A Thesis Presented to The faculty of the Department of Nursing
In Partial Fulfillment of the Requirements For the Degree of Bachelor of Science in Nursing
Researchers: Jose Pepito L. Fermin Mark Chris M. Garbin Cherry L. Tabucol Jay-ann F. Raiz Alhayzza Marie D. Santos Jenella Marie M. Baluyut Ezra D. Manzano Kervy Raffael A. Ytturalde
October 2014
CENTRAL LUZON DOCTORS HOSPITAL-EDUCATIONAL INSTITUTION San Pablo, Tarlac City Tel. nos. (045) 2745/982-5019/982-0264/982-5109 Tel. Fax. (045) 982-2740/982-0780
APPROVAL SHEET In partial fulfillments of the requirements for Research 2 subject, this thesis entitled Bullying among Children ages 7 to 12 years old of selected Elementary School in Tarlac City have been prepared and submitted by GROUP IV of section B, hereby recommended for acceptance and approved for oral examination.
_________________________________ Leonora B. Quiaoit, MPA, Ed.Dc Thesis Adviser
PANEL OF EXAMINERS
Approved by the committee on oral examination with a grade of _______
___________________ ___________________ ___________________ Member Member Member
Accepted and Approved in partial fulfillment of the requirements for Degree of Bachelor of Science in Nursing.
____________________________________ Mrs. Ederlinda Dizon, RN, MSN, RM DEAN, College of Nursing
Date:____________
ACKNOWLEDGEMENT
The researcher wish to express their deepest gratitude to the special people who have attended their assistance for the success of the study.
To the Dean of Nursing Department, Mrs. Ederlina Dizon, for allowing to conduct the study.
To the college Coordinator, Mrs. Angelina Sibug for the support and encouragement to conduct the study.
To the following instructors, Mrs. Quiaoit and Mrs. Paras for their genuine apprehension, encouragement, patience, and guidance and whose expertise and knowledge were genuinely share;
Fellow group mates, for sharing their knowledge and idea in the construction of this study.
To our beloved parents guardians for their untiring love and support.
And to the almighty God who is the source of life and strength of knowledge and wisdom.
DEDICATION
The researchers would like to dedicate this study to the Almighty God, to our beloved families and friends, to our dearest Alma Mater- Central Luzon Doctors Hospital Educational Institution, to our classmates, instructors, and to the Professors of their Research Subject Maam Quiaiot and Maam Paras.
The researchers would also like to present this project to fellow nursing students for this will secure as our future references.
TABLE OF CONTENTS
TITLE PAGE
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
Chapter:
1. THE PROBLEM AND ITS BACKGROUND Introduction Statement of the Problem Significance of the Study Scope and Delimitation Definition of Terms
2. Review of Related Literature and Studies Related literature Related Studies Theoretical Framework Paradigm of the Study
3. Methods of Study and Sources of Data Research Design Respondents Research Instruments Procedure of Gathering Data Statistical Treatment 4. Bibliography 5. Appendices
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
As the new generation continues to grow, evolve and explore the complex era of life, each individual has different identities, social adherence, and attitude. In a simple school of our future successors in the next generation, we are all familiar of that one law that s still ask no answer and explanation even if it is already implemented. Bullying, it is an act which a person or an individual disturbs or bullies the other person, and includes stalking and causes irritation and fear of being bullied by that person. How does this affect the children to the different variables including social, psychological, and emotional state? What are the factors affecting the children when it comes to the set up? Bullying is a behavior that can only be easily recognize when individuals experience it. Bullying can happen to anyone at any age and anywhere whether at the school, home, or even in workplace. So far, it is difficult to define bullying since it relates to both a wide range behavior that may constitute bullying, in the characteristics of bullying behavior. However, Roland defined bullying as long standing violence, physical or psychological, perpetrated by an individual or group directed against an individual who cannot defend himself or herself. In line with this Olweus also defines bullying, but more carefully and restrictive, as repeated, negative actions overtime, including hitting, kicking, threatening, locking inside the room, saying nasty and unpleasant things and teasing. The phenomenon of bullying schools has increasingly captured universal attention among the researchers, the media, school authorities and parents who are concerned about students well being and safety (moon, et al, p.1) bullying