Polytechnic University of the Philippines College of Accountancy Sta.

Mesa, Manila

In Partial Fulfillment Of The Requirements for the Subject Sociology

A Research Study on Bullying: Personality Changer

Submitted by: Jommel Berdera Jesse John Corpuz Michael Isidro Julius Perez

Submitted to: Professor Camille Bacale

September 14, 2011

I.

Statement of the problem

The purpose of this study is to know the effects of being bullied on ones personality and to answer these questions: 1.) What are the reasons why someone is being a bully? 2.) What part in ones personality has the greatest tendency to suffer in being bullied? (emotional, physical, etc.) II. A. General Objective i. To know the effects of being bullied on ones personality B. Specific Objective i. To find out how a bully became a bully. ii. To find the physical, mental, and sociological effects of being bullied. III. Scope and limitations Objectives

We, the researchers tend to find the answers on randomly chosen PUP students from any courses however we decided that well only gather information from 1st years. IV. Introduction

Bullying is the abusive treatment, the use of force or coercion to affect others, particularly when habitual and involving an imbalance of power. It may involve verbal harassment, physical assault or coercion and may be directed persistently 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. Now, the researchers want to know what is the effect of this social endeavor to ones mind. We tend to know if this is one of the reasons why a bully is a bully and if it can lead to fatality. V. Review of Related Literature

This part of the study will be discussing the relevant literature connected with the study of the bullying. This part of the study accounts the works that has been published on a topic by accredited scholars and researchers. All this would allow the readers to map the field and position your research within the context. Moreover, this part of the study justifies the reason for research. This is closely connected with demonstrating that is known in the field. It is the knowledge of the field that allows one to identify the gap, which the research

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could fill. Concurrently, it allows the researcher to establish the theoretical framework and methodological focus. Introduction to Bullying Bullying is a widespread problem in our schools and communities and has a negative impact on school climate and on students right to learn in a safe and secure environment without fear. Once thought of as a rite of passage or harmless behavior that helps build character, bullying is now known to have long-term academic, physical, and emotional effects on both the victim and the bully. A student is being bullied when he or she is exposed, repeatedly and over time, to abuse or harassment by one or more other students (Olweus 15-22). The goal of the bully is to gain power over and dominate other individuals. There are three forms of bullying: physical (including hitting, kicking, spitting, pushing, stealing, and destruction of property), verbal (such as taunting, malicious teasing, name calling, and making threats), and psychological (including spreading rumors, manipulating social relationships, exclusion from a peer group, extortion, and intimidation. Bullying has two key components: physical or psychological intimidation occurring repeatedly over time and an imbalance of power. Taunting, teasing, and fighting dont constitute bullying when two persons are of approximately the same physical or psychological strength. Bullies engage in hurtful behavior against those who cant defend themselves because of size or strength, or because the victim is outnumbered or less psychologically resilient. Facts about bullying Bullying is the most common form of violence in our society. Studies have found that approximately 30 percent of students in grades 6-10 are involved in bullying, as a perpetrator, victim, or both of students involved in bullying, researchers from the National Institute of Child Health and Human Development (NICHD) report that 13 percent say they bully other students, 11 percent report being bullied, and 6 percent say they are both bullies and victims Bullying tends to increase through the elementary grades, peak in middle school, and drop off by grades 11 and 12. The most common form of bullying is verbal abuse and harassment, followed by social isolation and derogatory comments about physical appearance (Shellard). At middle and high school, bullying most frequently involves teasing and social exclusion, but may also include physical violence, threats, theft, sexual and racial harassment, public humiliation, and destruction of property. At the elementary grades, bullying is more likely to involve physical aggression, but is also characterized by teasing, intimidation, and social exclusion. Both boys and girls are involved in bullying. Most research indicates that boys are more likely to be both bullies and victims however, the frequency with which boys and girls are involved in bullying may have to do with how bullying is defined or identified (overt physical aggression only or the inclusion of more subtle forms of bullying) report found no significant difference in the percent of males and females that reported being bullied (8 percent of males versus 7 percent of females) (De Voe, Peter, Kaufman, Miller, Noonan, Snyder, and Baum). Bullying by boys uses more physical aggression, while bullying by girls is often more subtle and takes the form of

