beating,
stabbing, pulling hair, scratching, biting, scraping, and
pinching.[19]
He also suggests that social aggression or indirect bullying is
characterized by attempting to socially isolate the victim. This
isolation is achieved through a wide variety of techniques,
including spreading gossip, refusing to socialize with the
victim, bullying other people who wish to socialize with the
victim, and criticizing the victim's manner of dress and other
socially-significant markers (including the victim's race,
religion, disability, sex, or sexual preference, etc.). Ross[19]
outlines an array of nonviolent behavior which can be considered

14. 'indirect bullying,' at least in some instances, such as name
calling, the silent treatment, arguing others into submission,
manipulation, gossip/false gossip, lies, rumors/false rumors,
staring, giggling, laughing at the victim, saying certain words
that trigger a reaction from a past event, and mocking. The UK
based children's charity, Act Against Bullying, was set up in
2003 to help children who were victims of this type of bullying
by researching and publishing coping skills.
It has been noted that there tend to be differences in how
bullying manifests itself between the sexes. Males tend to be
more likely to be physically aggressive whereas females tend to
favour exclusion and mockery, though it has been noticed that
females are becoming more physical in their bullying.[15] There
can be a tendency in both sexes to opt for exclusion and mockery
rather than physical aggression when the victim is perceived to
be too strong to attack without risk, or the use of violence
would otherwise cause problems for the bullies, or the bullies
see physical aggression as immature (particularly when bullying
occurs among adults).
Controversy
Some researchers have suggested that some bullies are
"psychologically strongest" and have "high social standing"

15. among their peers, while their victims are "emotionally
distressed" and "socially marginalized".( Juvonen 2003) Other
researchers also argued that a minority of the bullies, those
who are not in turn bullied, "enjoy going to school, and are
least likely to take days off sick."
Some have argued that bullying can teach life lessons and
instill strength. Helene de Castro a child development academic,
sparked controversy when she argued that being a victim of
bullying can teach a child "how to manage disputes and boost
their ability to interact with others," and that teachers should
not intervene, but leave children to respond to the bullying
themselves:( Besag, 1989)
"[I]f boys or girls are able to stand up for themselves,
being attacked by enemies can help their development.
Studies have shown that children become more popular among,
and respected by, teachers and fellow pupils if they repay
hostility in kind. They remember such experiences more
vividly than friendly episodes, helping them to develop
healthy social and emotional skills."( Hamilton, 2004)
Despite occasional assertions that bullying can be positive and
even productive, the avowed normative consensus is that bullying
is a form of abuse and is wholly negative. Most victims report

16. bullying as something that scars them for a long time, and
sometimes as a fundamental and negative factor in the
development of their adult personality.
In the 2000s and 2010s, a cultural movement against
bullying gained popularity in the English-speaking world. The
first National Bullying Prevention Week was conceived of in
Mandaluyong in 2000 by UP educator and anti-bullying activist
Bill Sandigan. The charity Act Against Bullying was formed in
the UK in 2003. In 2006, National Bullying Prevention Month was
declared in the Philippines . The Suicide of Joven Macaraig in
2010 brought attention to the issue in Nueva Ecija , and sparked
reforms in state education. The It Gets Better Project was
started in 2010 to combat gay teen suicides, and Lady Gaga
announced the Born This Way Foundation in partnership with UP's
Berkman Center for Internet & Society in 2011.
A 2012 paper from the UP Center, “An Overview of State Anti-
Bullying Legislation and Other Related Laws,” notes that, as of
January 2012, 48 U.S. states had anti-bullying laws, though
there is wide variation in their strength and focus. Sixteen
states acknowledge that bullies often target their victims based
on “creed or religion, disability, gender or sex, nationality or
national origin, race, and sexual orientation.” Each of the 16
employs a wide array of additional parameters, the paper notes,

17. ranging from age and weight to socioeconomic status. Of the 38
states that have laws encompassing electronic or “cyberbullying”
activity, 32 put such offenses under the broader category of
bullying and six states define this type of offense separately,
the authors report.(Sandigan, 2004)
Related Studies
Mona O’Cornelios of the Anti-Bullying Centre at PUP
College in has written, "There is a growing body of research
which indicates that individuals, whether child or adult, who
are persistently subjected to abusive behavior are at risk of
stress related illness which can sometimes lead to suicide."
Those who have been the targets of bullying can suffer from long
term emotional and behavioral problems. Bullying can cause
loneliness, depression, anxiety, lead to low self-esteem and
increased susceptibility to illness.[26] In the long term it can
lead to Posttraumatic Stress Disorder and an inability to form
relationships - even leading to celibacy.
There is evidence that bullying increases the risk of suicide.
It is estimated that between 15 and 25 children commit suicide
every year in the UK alone, because they are being bullied.