in the schools is also a worldwide problem that can have negative consequences for the general school climate and for the rights of students to learn in a safe environment without fear. It is a widespread and perhaps the most under reported safety problems in the schools. Until recently, most bullying researchers have been merely concerned with school bullying although other contexts of bullying have also been widely research. The reason for this is the during school age bullying becomes a common and daily basis activity among students. In relation to this, Samson (2002) argues that the most frequent bullying happens during elementary school and is likely less during middle school and loss so, but still frequently, in the high school. Many studies have been carried out related to the phenomenon of bullying in school. Olweus, the first Scandinavian researcher concerned with the issue, conducting his systemic study in Norweigian and Swedish schools and found that many students experienced school bullying. The findings showed that approximately 7% of Scandinavians students in the sample engaged in school bullying, and between 5% and 15% of students in various grades reported being bullied (Moon, et, Al 2008, p.3) or approximately one in seven pupils are involved in bullying with the degree of regularity-either as bully or victims (Olweus 1993, p.13.). Honrejas (1999) investigated incidence of school of bullying in 186 schools in the Philippines. Her findings from this schools reported 2,096 cases of bullying. Forty percent occurred in the second year level, 29 percent came from the first year level, and few cases came from different grade levels in elementary and secondary schools with varying intensity. Additionally, she documented on the forms of bullying mostly indulge by student. She reported that excessive teasing, extortion (food, money, belongings, physical injuries, use of ballpens and pencils to stab the victim is common in elementary level. Based from the experiences of the individual mentioned, the researcher conceptualized this study about bullying among Children Ages 7 and 12 years old of Selected Elementary School in Tarlac City.
Statement of the Problem
This study was conducted to evaluate the effect of bullying among the Children Ages 7 and 12 years old of Selected Elementary School in Tarlac City.
Specifically, sought answers to the following questions.
1. How is the demographic profile of the children be described in terms of: 1.1 Age 1.2 Gender 1.3 Grade level
2. What are the forms of bullying experienced by the respondents?
3. How does bullying affect the respondents in terms of the following:
3.1 Social Life 3.2 Emotional state 3.3 Physical health 3.4 Academic performance 3.5 Behavioral state
4. What are the recommendations provided in order to avoid bullying?
5. What is the implication to nursing education?
Significance of the studies
This study significant to the following target populations;
To the school administrators, for more insight and better understanding about bullying.
To the parents or guardians, for helping their children to understand and develop self confidence; and present the occurrence of bullying that they may realize their full potentials and become a competent.
To the teachers, to help them analyze and understand the perception, different insights of the school personal view about bullying.
Scope and Delimitation
This study describes the experiences of school children in bullying. Specifically, to describe the profile of the school children; forms of bullying experienced; how bullying affect the childrens social life, Emotional state, Physical Health, Academic Performance, and Behavioral state and recommendation to prevent bullying among school children.
Definition of terms
Age. It refers to the length of time that a person has lived or a thing has existed
Gender. It refers to the state of being male or female (typically used with reference to social and cultural differences rather than biological ones)
Grade level. It refers to the highest education attained by the children under study.
Forms. It refers to the type or variety of bullying experience by the children under study.
Bullying. It refers to a way or an act to influence and intimidate someone, typically to force him or her to do what one wants.
Experienced. It refers to an event or occurrence that leaves an impression on someone.
Affect. It refers to a manner of touching the feelings of someone.
Social life. It refers to the association of the children under study with environment like classmates
Emotional state. It refers to the feeling of the children under study towards other people
Physical health. It refers to the external condition of the children under study.
Academic performance. It refers to the classroom achievements of the children under study.