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teasing and social exclusion. Girls are more likely to bully other girls and boys tend to bully both boys and girls. Few differences were found in involvement in bullying by race or ethnicity. The Indicators of School Crime and Safety: 2004 report found that white students were slightly more likely than Hispanic and Black students to report being bullied (8 percent of white students versus 6 percent each of Hispanic and Black students) and that rural students were more likely than urban or suburban students to report being bullied (10 percent of rural students versus 7 percent each of urban and suburban students). Characteristics of Bullies Bullies regularly engage in hurtful teasing, name calling, or intimidation, particularly against those who are smaller or less able to defend themselves. They believe they are superior to other students, or blame others for being weak or different. Bullies frequently fight with others as a way to assert dominance and may also enlist friends to bully for them. Bullies exhibit aggressive behavior toward their peers and often toward adults. They tend to have positive attitudes toward violence, are impulsive, like to dominate others, have little empathy with their victims, and unusually low levels of anxiety or insecurity. They may desire power and control and get satisfaction from inflicting suffering. Despite common perceptions of bullies, they generally have average to high levels of self-esteem, may be popular with both teachers and classmates, and may also do well in school. Sometimes, nice children bully when their own inhibitions against aggression are weakened (for example, if they see a bully rewarded for his or her behavior) or if they feel a decreased sense of responsibility in a group bullying situation. Some children may bully in an effort to fit in, even if they are uncomfortable with the behavior. Some peer groups support, or even promote, bullying (Cohn and Canter; Shellard). Most bullying behavior develops in response to multiple factors at home, school, and within the peer group. The frequency and severity of bullying is related to a lack of adult supervision received by a child in the home. Studies indicate that bullies often come from homes where physical punishment is used, where children are taught to strike back physically as a way to handle problems, and where parental involvement and warmth are lacking (Cohn and Canter). Characteristics of Victims Research does not support the assertion that certain children are bullied because of their physical appearance (for example, obesity or wearing glasses). The only physical characteristic that makes children more likely to be bullied is below average physical size and strength. Most victims are passive and tend to be more anxious, insecure, cautious, quiet, and sensitive. They often appear weak or easily dominated .Victims signal to others that they are insecure, passive, and wont retaliate if attacked. Consequently, bullies target those who appear physically or emotionally weak. Studies show victims have a higher prevalence of overprotective parents or school personnel. As a result, they often fail to develop their own coping skills. They long for approval; even after bullying, some continue to make

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ineffective attempts to interact with their victimizer. Victims have few or no close friends at school and are socially isolated. They may try to stay close to teachers or other adults during breaks, avoid restrooms and other isolated areas, or make excuses to stay home from school as much as possible (Northwest Regional Educational Laboratory; Olweus). Effects of Bullying Bullying can have long-term academic, physical, and emotion consequences on bullies, their victims, and bystanders. The incidence of bullying at schools has a negative impact on students opportunity to learn in an environment that is safe and secure and where they are treated with respect (Shellard and Turner; Lumsden). Victims often have difficulty concentrating on their schoolwork and may experience a decline in academic performance. They have higher than normal absenteeism and dropout rates and may show signs of loneliness. They have trouble making social and emotional adjustments, difficulty making friends, and poor relationships with classmates. They often suffer humiliation, insecurity, and loss of self-esteem and may develop a fear of going to school. The impact of frequent bullying can accompany victims into adulthood, where they appear to be at greater risk of depression and other mental health problems (Shellard ; Office of Juvenile Justice and Delinquency Prevention).Studies documenting the negative impact of bullying on students have found that fifteen percent of victims are severely traumatized or distressed by their encounters with bullies. Twenty-two percent of grades 4-8 students and 14 percent of grades 8-12 students report having difficulties they attribute to mistreatment by their peers and 10 percent of students who dropped out of school say they did so because of bullying ( Weinhold and Weinhold, 1-2 ; Hoover and Oliver). Bullies also experience negative consequences. They are often less popular when they get to high school, have few friends, and are more likely to engage in criminal activity. Bullying behavior has also been linked to other forms of antisocial behavior, such as vandalism, shoplifting, skipping and dropping out of school, fighting, and drug and alcohol use (Office of Juvenile Justice and Delinquency Prevention). A strong correlation has been found between bullying other students during school years and experiencing legal or criminal troubles as adults.( Olweus ) found that 60 percent of boys characterized as bullies in grades 6-9 had at least one criminal conviction by age 24, compared to 23 percent of boys not characterized as bullies. Forty percent of boy bullies, compared to 10 percent of boys not classified as bullies, had three or more convictions by age 24 (Olweus and Limber). As adults, bullies have increased rates of substance abuse, domestic violence, and other violent crime (Ballard, Argus and Remley 38-47.). The most serious bullies in grades 6-10 (those who bullied others at least once a week and continued bullying away from school) were more likely to report theyd carried a weapon to school in the prior month (43 percent versus 8