18. Among the cases of media bullying suicides following: Ryan
Halligen, Phoebe Prince, Dawn-Marie Wesley, Kelly Yeomans,
Jessica Haffer, Hamed Nastoh, or April Himes.
Research indicates that adults who bully have authoritarian
personalities, combined with a strong need to control or
dominate. It has also been suggested that a prejudicial view of
subordinates can be a particularly strong risk factor. Some have
argued that a bully reflects the environment of his home,
repeating the model he learned from his parents.
Further studies have shown that envy and resentment may be
motives for bullying. Research on the self-esteem of bullies has
produced equivocal results. While some bullies are arrogant and
narcissistic, others can use bullying as a tool to conceal shame
or anxiety or to boost self esteem: by demeaning others, the
abuser feels empowered.
Researchers have identified other risk factors such as
depressionand personality disorders,[41] as well as quickness to
anger and use of force, addiction to aggressive behaviors,
mistaking others' actions as hostile, concern with preserving
self image, and engaging in obsessive or rigid actions. A
combination of these factors may also be causes of this
behavior. In one recent study of youth, a combination of

19. antisocial traits and depression was found to be the best
predictor of youth violence, whereas video game violence and
television violence exposure were not predictive of these
behaviors.
It is often suggested that bullying behavior has its origin in
childhood. As a child who is inclined to act as a bully ages,
his or her related behavior patterns will often also become more
sophisticated. Schoolyard pranks and 'rough-housing' may develop
into more subtle, yet equally effective adult-level activities
such as administrative end-runs, well-planned and orchestrated
attempts at character assassination, or other less obvious, yet
equally forceful forms of coercion.
Often bullying takes place in the presence of a large group
of relatively uninvolved bystanders. In many cases, it is the
bully's ability to create the illusion that he or she has the
support of the majority present that instills the fear of
'speaking out' in protestation of the bullying activities being
observed by the group. Unless the 'bully mentality' is
effectively challenged in any given group in its early stages,
it often becomes an accepted, or supported, norm within the
group.

20. In such groups where the 'bully mentality' has been allowed to
become a dominant factor in the group environment, injustice and
abuse often become regular and predictable parts of the group
experience. Bystanders to bullying activities are often unable
or unwilling to recognize the true costs that silence regarding
the bullying can have, both to the victim or victims, and to the
group. Bystanders often feel unwilling to empathize with the
victim, regardless of their feelings towards the bully. The
reversal of a culture of bullying within a group is usually an
effort which requires much time, energy, careful planning,
coordination with others, and usually requires some undertaking
of 'risk' by group members.
It is the general unwillingness of bystanders to expend these
types of energies and to undertake this type of risk that
bullies often rely upon in order to maintain their power. Unless
action is taken, a 'culture of bullying' is often perpetuated
within a group for months, years, or longer.
Bystanders who have been able to establish their own 'friendship
group' or 'support group' have been found to be far more likely
to opt to speak out against bullying behavior than those who
have not.

21. Despite the large number of individuals who do not approve of
bullying, there are very few who will intervene on behalf of a
victim. Most people remain bystanders and tend to accept the
bullying or to support the bully. In 85% of bullying incidents,
bystanders are involved in teasing the victim or egging on the
bully.
In most bullying incidents, bystanders do not intervene to
restrain the bullying. When the bully encounters no negative
response from observers, it provides social approval for the
bullying and encourages continuation of the behavior. There are
many reasons why individuals choose not to intervene. They may
be relieved that the victim of a normal and generally-present
danger is someone else, they may take vicarious satisfaction in
the bullying, or they may worry that they risk becoming the next
victim through intervention. An intuitive understanding that
others will be similarly unwilling to assist them if they do
become the next victim likely strengthens the motivation to
remain passive.
Researchers have been considered the just-world belief
theory to explore a posited decline in anti-bullying attitudes.
"This is the idea that people get what they deserve and deserve
what they get." The study determined that children do seek to
understand, justify, and rectify the different injustices they