Behavioral state. It refers to the attitude of the children under study.
Recommendations. It refers to the suggestions or proposals of the children under study
Implication. It refers to the conclusion that can be drawn from something.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literatures
Bullying is defined in different ways, but researchers agree that is form of aggression, and for bullying to occur, three characteristics must be present; 1. The behavior is meant to inflic t physical and or psychological harm, 2. The behavior must be repeated overtime and 3. There is an imbalance of power among the people involved (Banks, 1997; Deitrich, 1997; Espelage & Swearer, 2003; Nansel et al., 2001). Bullying occurs physical form through hitting and kicking, in verbal form. IN the continuum of participants in a bullying situation, a person maybe a bully, a victim, a bystander, a bully- victim. Bullying behaviors are influenced by many factors including demographic variables, family, peers, and aggression. In 2000, Espelage et al. tested sex, grade, rape, price or lunch, and poverty status as demographic variables. The finding of Seals and Young in 2003 concurs with the results of both Espelage et at. Family relations also affect bullying. According to the article by Cohn and Canter in 2003, two family influences on bullying are the amount of adults supervision a child receives and seeing family members exhibiting bullying behaviors. In the study 2000 study by Espelage et al over seventeen percent of the middle school students reported at least sometimes being physically punish when breaking a rule at home. In their article Research on school bullying and victimization: What have we learned and where do we go from here? In addition, it was found that many students who bully their peers in school also bully their siblings at home. (Espelage & Swearer, 2003). Since bullying is a subset of aggression, different types on aggression can lead to different manifestation of bullying behaviors. Espelage and Swearer in 2003 list different types of aggression, including, proactive versus reactive aggression, direct versus indirect aggression, overt versus covert aggression, and relational aggression. In addition, the authors found that more than seventy of girls in their study were victims of relational bullying, which included both verbal and psychological behaviors. Depression is another major emotional factor related to bullying. In the same articles, it was noted that depression levels are higher in victims as well as in bullies compared to non-bullies or non-victims (Espelage & Swearer, 2003). School environment affects the prevalence of bullying as well. When school faculty members ignore bullying behaviors, students are reinforced for the behavior (Cohn and Canter). School climate is related to bullying, while others such as poorer relationships with classmates and loneliness are related to being bullied and coincident bullying being bullied. (http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics-2010.html
The new school year had barely begun when stories of bullying started to circulate once again. TV host Dr. Phil McGraw, for example, hosted a televised discussion on the problem of bullying in public schools. While bullying behavior has existed in various forms throughout human history, earlier societies and religious authorities developed means by which to discourage such behavior. The published works of French political theorist Alexis de Tocqueville and Dr. Helmut Shoeck provide insight into envy and bullying. In his treatise entitled Theory of Envy, Shoeck advised that envy is at its most intense when people are almost equal. In The Old Regime and the French Revolution, Tocqueville theorized that the French revolutionaries who rebelled against the nobles were almost equal to the nobles. Much of the female bullying that occurs in schools almost consistently involves a girl or a group of girls attacking a peer who has more in common with her attackers than she has differences. Competition for the attention of boys or significant adults is often at the root of much school-age female bullying.
Female bullying is by no means exclusive to people. It often happens in the wolf compounds at large zoos where the alpha female regularly bullies subordinate females. In the wild, the alpha female wolf will often bully subordinate females that have reached sexual maturity to the point where they leave the pack. Indefining envy, Shoeck advised that an envious person does not want the attributes or possessions of another person; they want to ensure that other people do not enjoy their possessions or get to use their abilities or attributes.
In a wolf pack, the alpha female ensures through bullying subordinate females that potential competitors that are practically her equals will not use their reproductive capacity to attract the attention of the alpha male. Research into teenage female peer bullying suggests that the bullying females are often the popular girls who are well liked by most of their peers of both genders and by significant adults. Interviews with teachers indicate that female bullying is rampant in mixed gender schools and mixed gender classrooms, with less bullying of peers occurring in single gender schools and classrooms.