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percent). They were also more likely to have been in a fight where they sustained an injury serious enough to require treatment by a nurse or doctor (46 percent versus 16 percent) (Nansel, Overpeck, Haynie, Ruan and Scheidt 348-353.). Bullying also has an effect on bystanders. Those who witness bullying are more likely to exhibit increased depression, anxiety, anger, posttraumatic stress, alcohol use, and low grades (Shellard). Students who regularly witness bullying at school suffer from a less secure learning environment, the fear that the bully may target them next, and the feeling that teachers and other adults are either unable or unwilling to control bullies behavior (Shellard and Turner).A survey commissioned by the Kaiser Family Foundation found that more age 8 to 15 year old students picked teasing and bullying as big problems than drugs or alcohol, racism, AIDS, or pressure to have sex (Fight Crime: Invest in Kids). VI. Overview This research was conducted to determine and find out the effects of bullying on ones personality. On this part of research, the method will be discussed. The research design used by the researchers, the respondents, the instruments, the method of analyzing data and the validation of instrument involved in this chapter to answer the problem regarding the effects of bullying on ones personality. A total of 70 respondents from first year college students of Polytechnic University of the Philippines were randomly selected to make up the sample and to answer the survey that given by the researchers. Research Design The research design that will be used to this study is descriptive method of research. This kind of research design attempts and explain conditions of the present by using many subjects and questionnaires to fully describe a phenomenon such as the bullying. This research design uses the survey that contains questions for the respondents. The aim of descriptive research is to obtain accurate profits of the people, events or situations. In addition, the advantage of this research is that it has flexibility which will allow the researchers to conduct investigation whenever new issues, problems and questions arise during the process of the study. On this study, the method was applied to determine the effects of bullying on ones personality according to their age, gender and when the bullying happened to him/her. This is appropriate for the research because the researchers will going to identify the role of bullying on changing the personality of ones person as this method used for gathering current conditions. Moreover, two types of data will be gathered in this research study namely, the primary data and the secondary data. The primary data includes the answers of the respondents gave during the survey process. This will be used for quantitative approach. On the other hand, the secondary data includes information taken from published documents, internet articles and literatures that were connected and relevant to bullying as personality changer. These facts and statistics that will be gathered here will be used for qualitative approach. Methodology

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In quantitative approach, it will going to used quantitative data collection where numerical data and statistics were involved. From this case, it shows that only facts gathered so prejudices and biases can be prevent on gathering and presenting research data. On the other hand, in qualitative approach, it will going to used qualitative data collection. If in quantitative is all about numerical data, qualitative is more on terminologies and generates information where it will determine the why and how of bullying. Sampling method The sampling method that will be used in this study is random sampling. It means that respondents for the survey were selected randomly. The survey forms or questionnaires were distributed to whomever first year students that the researchers will go to meet, asked a permission and agreed. This will able to give each first year students equal chances to become part of the sample size. Respondents The respondents that will be used to identify the effect of bullying on ones personality are first year college students coming from a single location- the main building of Polytechnic University of the Philippines. A total of 70 respondents will be asked to participate on sample size. Ethical Considerations Certain ethical issues will be addressed as this research study required the participation of human respondents. These respondents will be asked for consent, approval and confidentiality. Its purpose is to ensure the privacy and safety of the participants. For the consent issues of the respondents, the researchers will tell what is the purpose or goals of the study. Because of this, the respondents will understand their role for the research study. The respondents will give a chance to stop taking part or refuse in the research study during the process of survey and will have the freedom to choose if they were going to participate or not. With this consent, the researchers can give respondents respect of their approval or refusal. Furthermore, for the confidentiality issues of respondents, it will be ensured by not including the names or other personal information given by respondents. Only the relevant and appropriate details and answers by the respondents will be included to answer the problems and questions of the research study. Instruments The researchers will prepare 70 survey forms for the sample size of 70 respondents. These survey forms or questionnaires include two main sections, namely: the profile section which contains the socio-demographic characteristics and background of the randomly selected first year college students such as name, age and gender; and the survey proper that contains about their bullying experience, when it happened (if in their elementary, high school or college days), why he/she was bullied and what was the effect of such bullies to his/her personality (specifically, if he/she also became a bully after he/she was bullied). Validation of Instruments