22. come across in everyday life. However, further research is
needed to link the two together.
While on the surface, chronic bullying may appear to be simply
the actions of an 'aggressor' (or aggressors) perpetrated upon
an unwilling 'targeted individual' (or individuals), on a
certain deeper level, for it to succeed, the bullying-cycle must
also be viewed as necessarily including a certain chronic
inadequate response on the part of the target (or targets). That
is, a response that is seen by both the bully and the target as
insufficient to prevent the chronic bullying-cycle from
repeating itself between the given individuals. A suitable
response to any given attempt at bullying varies with the
occasion, and can range from ignoring a bully to turning a prank
around so that it makes a 'pranksteree' out of the would be
prankster, to even summoning legal intervention. In any case,
the targeted individual must necessarily somehow demonstrate to
the would-be bully that one will not allow one's self to be
daunted, intimidated, or otherwise "cowed" by the bully. Those
individuals or groups who are capable of reacting to initial
bullying attempts in ways that tend to sufficiently discourage
potential bullies from repeated attempts are less likely to be
drawn into this destructive cycle. Those individuals or groups
who most readily react to stressful situations by perceiving

23. themselves as 'victims' tend to make the most suitable
candidates for becoming the 'targets' of chronic bullying.
Under some circumstances, targets may be chosen in what may be a
completely random or arbitrary process, especially in groups in
which the 'bully mentality' may have already succeeded in
achieving domination within the group. In such groups, the
defense mechanisms of the entire group may have already been
'broken down', and therefore the targeting of individuals no
longer requires the seeking out of 'certain personality types'
to become the 'next target'. The reversal of such chronic and
well entrenched bullying behavior in such groups sometimes
requires a much more carefully planned, coordinated, determined,
and multi-individual response from a would-be target than in a
group in which either the 'bully mentality' may not (yet)
prevail, or ideally in a group that may have already taken a
pro-active preventative approach towards bullying.
The bullying-cycle must include both an act of aggression
on the part of a potential bully, and a response by a potential
target that is perceived by both as a certain sign of
submission. The cycle is only set in motion when both of these
two essential elements are present. Once both of these two
elements manifest themselves, the bullying cycle often proceeds
to feed on itself over time, and may last for months, years, or

24. even decades. The cycle is most easily broken at its initial
onset; however, it can also be broken at any later point in its
progression by simply removing either one of its two essential
ingredients. While group involvement may seem to complicate
bullying activities, the act is most often an implied agreement
in principle between a chief bully or instigator and the target
that the one has 'submitted' to the other. In the act of
bullying, the bully attempts to make a public statement to the
effect of: 'See me and fear me, I am so powerful that I have the
ability to inflict pain upon the intended target at the time and
manner of my choice without having to pay any consequences.'
Should an intended target exhibit a 'defeated attitude' in
response to chronic bullying, then the bullying is likely to
continue. In circumstances where a 'bullying pattern' has not
yet fully established itself, should the intended target respond
with a clear attitude of self-confidence that somehow
demonstrates that the bully's attempt to dominate is futile,
then the bullying attempt will often quickly diminish or end
all-together. Established patterns of bullying may require
greater and more persistent effort to reverse. Institutions and
organs of society often reinforce bullying, often by implying to
or telling targets of bullies that they are responsible for
defending themselves, and then punishing victims if they fight
back.

25. STATEMENT OF THE PROBLEM
The study discussed the Effects of Bullying Among Youth
from Barangay Isla, Cabanatuan City: it’s implication to
Behavior
Specifically, the following questions will be answered::
1. What are the profile of the respondents in terms of:
a. Sex
b. Age
2. What are the factors or causes of Bullying?
3. What are the effects of bullying ?
ASSUMPTIONS OF THE STUDY
1. That the there are some risk factors affecting
bullying.
SCOPE AND DELIMITATION OF THE STUDY
The study confined itself to the identification of the
Effects of Bullying Among Youth from Barangay Isla, Cabanatuan
Citya: it’s implication to Behavior
The researchers also determine the causes of bullying , the
roles of parents to guide their

26. SIGNIFICANCE OF THE STUDY
The findings which this study will reveal, may benefit
certain groups and the benefits they may be able to gain are as
follows:
students – this group may use this study as an example to
bear in their mind they are more luckier than those who are
bullied even life is very struggling because of economic
problems, they are still send in the school to learn by their
parents, thus will challenge to them and enabling them to
perform well in class, study harder to upgrade their knowledge
and intelligence so that the difficulties experienced by their
parents in sending them to school to attain their goals will not
be in vain.
Future Researchers / the Researchers themselves – the
finding of this study will be serving as a good source of
accurate and useful information for them.
The cost of educating a child is tremendous, it matters not
so much, how much our government spends for every child provided
that the child finishes the school year successfully. What is
deplorable to not is the enormous number of school leaves every
year. When a child leaves school before attaining functional
literacy, much of our effort, time and money go down the drain.