The state is no innocent bystander in the phenomenon of peer bullying involving school-aged children. With rare exceptions, school attendance laws compel children to attend schools where they are likely to be bullied. Quite often, students learn ways by which to bully teachers to the point where 1 out of 3 teachers would likely leave the profession after five years.
State involvement in the food and drug industries may also be contributing to the epidemic of bullying among school-aged children. State law in many jurisdictions often requires compulsory vaccination and immunization of children. The web page of Dr Joseph Mercola and several of his contemporaries regularly reports on problems involving various vaccines and other drugs. State law in many jurisdictions allows farmers to inject a host of growth hormones and antibiotics into farm animals that are slaughtered for sale in the supermarkets. Often the same politically well-connected pharmaceutical companies provide the childhood vaccines, the growth hormones and the antibiotics. Some 70 years ago, girls entered puberty around age 15, at about the time when most of them had completed their schooling. At that point, there were no compulsory vaccinations and immunizations, while most of the meat sold at butcher shops was free from growth hormones and antibiotics. Also at that time, peer bullying of pubescent girls was a rare occurrence in schools. Recently, though, there have been news reports suggesting that increasing numbers of girls are entering puberty as young as 9 and 10-years of age. It should come as no surprise that girls who become sexually mature at that age may actually engage in the bullying behavior of the alpha female wolf.
The combination of state control of medicine, drugs, food and education is quite literally an act of organized bullying that may actually be contributing to the growing epidemic of bullying that is sweeping schools in many jurisdictions and many nations. Interviews with several teachers of pre-teen students in one region revealed that up to 75% of their students were products of single parent homes, often with half-brothers and half-sisters in the same classroom or same grade level. Teachers admitted to spending most of their classroom time dealing with behavioral problems instead of teaching children the essential skills of reading, writing and math.
Research undertaken internationally into youth gangs revealed that for most gang members, fathers were either physically or emotionally absent in their lives. The gang leader and fellow gang members often provide emotionally what a father and/or older male relatives would otherwise provide in a traditional or extended family. Gang members who were interviewed individually after participating in a gang activity such as a group assault or a gang rape admitted to doing so to gain acceptance, approval, validation, acknowledgement and recognition from their peers. Several gang members even admitted to not enjoying such acts and even to feeling degraded and dirty for what they had done.
Interviews with teenaged boys revealed one of the motivations behind male school- aged bullying. The bully achieved recognition and validation in the eyes of his peers and other onlookers. During an earlier era, nobody else joined into schoolyard fights between two protagonists. In the modern era, friends of the bully join in the attack against another child, for the same reasons as participants in a gang rape. They do it to look good in front of their peers. Research indicates that young boys who attend single gender classrooms that are taught by male teachers for several successive years have a very low propensity for gang membership and low incidence of engaging in bullying behavior. At one time many years ago, all-boys schools private schools with all-male staffexisted in many countries including parts of Canada. Then came the affirmative action laws that encouraged feminist women teachers to challenge the hiring practices of the all-boys private schools. Never mind that the parents who paid tuition fees wanted their sons to be taught by male teachers. The state intruded in what should have been a private matter between a private provider of services and its paying customers and ignored the fact that the boys who attended these schools had mothers capable of providing a feminine perspective in their lives.
For boys who are compelled to attend government schools where the male teacher is a vanishing breed, the only remaining institution capable of providing male leadership happens to be organized gangs. Police departments are becoming alarmed that gang membership is increasing in many large cities. State welfare policies that undermined the traditional family structure has increased the population of fatherless boys who will forcibly be vaccinated and immunized with drugs of questionable efficacy after which many will be prescribed anti-depressants that may come from the same companies that provide the vaccines, the animal growth hormones and the antibiotics. Many of them are potential gang members in waiting.