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The researchers will validate the instruments that will be used for the research study through testing the questionnaires to five to seven respondents. The answers and information that will be given by the respondents will not be included on the research study process and these will be only for testing the questionnaires for the validation. After the respondents answered the questionnaires, the researchers will asked such respondents for suggestions, commentaries and corrections for the improvement and validity of the instrument. With these, the researchers will change and revise the questionnaires based on what respondents for testing gave as suggestions and corrections. So, irrelevant and inappropriate questions and difficult terminologies can be changed or excluded to ensure validity. VII. Theoretical Framework

A broad interactionist perspective, including symbolic interactionism, Goffmans theory of stigma, labeling theory, and Berger and Luckmanns social constructionist theory, was used as a theoretical framework in this study. In the light of an interactionist perspective, bullying was viewed as a social act or joint action, in which the meanings of bullying and its participants, victims, and causes were derived from or aroused out of social interactions among children. These meanings were dealt with and modified through the interpretative process used by the students in dealing with the bullying they encounter. In line with the social constructionist theory, labeling theory and theory of stigma, bullying and its social roles and meanings were seen as social constructions (Thornberg 1188). In analyzing the effects of bullying to the people in the society, some sociological theories, perspectives, and ideas were used. Conflict theory are perspectives in social science which emphasize the social, political or material inequality of a social group, which critique the broad socio-political system, or which otherwise detract from structural functionalism and ideological conservativism . Symbolic interactionism is a major sociological perspective that places emphasis onmicro-scale social interaction, which is particularly important in subfields such as urban sociology and social psychology. Labeling theory is the view of deviance according to which being labeled as a "deviant" leads a person to engage in deviant behavior. Social constructionism and social constructivism are sociological theories of knowledge that consider how social phenomena or objects of consciousness develop in social contexts. These perspectives are very useful in studying the effects of bullying in our society. Conflict theory is used in analyzing the effects of bullying because it focus on the structured social inequality between the bully and the bullied person, where the bully is considered more powerful than the person they supposed to bully. The structured social inequality refers to the dominance of the strong compared to the weak. Conflict theory means that people go about finding trouble and creating trouble for other people as they suffer from psychological disorders and mental problems. They suffer from inferiority complex hence they create conflict to get attention and feed their ego.

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Another perspective related to the effects of bullying in the society is the symbolic interactionism because it emphasize on how people interact with each other. This refers on how the bully interact with the person they are bullying and on how they bully those people. Bullying was viewed as a social act or joint action, in which the meanings of bullying and its participants, victims, and causes were derived from or aroused out of social interactions among children. These meanings were dealt with and modified through the interpretative process used by the students in dealing with the bullying they encounter Labeling theory is also related to the effects of bullying because it focuses on how the bully becomes deviant when they violate the cultural norms in the society by bullying the weaker person. It is because bullying is considered a bad example in our society. Labeling theory is related to the symbolic interactionism theory. Another idea related to the topic is the social constructionism of reality which refers to the persons and groups interacting in a social system form, over time, concepts or mental representations of each others actions and that these concepts eventually become habituated into reciprocal roles played by the actors in relations to each other. Bullying and its social roles and meanings were seen as social constructions. This theory is also related to the symbolic interactionism theory. VIII. Overview This research was conducted in order to determine the effects of bullying on ones personality. In this section, results were then presented in graphs and tables to facilitate the analysis. Such results were based from the answers written and chosen by the respondents on the survey form. Those answers given by the 70 selected respondents were then analyzed by counting and computing the answers percentage. Through qualitative and quantitative approach, the researchers developed a questionnaire or survey form that would gather relevant data. These data presented will be used in order to achieve the objectives of this research study. Profile For the profile of the respondents, the survey form asked for the respondents gender, age and course in the Polytechnic University of the Philippines. Below are the graphs summarizing the gathered values or data for each profile category: Presentation of Data

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Fig. 1 Gender Distribution of the 70 Respondents