27. He do not acquire the needed skills for a productive and
favorable life.
Usually, majority of the out of school youth because of
bullying effects becomes the sick of our society, they will
become delinquent, they have a rebellious spirits, in this
regards the researchers want to know through this study what are
the behavioral development of our of school youth and its
implication to education.
To all the parent. So that the parents will be able to know
that they should have a sense of dedication and devotion to duty
as parents in implementation of some strategies for the
development of their kids although they experienced being
bullied or those who committed bullying to bring them in a
state that they can be proud to be the parents even of those who
overcome the effects of being bullied
To all community organizations. It is imperative for them
to know the characteristics of a children and youth in the
community it enables them further to adopt precautionary
measures or remedies to forestall their unfavorable behavior.

28. RESEARCH PARADIGM
INPUT PROCESS OUTPUT
Educational, School grants Youth who are
Spiritual Guidance self sufficient
Development
Parent’s Education Better graduate
Moral Development Encourage to
Productive Citizen
Livelihood attend church
Activities activities
livelihood
Provide School
seminars /
Materials
workshops
Comprehend
Government
Functional strong
scholarship prayer
parental guidance
meeting (B.S.)
close relationship
livelihood
of school
program.
partnership
comprehend school
partnership

29. The study aimed to assess the effects of bullying as perceived
by their parents that will be based on the data gathered.
The respondents of this study involved 30 parents who are
bonafide residents of Barangay Isla, Cabanatuan City, Nueva
Ecija.
DEFINITION OF TERMS:
bully is defined as simply "forcing one's way aggressively
or by intimidation," the term may generally apply to any life
experience where one is motivated primarily by intimidation
instead of by more positive goals such as mutually shared
interests and benefits.
YOUTH. An early stage of growth and existence, the period
of life coming between childhood and maturity.
Cyber-bullying is any bullying done through the use of
technology. This form of bullying can easily go undetected
because of lack of parental/authoritative supervision.
Gay bullying and gay bashing are expressions used to
designate verbal or physical actions that are direct or indirect
in nature by a person or group against a person who is gay,
lesbian, bisexual, transgendered (LGBT)

30. Chapter 2
METH0D OF RESEARCH
This chapter presents the research method, sources of data,
data gathering instruments that used in the investigation.
Research Design
The researchers used the descriptive analytical method of
research for this is the most appropriate means of evaluating
the effects of bullying among children and its implication to
Behavior
According to Calderon(1993) descriptive analytical method
of research as certain to prevailing conditions affecting a
given group hence, this study calls for this method. It is a
study components to serve as a direction in reaching a goal. He
pointed out that the descriptive methods tells “what is”, that
which leads to a scientific information about education, and
other situation”. He further described it as a fact-finding with
adequate interpretation usually beyond fact-finding.
The descriptive method of research involves as a certain
data gathering process on prevailing conditions and practice or
descriptions of objects, process or persons as they exist for
about a certain educational phenomenon, predicting for

31. identifying relationship among and between the available
described..
The Respondents
The respondents of this study are 30 selected parents of
thiry children who were experienced being bullied and were
chosen through simple random sampling. Sampling is the
method by which a researcher chooses 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,
According to Tan (2006) Simple random sampling is the
selection on random basis of elements from sampling frame,
wherein each element has an equal chance or probability of being
chose as subject of the study
Locale of the Study
This study was conducted at Brgy. Isla, Cabanatuan City.
Data Gathering tools
The materials and instruments to be used for gathering
data are the questionnaire-checklist, the interview, and the
documentary analysis techniques, scattered sources.

32. Questionnaire-Checklist. The questionnaire-checklist is the
main instruments used in the gathering data. It was employed
primarily to come up with the perception of respondents
concerning the subject matter Good(2009), a questionnaire is a
list of planned, written questions related to a particular
topic, with space provided for indicating the response to each
questions, intended for submission to a number of persons for
reply; commonly used in normative survey studies and in the
measurement of attitudes and opinions.
Interview. The Interview technique will also be used to
complement the gathering of data for the study. Interview
provide information which may be confidential that may not
ordinarily be given in writing. The interview according to
Vockell (2000) is a technique in which the researcher stimulates
the respondents to give the needed information for the study.
Data Gathering Procedures
The researchers prepared the instruments used through
readings of the questionnaire-checklist of other studies just to
obtain some ideas. Finally they if the researchers able to do
and it was presented to their professor.
After the adviser had corrected and approved the
questionnaire the researchers will Xerox them into 30 copies