Much of their diet will include foods laced with growth hormones and antibiotics and they will be forced to attend state schools. Retired award winning teacher John Taylor Gatto authored a book entitled Dumbing Down in which he detailed the deficiencies of state schools, state schooling and the state curricula that ultimately undermines students' abilities to think critically. Given the nature of state involvement in the numerous aspects of children's lives, it should come as no surprise that there is an epidemic of bullying underway in state schools. http://www.quebecoislibre.org/10/101115-8.html
Related Studies
According to the Philippines, there had been few studies on bullying despite the obvious importance of the subject. While there a lot of things that can be learned from the foreign researchers, it must be noted that the concept of bullying as it has been often studied in other countries is practically a foreign social concept. It could be that the use and understanding of the world in the country is largely consistent with the available literature. This, however, should not stop anyone from studying bullying as conceptualized by different social groups in the country. Miguel-Baquilod ( 2004) of the Department of Health Manila made a nationwide survey on secondary students health. Included in the survey is violence among youth. It has been reported that of the students surveyed, half of them were involved in physical fight. One third of students were bullied one or more times in one-month period. Boys were significantly more likely than girls to have experienced such by Carvalho Filho Et Al ( 2004 ). The effects of different social environments, degrees of friendship, and individual sociability on students usage of different types of relationsl aggression were explored. Relational aggression and levels of sociability were found to have marginally significant effect, the result showed that individuals with low sociability reported that they are as likely to spread rumors, and Likely to use backstabbing compared to individuals with high sociability. Honrejas study also reported family discord as the major factor that contributed to bullying. Misconception on the true nature of bullying was also found. It was seen as a natural part of growing up among children. Duba ( 1985:349 ), author of guidance in Philippine Setting, presented a closely opposite meaning of bullying behavior; he uses the term mental hygiene, which refers to the unwholesomeness or healthfulness of the human mind. Students with good mental health will bring happiness to themselves. Furthermore, children are considered maladjusted are characterized by failure to achieve their potentialities and meet socially accepted standards. They would show aggressive behavior, rudeness, stealing, and other similar acts of anti-social behavior. An interesting study by Lopez (1981 as cited in Puyat 1999) which is related to the concept of bullying in his study on aggression. He identified Filipino terms like paladabog, palaaway and palatsismis, which refers to aggressive behaviors used by a person to attack another person. (http://clinicalcounselor.blogspot.com/2011/10/bullying- statistics-2010.html
Synthesis
The study of Duba looked into the influences of bullying to mental health; the present study looked into effects of bullying in the children. Espelage and Swearer found that many students who bully their peers in school also bully their sibling at home, the present of study also found this scene. Also added by Espelage, over 17% of the middle school students reported at least sometimes being physically punished when breaking a rule at home, in present study parents are not allowed to physically punish their children instead talking to them in a nice way. Cohn and Carter are stated that school environment affects the prevalence of bullying as well. When school faculty members ignore bullying behaviors, students are reinforce for the behavior. Similarly, less bullying occurs in school where respect for others is taught and value and where high standards are set for interpersonal behavior. Similarly, less bullying occurs in school where respect for others is taught and valued and where high standards are set for interpersonal behavior. Dr. Dan Olweus discussed about bullying schools and give general characteristic of both victims and bullies. Victims, generally and physical weaker peers may have in body anxiety are often quiet, shy, withdrawn, anxious, unassertive in peer groups, and closer to others than peers. The present study towards without any school children, their demographic profile form of bullying experience by the children and how they affect their social life, emotional status, physical health, academic performance and behavioral state.
Theoretical Framework
Differential association theory
According to this theory, the phenomenon of bullying behavior is more likely the result of the association of children with the delinquent environments, although research in the extent of bullying does not specifically adopt this theory as a theoretical framework to explain bullying. However, several studies have a examined the relationship between delinquent peer association attitude toward violence and bullying.