Gender Distribution of the 70 Respondents

52% 51% 51% 51% 50% 50% 49% 49% 49% 48% Male Female Percentage

Fig. 2 Age Distribution of the 70 Respondents

Age Distribution of the 70 Respondents

60% 57% 50% 40% 30% 29% 20% 10% 9% 0% 15 y/o 16 y/o 17 y/o 18 y/o and above 5%

Percentage

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Table 1 Course Distribution of the 70 Respondents

Course Bachelor of Communication Research Bachelor of Science in Food Technology Bachelor of Science in Education (Math) Bachelor of Science in Accountancy Bachelor in Political Science Bachelor of Science in Civil Engineering Bachelor of Science in Electrical Engineering Bachelor of Science in Electronics and Communication Engineering Bachelor of Science in Office Administration Bachelor of Science in Business Administration (Marketing) Bachelor in Banking and Finance Bachelor of Science in Physics Bachelor of Science in Architecture Bachelor of Science in Computer Science Bachelor in Physical Education TOTAL

Count 6 9 3 27 4 4 2 1 5 3 1 2 1 1 1 70

Percentage 9% 13% 4% 39% 6% 6% 3% 1% 8% 4% 1% 3% 1% 1% 1% 100%

Survey Proper Below are the tables summarizing the results of the survey responses given by the selected participants:

Table 2 During the school year how often have you seen someone being bullied? Answer Never Sometimes Regularly Everyday TOTAL Count 26 30 8 6 70 Percentage 37% 43% 11% 9% 100%

Table 3 How were you bullied? Answer I havent bullied. I have been teased and called names. I have been hit, kicked or pushed. Others leave me out of their group. Others have taken my belongings. Others dont sit by me or talk to me. Others say they will hurt me. Others try to hurt me on the way to and from school. Others bully me by phone or text message. TOTAL Count 30 32 3 2 0 1 1 1 0 70 Percentage 43% 46% 4% 3% 0% 2% 1% 1% 0% 100%

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Table 4 During the past year how often did you miss school because you felt unsafe, uncomfortable or nervous at school or on your way to or from school? Answer Never Sometimes Regularly Everyday TOTAL Count 52 18 0 0 70 Percentage 74% 26% 0% 0% 100%

Table 5 If you have saw bullying at school, what would you do? Answer I havent seen any bullying. Ignored it as none of my business. Nothing, just watched. Joined in on the fun. Tried to stop the bully or help the victim. Asked for help from an adult or other student. TOTAL Count 8 15 7 1 18 21 70 Percentage 12% 21% 10% 1% 26% 30% 100%

Table 6 If you have been or are being bullied, why do you think it happens? Answer No one bullies me. I dont know why others bully me. I act or look different. I always do well in class. Im always smaller or weaker. I guess I deserve it. Other reasons: (As what the respondents stated) They are insecure. Trip lang. Friendly teasing. TOTAL Count 23 18 10 2 13 0 4 Percentage 33% 26% 14% 3% 18% 0% 6%

70

100

Table 7 Why are some kids bullies? Answer I dont know. They are bigger and stronger. They think it is fun. They want to get even for being bullied themselves. They want to show off or to impress their friends. They fight in their own families. Other reasons: (As what the respondents stated.) They dont know that it is the survival of the fittest. TOTAL Count 5 8 21 5 27 3 1 70 Percentage 7% 12% 30% 7% 39% 4% 1% 100%

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Table 8 How many times in the past year (the last 12 months) have you been afraid of being pushed, shoved, slapped, hit or kicked by someone on school properly? Answer Never Sometimes Regularly Everyday TOTAL Count 47 22 0 1 70 Percentage 67% 31% 0% 2% 100%

Table 9 Have you ever carried a weapon to school? Answer Never Sometimes Regularly Everyday TOTAL Count 66 4 0 0 70 Percentage 94% 6% 0% 0% 100%

Table 10 Have you talked to anyone about being bullied? Answer I have not been bullied. No. Yes, a teacher or other adult at school. Yes, a brother or a sister. Yes, a friend. Yes, my parents. TOTAL Count 17 28 4 2 17 2 70 Percentage 24% 40% 6% 3% 24% 3% 100%

Table 11 After being bullied, did you become a bully? Or did you try to impose power over someone? Answer Yes. No. TOTAL IX. Count 10 60 70 Percentage 14% 86% 100%