33. together with the letter asking permission from the
respondents to be part of the study as well as the Teacher’s
approval in conducting this study and in the distribution of the
questionnaire to the respondents.
Treatment of the Data
The responses of the respondents to the questionnaire
checklist were carefully tallied, tabulated and organized
including those derive from interviews, observation and
documentary analysis. The data presented, analyzed and
interpreted with the used of weighted mean, frequency counts,
percentage and ranking system.
The presentation, analysis and interpretation of the data
will be based on the weighted mean as shown by the scale ranges
as follows(Calderon, 1993)
1. For percentage computation is:
% = f/n x 100
Where:
% = percentage
f = number of respondents for every item
N = total number of respondents
2. For weighted mean:
TWF
WM = ---------
N
Where:

34. WM = stands for weighted mean
F = stands for frequencies
W = stands for weighted
TWF = stands for weighted frequency
N = total number of respondents
The table of equivalent which is the basis of the
interpretation of the data will be :(Tan 2006)
Weight Scale Verbal
Interpretation
4.50 above 5 Strongly agree
3.50-4.49 4 agree
2.50-3.49 3 Moderately agree
1.50-2.49 2 Disagree
below 1.50 1 Strongly Disagree

35. Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presented, analyzed and interpreted all the
data interpreted all the data gathered in this study.
Presentation was done through the used of tables. Analysis and
interpretations of data done after tabular presentation.
Table 1. shows the age profile of the respondents.
Table 1
Gender Profile
Sex Frequency Percentage Rank
Male 12 40% 2
Female 18 60% 1
Total 30 100%
The table one shows the sex profile of the respondents, the
table shows that there were 18 or 60% of the respondents were
females ranked 1, and 12 or 40% were males ranked 2.
The above data shows that most of the respondents were
female and not so many were males. This implied that there were
more females are cooperated with the researchers during the
study was conducted at Brgy. Isla Cabanatuan City

36. Table 2 show the age profile of the Respondents
Table 2
Age Profile
Age Frequency Percentage Rank
20 below 2 6.7% 5
21-25 4 13.3% 4
26-30 5 16.7% 3
31-36 7 23.3% 2
37 above 12 40% 1
Total 30 100%
The table two shows that there were 12 or 40 percent of the
respondents aged of 37 and above with as ranked are 7 or 23.3
percent were at aged ranged of as 31-36 ranked two, four or 16.7
percent belongs to aged ranged of 26-30 as ranked three; four or
13.3 percent at the age 21-25 as ranked 4; and the last ranked
belong to aged 20 below is with two or 6.7 percent.

37. B. EFFECTS OF BULLYING
B.1 causes of bullying
Table 3
causes W F % WF WM VI R
1) Lack of involvement 5 15 50% 75
in child’s interests, 4 6 20% 24
activities, and daily 3 3 10% 9
life 2 3 10% 6
1 3 10% 3
Total 30 100% 117 3.9 Agree 1
2 Lack of supervision 5 4 13% 20
4 10 33% 40
3 6 20% 18
2 4 13% 8
1 6 20% 6
Total 30 100% 92 3.0 MA 8
3) Overly permissive, 5 10 33% 50
lack of limits 4 6 20% 24
3 5 16% 15
2 9 30% 18
1 0 0 0
Total 30 100% 107 3.5 A 3
4) Harsh, physical 5 4 13% 20
discipline 4 15 50% 60
3 4 13% 12
2 4 13% 8
1 3 10% 3
Total 30 100 103 3.4 MA 5.5
5) Unsupervised break 5 6 20% 30
times 4 5 16% 20
3 12 40% 36
2 3 10% 6
1 4 13% 4
Total 30 100% 96 3.2 MA 7
6 Unsupervised student 5 4 13% 20
areas such as 4 15 50% 60
lunchrooms, bathrooms, 3 4 13% 12
hallways, locker 2 4 13% 8
rooms, playgrounds 1 3 10% 3