Rigby (2006) argues: students are powerfully influenced by a smaller group of peers with whom they have relatively associated. By associating with intimates such as friend who exhibit anti social behavior and have favorable attitudes toward the violation of laws, individuals can easily learn the techniques of committing delinquent or criminal behaviors, as well as motives and attitudes that serve to promote criminal and antisocial behaviors (Moon, et al. 2008, p. 5.)
Studies on juvenile criminals have mostly shown that those who associate with delinquent peers are more likely to imitate and engage in antisocial behavior and delinquent behavior. Referring to social learning theory developed by Bandura (1997), OConnel, (1999) has identified three conditions that influence the likelihood of imitation. He said that children are more likely to imitate a model when the model is powerful enough; the model is rewarded rather than punished for the behavior, and the model shares similar characteristics with child (p. 438). He then noted that in case of bullying , these conditions are often present.
During their observation, Craig and Pepler, (1995) have found that the perpetrators of bullying are hardly punished. Only 11% of bullying episodes were being intervened by peers and 4% by teachers. Consequently,peers may be influenced by bullies to become involved in bullying as active participants (OConnel, et al. 1999, p. 438).
According to OConnel, et al. (1999): Bullies may influence the behaviors of peers in some ways. First, bullies capture the attention of peers bay exposing the way how they engage in aggressive behavior. Bullies who have been engaging intensively aggressive behavior and never been punished tend to be far more aggressive and also tend not to be more probably act as bullies did if there are no consequences for the models. Second, lack of sensitivity of the peers to filter the exposure of negative aspects of aggressive interaction among them, may cause to the imitation of similar actions (p. 440).
The further to this, Craig and Pepler (1995) argue that evidence for peer modeling on the playground comes from our first observation in which peers were actively involved in bullying in 48% of the episodes (p. 43).
2.3.3. General Strain Theory Sociologist Robert Agnew (2001) proposed the strain or stress experienced by an individual can manifest itself in problematic emotions that lead to deviant behavior. Specifically, three types of strain were proposed: 1. Strain as the cultural or anticipated failure to achieve positively valued goals, 2. Strain as the actual or anticipated removal of positively valued stimuli, and 3. Strain as the actual or anticipated presentation of negatively valued stimuli to individuals.
Another proposition of this theory is that strain can create negative emotions in individuals such as anger, anxiety and depression which in turn influence delinquency (Moon, et al. 2008, 6). According to general strain theory, indiviaduals who experience strain are more risk to engage in deviant or delinquent behaviors.
The relationship of the elements of general strain theory to the phenomenon of bullying has been suggested in several studies. Browne and Falshaw (1996) for example, have reported a sample of youth placed at a youth treatment service and found that bullies were more likely to have experienced and suffer childhood physical and emotional abuse, as indicated by their placement on the child protection register. Another study with diverse samples (Olweus, 1993) revealed that youth experience of physical punishment, maltreatment, and rejection by parents, peers, and teachers are significantly related to bullying. In addition, some studies (Bosworth et al., 1999; Espelage et al., 2000) indicate that anger has a significant positive effect on bullying. Overall, these findings would be consistent in considering GST as an explanation because they indicate that individuals who experienced physical/emotional abuse, maltreatment, rejection and/or anger are more likely to engage in bullying.
2.3.4. Group Relation Theory In addition to the proposed three criminological theories, there has been a consideration that in peer victimization, one can distinguish between being victimized by an individual and being victimized by a group. Individual victimization can only lead to personal harassment while group victimization may occur amongst individuals in a group or between one or more group against others (Pikas, 1975). In-group victimization, the outcomes become more complex since hose who see bullying activities (bystanders) may then become involved in bully activities as well. The involvement of bystanders in the bullying activities is merely the result of contextual effects of group norms which work during the victimization( Salmivalli and Voeton, 2004). In this particular situation, even if a child empathizes with the victims, and thinks that bullying is wrong, there may be classroom-level influences that encourage him/her to join in bullying, or at least not to show sympathy for the victims (Salmivalli and Voeten, 2004). In relation to this, Olweus, (1973) argued that it is not surprising that bullying is a group process in which several group mechanisms are involved. Group norms may regulate bullying related behaviors through processes such as peer group pressure and conformity to it (Berndt, 1979).