Analysis and Conclusion

In this section, the result of the survey are discussed and analyzed in relation of achieving the objective of this research study. Specifically, the physical, emotional and sociological: way, reasons, effects and others reaction to bullying are determined. Some literatures were used to support points raised. Ways of Bullying Based on the results of the survey, the most common way or practice of bullying is by teasing and name calling. Such way greatly affects the emotional aspect of one person. Aside from this, there physical way of

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bullying that affects the physical aspect of the one person such as hitting, kicking and pushing victim. Some are leave out of the group. And also, some are threaten that they bullies will going to hurt them. Reaction of the people when they saw bullying The most common reaction of the people when they saw bullying, according to the surveys result, is helping the victim and trying to stop the bullying or they will asked a help from an adult or other student. But some said that they will ignore or just watch the bullying because it is none of their business. The result of the survey also shows that they choose to keep quiet or do not tell anyone about being bullied by someone. But some of the respondents answered they going to tell it to anyone and that anyone is their friend. Part in ones personality that suffer on being bullied The surveys result shows that victims physical appearance and ability is the personality that has the greatest tendency to suffer on being bullied. It is either they act or look different or they are smaller or weaker. Consequently, bullies target those who appear physically or emotionally weak (Northwest Regional Educational Laboratory; Olweus). Reasons of Bullying According to the result of the survey, the most common reason of bullying is that bullies want to show off or to impress their friends. And the second reason is that they think it is fun. The result also show that the reason of bullying is that they think they are stronger and bigger than others. Effects of Bullying Based on the result of the survey, it doesnt greatly affect the studies of the victim at school as the 52 respondents answered they never an absent because of feeling unsafe or uncomfortable about being bullied at school. Result also shows that most of the respondents were not afraid of being pushed, shoved, slapped, hit or kicked by someone on school property. Also, it shows that it doesnt lead to carry a weapon to school for saving themselves against bullying. And it doesnt lead on becoming a bully although 14 percent of the respondents answered that they became a bully after being bullied. Over-all The researchers figured out that bullying in PUP (Polytechnic University of the Philippines) is not quite a predicament but there are some cases that bullying affects some students mostly 16 years of age emotionally.

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They almost lost the feeling of safeguard and have developed a diminutive kind of anxiety. On the other hand, even though the respondents revealed these effects they are merely not open to share it with others even to their relatives. X. Recommendation

The researchers would like to recommend to increase the number of respondents and to expand the scope of the research. In addition with that the instrument used for sampling should be reviewed further and have some improvements. XI. Bibliography

Ballard, M., Argus, T., and Remley, T.P., Jr. (1999). Bullying and School Violence: A Proposed Prevention Program. NASSP Bulletin , pp. 38-47,(May 1999),. Cohn, A., and Canter, A. Bullying: Facts for Schools and Parents. National Association of School Psychologists (2003). Retrieved from http://www.naspcenter.org. DeVoe, J.F., Peter, K., Kaufman, P., Miller, A., Noonan, M., Snyder, T.D., and Baum, K. Indicators of School Crime and SafetyPrinting Office,(2004). Fight Crime: Invest in Kids. (2003). Bullying Prevention Is Crime Prevention, (2003). Retrievedfrom http://www.fightcrime.org. Hoover, J.H., and Oliver, R. (1996). The Bullying Prevention Handbook: A Guide for Principals, Teachers, and Counselors. Bloomington, IN: National Education Service, (1996). Lumsden, L. Preventing Bullying. ERIC Digests (2002). Retrieved from http://www.ericdigests.org. Nansel, T.R., Overpeck, M., Haynie, D.L., Ruan, W.J., and Scheidt, P. Relationships Between Bullying and Violence Among U.S. Youth. Archives of Pediatric and Adolescent Medicine, 157 (4), 348-353,(2003). Northwest Regional Educational Laboratory. Schoolwide Prevention of Bullying (2001). Retrieved from http://www.nwrel.org. Office of Juvenile Justice and Delinquency Prevention. Addressing the Problem of Juvenile Bullying. OJJDP Fact Sheet (June 2001), #2.