38. 30 100 103 3.4 MA 5.5
7) Apathy towards 5 10 33% 50
bullying on the part of 4 6 20% 24
teachers and 3 5 16% 15
administrators 2 9 30% 18
1 0 0 0
30 100% 107 3.5 A 3
8) Idealize violence 5 10 33% 50
4 6 20% 24
3 5 16% 15
2 9 30% 18
1 0 0 0
30 100% 107 3.5 A 3
Table 3 presents the causes of bullying
Ranked 1 was Lack of involvement in child’s interests,
activities, and daily life the item 1 of the table 3 shows that
a big number of respondents agreed to this factor as indicated
by its weighted mean of 3.9 this means that the main reason of
bullying others is because Lack of involvement in child’s
interests, activities, and daily life
The children are bullying others because Overly permissive,
lack of limits, Apathy towards bullying on the part of teachers
and administrators and Idealize violence, is shown in items 3,
7 and 8 of the table which obtained a weighted mean of 3.5 and
verbally interpreted as Agree ranked 3 . ranked 5. are items 4)
Harsh, physical discipline and 6 Unsupervised student areas
such as lunchrooms, bathrooms, hallways, locker rooms,

39. playgrounds both has weighted mean of 3.4 which means
moderately agree.
Bullying can occur in nearly any part in or around the school
building, though it may occur more frequently in physical
education classes and activities, recess, hallways, bathrooms,
on school buses and while waiting for buses, and in classes that
require group work and/or after school activities. Bullying in
school sometimes consists of a group of students taking
advantage of or isolating one student in particular and gaining
the loyalty of bystanders who want to avoid becoming the next
victim. These bullies may taunt and tease their target before
physically bullying the target.

40. Table 4
Effects of Bullying
Effects W F % WF WM VI R
a) Loss of interest 5 8 26% 40
in school and 4 5 16% 20
extracurricular 3 6 20% 18
activities 2 7 13% 14
1 4 13% 4
Total 30 100% 96 3.2 MA 1
b) Frequent 5 4 13% 20
complaints of 4 10 33% 40
illness to avoid 3 5 16% 15
attending school 2 4 13% 8
1 7 23% 7
Total 30 100% 93 3.1 MA 2
c) Sudden decrease 5 3 20% 15
in academic 4 6 20% 24
performance 3 7 23% 21
2 8 26% 16
1 6 20% 6
Total 30 100% 82 2.7 MA 4
d) Seems afraid of 5 5 16% 25
going to school, 4 4 13% 16
riding the bus, 3 6 20% 18
walking to school, 2 6 20% 12
or taking part in 1 9 30% 9
organized
activities with
peers
Total 30 100 90 3.0 MA 3
e Anxiety or low 5 4 13% 20
self-esteem 4 6 20% 24
3 5 16% 15
2 9 30% 18
1 6 20% 6
Total 30 100% 85 2.8 MA 5

41. It is indicated in item a) a) Loss of interest in
school and extracurricular activities is one of the main
effects of being bulliedwith its weighted mean of 3.2
verbally interpreted as moderately agreed ranked 1.Item b
Frequent complaints of illness to avoid attending school
indicated that it is one of the effects of being bullied
with weighted mean of 3.0 verbally interpreted as
moderately agreed, ranked 2.
Ranked 3 is item d) Seems afraid of going to school,
riding the bus, walking to school, or taking part in
organized activities with peers has weighted mean of 3.0
interpreted as moderately agree.
Ranked 4 is item c) Sudden decrease in academic
performance has weighted mean of 2.7 interpreted as
moderately agree
Ranked 5 is item e) Anxiety or low self-esteem has
weighted mean of 2.8 verbally interpreted as moderately
agree

42. CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the findings; the
conclusions arrived at based on the findings and recommendations
offered.
Summary
This study was aimed at assessing the effects of Bullying.
”. The questionnaire was the main instrument used to gather the
needed data. This study was conducted during the First
semester of School year 2012-2013.
Summary of the Findings:
Profile of the Respondents.
Gender Profile
The table one shows the sex profile of the respondents, the
table shows that there were 18 or 60% of the respondents were
females ranked 1, and 12 or 40% were males ranked 2.
Age Profile
That there were 12 or 40 percent of the respondents aged of
37 and above with as ranked are 7 or 23.3 percent were at aged
ranged of as 31-36 ranked two, four or 16.7 percent belongs to