2.4. Bullying and Aggressive Behavior
Bullying is commonly regarded as an aspect of aggression (Roland and Insoe, 2001, p. 446). This has been detected within school children and adolescents. Among the considerations is the emotional component of the perpetrators, making bullying an aspect of aggression in which the majority of victims feel rather unsafe, anxious, sensitive and non-aggressive (Olweus, 1993, p. 32). In line with this, Olweus (1978) also characterizes bullies as an aggressive personality pattern, they are aggressive not only to their victims at school but also in many other context, i.e toward their peers, sibling, and adults, and some of them ends up with antisocial young adults. However, this general agreement is not followed by any clear
Paradigm of the Study
Input Process Output
Profile as to age, gender, and grade level. Forms of Bullying les to age, gender, and grade level.
Forms of Bullying
Effects of Bullying . of Bullying
Recomm endations to prevent bullyingin school,.
Implica tion to Nursin g Educati on Evaluate, analyze and interpret the data using the appropriate statistical treatment.
Review on the law against bullying.
Right of children/st udents.
CHAPTER 3
METHODS OF THE STUDY AND SOURCES OF DATA
This chapter presents the research method, source of data, data gathering instruments that use in the investigation.
Research Design
The researchers used the descriptive analytic method of research for this is the most appropriate means of evaluating the effect of bullying among children and its complications to behavior.
According to Calderon (1993) descriptive analytical method of research as certain to prevailing condition affecting a group of hence, this study calls for this method. It is a study component to serve as a direction is searching a goal. He appointed out that the descriptive method tells what is, that which leads to a specific information about education, another situation. He further describe it as a fact finding with adequate interpretation usually beyond fact finding.
The Respondents
The respondents of this study are 300 selected parents of three hundred 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. This study conducted at one of the community in Tarlac City, specifically in Brgy. Maligaya at Maligaya Elementary School.
Instrument used in the Study
The materials and instruments to be use in gathering data are questionnaire, and techniques.
Questionnaire. The questionnaire is the main instrument used in the gathering data. It was employed primarily to come up with the perception of the respondents concerning the subject matter GOOD (2009). A questionnaire is a list of planned, written question related to particular topic, with space provided for indicating response to each question, intended for submission for number of persons for reply, commonly used in normative survey studies and in the measurement of attitude and opinions. Interview. The interview technique will also be used to compliment the gathering data for the study. Interviews provide information in which they become confidential that may not ordinarily given in writing. The interview according to VOCKEL (2000). Is a technique in which the researchers stimulate the respondents to give needed information in the study.
Procedure in Gathering Data
The researches prepared the instruments used through readings of the questionnaire checklist of the others studies just to obtain some ideas. Finally if the researches able to do and it was presented to their professor.
After the adviser had corrected and approve the questionnaire the researches will Xerox them into 300 copies together with the letter asking permission from the respondents to the part of the study and in the distribution of the questionnaire in the respondents.
Statistical Treatment
The responses of the respondents to the questionnaire checklist with carefully tallied, tabulated and organized including those derived from interviews, observation and documentary analysis. The data presented, analyzed and interpreted with the use of weighted mean, frequency count, percentage and ranking system.
The presentation, analysis and presentation of data will be based on the weighted mean as show by the scale ranges as follows (Calderon, 1993).
For percentage computation is: this will be used to describe the profile of the correspondents, also, this will be used to identify the forms of bullying.