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Retrieved from http://www.ojjdp.ncjrs.org. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Cambridge, MA: Blackwel (1993). Olweus, D. Bullying at School: What We Know and What We Can Do. Cambridge, MA: Blackwell, (1993). Olweus, D., and Limber, S. Blueprints for Violence Prevention: Bullying Prevention Program (Book Nine). Boulder, CO: University of Colorado at Boulder, Institute of Behavioral Science, Center for the Study and Prevention of Violence,(1999). Olweus, D. (1996). Bully/Victim Problems at School: Facts and Effective Intervention. Reclaiming children and youth, pp. 15-22,(1996). Olweus, D. Bullying at School: What We Know and What We Can Do. Cambridge, MA: Blackwell (1993). Shellard, E., and Turner, J.R. Safe and Secure Schools. ERS Focus On Arlington, VA: Educational Research Service (2004). Shellard, E. Recognizing and Preventing Bullying. The Informed Educator Series. Arlington, VA: Educational Research Service, (2002). Weinhold, B.K., and Weinhold, J.B. Conflict Resolution: The Partnership Way in Schools. Counseling and Human Development, 30 (7), 1-2,(1998).

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XII. Survey Form (First)

Appendices

Polytechnic University of the Philippines College of Accountancy Sta. Mesa, Manila

SURVEY FORM
Profile Name: _________________________________ Age: __________ Gender: ________ Course: ______________________ Description of yourself: Physical: ____________________________________________________________________________________________________ ___________________________________________________________________________________________. Behavior/Attitude: ____________________________________________________________________________________________________ ___________________________________________________________________________________________. Survey Proper Question 1: Have you ever been bullied? Or have you experienced someone imposing power over you? ___Yes ___No At what age? o 6-12 years old o 13-17 years old o 18 years old and above Question 2: What aspect of your personality was being bullied? o Physically o Emotionally o Others (Please Specify): _________________ _________________ By how? ____________________________________________________________________________________________________________ ________________________________________________________________________________________________________. Question 3: Why do you think you are being bullied? ____________________________________________________________________________________________________________ ________________________________________________________________________________________________________. Question 4: What are the effects after experiencing bullying? ____________________________________________________________________________________________________________ ________________________________________________________________________________________________________. Question 5: After being bullied, did you become a bully? Or did you try to impose power over someone?

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____________________________________________________________________________________________________________ ________________________________________________________________________________________________________.

Thank you for participating in this study! Survey Form (Validated) Polytechnic University of the Philippines College of Accountancy Sta. Mesa, Manila

SURVEY FORM Profile Age:____ Gender: ___Male ___Female Course:_____________________ Survey Proper (Please Check): 1. During this school year how often have you seen someone being bullied? Never. Sometimes (1 or 2 times a month). Regularly (1 or 2 times a week) Every day. 2. How were you bullied? I havent been bullied. I have been teased and called names. I have been hit, kicked or pushed. Others leave me out of their group. Others have taken my belongings. Others dont sit by me or talk to me. Others say they will hurt me. Others try to hurt me on the way to and from school. Others bully me by phone or text message.

3. During the past year how often did you miss school because you felt unsafe, uncomfortable or nervous at school or on your way to or from school? Never. Sometimes (1 or 2 times a month). Regularly (1 or 2 times a week) Every day.

4. If you have saw bullying at school, what would you do? I havent seen any bullying. Ignored it as none of my business. Nothing, just watched. Joined in on the fun. Tried to stop the bully or help the victim. Asked for help from an adult or other student. 5. If you have been or are being bullied, why do you think it happens? 18 | P a g e

 No one bullies me. I dont know why others bully me. I act or look different. I always do well in class. Im smaller or weaker. I guess I deserve it. Other reasons (Please Specify): __________________________________ 6. Why are some kids bullies? I dont know. They are bigger and stronger. They think it is fun. They want to get even for being bullied themselves. They want to show off or impress their friends. They fight in their own families. Other reasons: 7. How many times in the past year (the last 12 months) have you been afraid of being pushed, shoved, slapped, hit, or kicked by someone on school property? Never. Sometimes (1 or 2 times a month). Regularly (1 or 2 times a week) Every day. 8. Have you ever carried a weapon to school? Never. Sometimes (1 or 2 times a month). Regularly (1 or 2 times a week) Every day. 9. Have you talked to anyone about being bullied? I have not been bullied. No. Yes, a teacher or other adult at school. Yes, a brother or sister... Yes, a friend. Yes, my parents. 10. After being bullied, did you become a bully? Or did you try to impose power over someone? Yes. No.

Thank you for participating in this study!

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