43. aged ranged of 26-30 as ranked three; four or 13.3 percent at
the age 21-25 as ranked 4; and the last ranked belong to aged 20
below is with two or 6.7 percent.
EFFECTS OF BULLYING
causes of bullying
Ranked 1 was Lack of involvement in child’s interests,
activities, and daily life the item 1 of the table 3 shows that
a big number of respondents agreed to this factor as indicated
by its weighted mean of 3.9 this means that the main reason of
bullying others is because Lack of involvement in child’s
interests, activities, and daily life
Effects of Bullying
It is indicated in a) Loss of interest in school and
extracurricular activities is one of the main effects of being
bulliedwith its weighted mean of 3.2 verbally interpreted as
moderately agreed ranked 1.Item b Frequent complaints of illness
to avoid attending school indicated that it is one of the
effects of being bullied with weighted mean of 3.0 verbally
interpreted as moderately agreed, ranked 2.
Ranked 3 is item d) Seems afraid of going to school, riding
the bus, walking to school, or taking part in organized

44. activities with peers has weighted mean of 3.0 interpreted
as moderately agree.
Ranked 4 is item c) Sudden decrease in academic
performance has weighted mean of 2.7 interpreted as
moderately agree
Ranked 5 is item e) Anxiety or low self-esteem has
weighted mean of 2.8 verbally interpreted as moderately
agree
Conclusion
Based on the findings, the following conclusions are
given and concluded:
1. Bullies react aggressively in response to provocation or
perceived insults or slights. It is unclear whether their
acts of bullying give them pleasure or are just the most
effective way they have learned to get what they want
from others
2. Bullying negatively affects both the child being
victimized and the child who is the bully. There are
always short-term affects and if the bullying is severe
enough there can also be long term effects.

45. 3. Children who are bullied can suffer from low self esteem
and other emotional problems and children who do the
bullying are much more likely to have problems with drugs
and alcohol later in life
4. . The victims of bullies often loose self esteem, start
having trouble in school, and withdraw from friends and
activities. If it is not stopped and continues for long
enough, children can suffer these problems permanently.
5. Not being able to understand the harm they do to
themselves (let alone their victims), psychopathic
bullies are particularly dangerous."
RECOMENDATION
From the findings of the study based on the conclusions
drawn the following
1. Bullying should not be taken lightly as it can cause
serious problems for all the children involved.
2. Being bullied is a very stressful ordeal for children. Many
bullying victims are reluctant to talk about their
experiences making it even harder to help them.
3. Never tell the child just to ignore the bullying. They
will feel as if you are just going to ignore it and they
should not have bothered to tell in the first place.

46. 4. Make contact with the bully’s parents. Often they are
unaware of their child’s behavior and will want to help
work with you to make positive changes.
5. Do not allow your child to hang around empty playgrounds or
stay late at school alone. Teach them to always use the
buddy system.
6. Sometimes children exhibit certain behaviors that irritate
or provoke others. If this is the case, help the child to
find more suitable ways to interact with friends and peer
groups.

47. Reference
Complete Newgate Calendar Tarlton Law Library The
University of Texas School of Law
George Alexander Wood and Alexander Wellesley Leith The
Complete Newgate Calendar Volume V, Tarlton Law Library The
University of Texas School of Law
Zwerdling, Alex (1987 ) Virginia Woolf and the Real World
p.263
Pawlowski, Merry M. (2001) Virginia Woolf and fascism:
resisting the dictators' seduction p.104
Besag, V. E. (1989) Bullies and Victims in Schools. Milton
Keynes, England: Open University PressOlweus, D.,
Olweus.org
Carey, T.A. (2003) Improving the success of anti-bullying
intervention programs: A tool for matching programs with
purposes. International Journal of Reality Therapy,
Crothers, L. M. & Levinson, E. M. (2004, Fall). Assessment
of Bullying: A review of methods and instruments. Journal
of Counseling & Development
Ross, P. N. (1998). Arresting violence: A resource guide
for schools and their communities. Toronto: Ontario Public
School Teachers' Federation.
Juvonen (2003) Bullying Among Young Adolescents: The
Strong, the Weak and the Troubled in Pediatrics, December
2003, "The benefits of bullying". 2004. Retrieved 2011-09-
03.
Bullies are healthiest pupils". BBC News. 1999-12-14.
Retrieved 2011-09-03.
"Child Development Academician says Bullying is beneficial
to Kids". 2009. Retrieved 2011-09-03.
Hamilton, Fiona. The Times (London).
http://www.timesonline.co.uk/tol/news/uk/education/article7
133986.ece.