BIBLIOGRAPHY
A. Books
B. Magazines, Journals and Articles
Agervold, M., & Mikkelson, E.G (2004). Relatioship between bullying psychosocial work environment and individual stress reactions. Work & Stress journals, 18, 336 351. (http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics-2010.html) BOO
Eirnasen, S. (1999). The nature and cause of bullying work. International Journal of Manpower,20,16-27(http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics- 2010.html)
C. Thesis/Dissertation
D. Online Sources
Aggleton, P., Rivers, K., Mulvihill, C., Chase, E., Downie, A., Sinkler, P., Tyrer, P., & Warwick, I. (2000). Lessons learned: working towards the National Healthy School Standard. Health Education, 100 (3), 102- 110 (http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics-2010.html)
Atman, B. (2009). Workplace bullying and the racially diverse urban context: Implications for adult education. Multicultural Learning and Teaching, 4(1), 36-34. (http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics-2010.html)
Eirnasen, S. (2005). The nature causes and consequences of bullying work: the Norweigian experience. Perceptives Interdisiplinaries sur le travail et la sant (Pistes) [Interdisiplinary Perspectives on Work and Health], 7(3)(http://prezi.com/gz9ewnrawasi/the-effects-of- bullying/)
Einarsen,S.,Hoel,H., & Notelaers,G.(2009). Measuring exposure to bullying and harassment, factor at work: Validity, factor structure and psychometric properties of the Negative Acts Questionare-Revised. Work & Stress,23(1),24-44 http://prezi.com/gz9ewnrawasi/the-effects-of-bullying/)
Einarsen,S.,Hoel,H.,Zapf,D.,&Cooper,C.L.(2003). The concept of bullying at work: The European tradition. In S. Einarsen,H.Hoel.D.Zapf,& C.L Cooper (Eds), Bullying and emotional abuse in the workplace. International perceptives in research and practice (pp.3-30). London: Taylor & Francis. http://prezi.com/gz9ewnrawasi/the-effects-of- bullying/)
Harry Valentine, a theory of bullying Le Qubcois Libre, November 15, 2010, No 283.http://www.quebecoislibre.org/10/101115-8.html
Dear Respondents,
We the students of CLDH-EI are conducting the study entitled bullying among children ages 7 to 12 years old in selected elementary school in Tarlac City we request your cooperation by answering our questionnaire. Rest assured that your answer would be treated with confidentiality. Thank you for your cooperation. God Bless
Bullying Lagyan ng tsek ang numero na naglalarawan ng iyong pagsang-ayon.
5 - Lubos na Sumasang-ayon 4 - Sumasang-ayon 3 - Walang kaalaman 2 - Hindi sumasang-ayon 1 - Lubos na hindi sumasang-ayon
Paano naaapektuhan ng Bullying ang mga partisipante Ayon sa ibat ibang aspeto tulad ng:
5 4 3 2 1 1. Social life (Pakikisalamuha)
Ang estudyante ay nahihirapang magkaroon ng komunikasyon sa kapwa niya estudyante.
Ang estudyante ay hindi nakakapunta o nakakasali sa mga aktibidad sa eskwelahan.
Ang estudyante ay walang kakilala o kaybigan sa eskwelahan.
2. Emotional state (emosyon)
Ang estudyante ay nagiging iritable lalo na sa mga kasama at hindi na nakikisalamuha sa iba.
Ang estudyante ay nahihiya/umiiyak dahil sa pananakot, pamamahiya, at pangungutya ng kapwa nia estudyante.
Ang estudyante ay nawawalan ng tiwalasa sarili sa mga ibat ibang Gawain o partisipasyon sa eskwelahan.
3. Physical health (Pangkalusugan)
Ang estudyante ay nawawalan ng gana sa pagkain dahil sa pangamba na takutin o awayin siya ng kapwa niya estudyante.
Ang estudyante ay hindi nakakapasok sa kanyang mga klase sa kadahilanan nagkakasakit o hindi mabuti ang pakiramdam ng estudyante.
Ang estudyante ay nawawalan ng interes pagdating sa pag- eehersisyo o anumang klase ng pangkalusugan o pagpapanatiling malusog o masigla ang pangangailangan.