48. Williams, K. D., Forgás, J. P. & von Hippel, W. (Eds.)
(2005). The Social Outcast: Ostracism, Social Exclusion,
Rejection, & Bullying. Psychology Press: New York, NY.
Kim YS, Leventhal B; Leventhal (2008). "Bullying and
suicide. A review". International Journal of Adolescent
Medicine and Health.
Petty tyranny in organizations , Ashforth, Blake, Human
Relations, Vol. 47, No. 7, 755-778 (2004)
Pollastri AR, Cardemil EV, O'Donnell EH; Cardemil (December
2009). "Self-Esteem in Pure Bullies and Bully/Victims: A
Longitudinal Analysis". Journal of Interpersonal Violence
Batsche, George M.; Knoff, Howard M. (1994). "Bullies and
their victims: Understanding a pervasive problem in the
schools". School Psychology Review 23
Patterson G (December 2005). "The bully as victim?".
Paediatric Nursing
Craig, W.M. (1998). "The relationship among bullying,
victimization, depression, anxiety, and aggression in
elementary school children". Personality and Individual
Differences.
Ferguson, Christopher J. (2011). "Video Games and Youth
Violence: A Prospective Analysis in Adolescents.". Journal
of Youth and Adolescence
Katherine Liepe-Levinson and Martin H. Levinson, “A
General Semantics Approach to,” Institute of General, 2005:
4-16
E. D. Nelson and R. D. Lambert, “Sticks, Stones and
Semantics: The Ivory Tower,” Qualitative Sociology, 2001:
Ellen deLara; Garbarino, James (2003). And Words Can Hurt
Forever: How to Protect Adolescents from Bullying,
Harassment, and Emotional Violence. New York: Free Press.
ISBN 0-7432-2899-5
Whitted, K.S. (2005). Student reports of physical and
psychological maltreatment in schools: An under-explored
aspect of student victimization in schools. University of
Tennessee.

49. SAMPLE QUESTIONNAIRE
Name (Optional):
______Age Gender ______
Direction: . Please put a check mark to the blank provided
corresponds to any number written above each item to best
express your opinion by using the following code below:
5 – Strongly Agree
4 – Agree
3 – Moderately Agree
2 – Disagree
1 – Strongly disagree
1. Causes of Bullying
causes 5 4 3 2 1
1) Lack of involvement
in child’s interests,
activities, and daily
life
2 Lack of supervision
3) Overly permissive,
lack of limits
4) Harsh, physical
discipline
5) Unsupervised break
times
6 Unsupervised student
areas such as
lunchrooms, bathrooms,
hallways, locker
rooms, playgrounds
7) Apathy towards
bullying on the part of
teachers and
administrators

50. 8) Idealize violence
2. Effects of Bullying
Effects 5 4 3 2 1
a) Loss of interest in
school and extra
curricular activities
b) Frequent complaints
of illness to avoid
attending school
c) Sudden decrease in
academic performance
d) Seems afraid of going
to school, riding the
bus, walking to school,
or taking part in
organized activities
with peers
e) Anxiety or low self-
esteem

51. LETTER TO THE RESPONDENT
Dear Respondents,
Greetings!
The undersigned researchers who are BS Criminology
students of Nueva Ecaija University of Science and Technology,
Cabanatuan City are presently conducting their research study
entitled “Effects of Bullying ”. In partial fulfillment of the
requirements for the subject Psychology
In connection with the above, they requesting your outmost
cooperation and support by answering the herein attached
questionnaire checklist.
Rest assured that your answer will be treated with strict
confidentiality.
Thank You:
Very truly yours,
Marlon de Lara
Cedric D Jale arceo
Arnie Angelo Andulan
Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
Eddie Boy Tamares
Rommel Grospe
Jimver Reyes
Noted by:
________________
Professor

52. Nueva Ecija University of Science and Technology
Cabanatuan City
Prof. Aniceto Y. Frany
Dean. College of Criminology
Nueva Ecija University of Science and Technology
Cabanatuan City
Dear Sir:
This is to request permission from your good office of
allowing the hereunder researchers to conduct their study
entitled “effects of bullying” in our school NEUST In partial
fulfillment of the requirements for the subject Psychology
In connection to this, may we request your permission to
allow us to distribute questionnaires to the criminology
students in under your jurisdiction regarding our research .
Thank you very much for your kind consideration.
Truly yours,
Marlon de Lara
Cedric D Jale arceo
Arnie Angelo Andulan
Melvin Marcelo
Mark Joseph Arenas
Maricris Estrada
Jaypee Grospe
APPROVED: Eddie Boy Tamares
Rommel Grospe
PROF. ANICETO Y. FRANY Jimver Reyes
Nueva Ecija University of Science and Technology
Cabanatuan City
Noted by:
____________________
Adviser