CHAPTER 2 RELATED LITERATURE AND STUDIES

This section presents the consequences and effects of bullying conducted by the proponents who made the websites about bullying, which have relevant to the present study. It involves quotation of a people and reference information that may serve as the basis for seeking out some problems that may be encountered in the development of the proposed study.

Related Literature

Foreign Related Literature

Bullying is one of the most problems of an individual who experience of it. Almost all of us experienced of it even the most powerful man in the world. There are a lot of consequences and effects that we can get in bullying; it causes negative academic, physical, social, emotional, and psychological consequences on victims, bullies, and witnesses. This was proved in the website article of student encoded

library.thinkquest.org. Bullying builds character like nuclear waste creates superheroes. It's a rare occurrence and often does much more damage than endowment.

Zack W. Van

Bullying is so dangerous for the person who will encounter it. Nick Nauert stated in his website title Bullying and Being Bullied Results in Greater Risk of Adult Disorders that: Both bullying and victimization during early school years are public health signs that identify boys who are at risk of suffering psychiatric disorders in early adulthood. The researchers believed that bullying can effect to those who involved in it which are the victims, bullies and the witness. It is not only a short term effect but it also might be a long term effect that experienced his/her unforgettable traumatic experienced in their lives. The most important thing we can do about bullying, as a society, is to foster empathy and resilience in kids. This is a key insight at the heart of every good bullying prevention or character education effort. Most kids do feel or can learn to feel empathy and remorse. Its our job to help them find that capacity within themselves, and build on it. And without minimizing the devastating impact bullying can have on some kids, most recover from it. We need to remember that kids have to confront some adversity, and learn to roll with it, in order to grow.

Local Related Literature Lito S. Jara (2005) cited the characteristics of the adolescent years. These are: (1) Adolescence is an age of dramatic physical change, (2) Adolescence is an age of inferiority, (3) Adolescence is an age of conformity, (4) Adolescence is an age of confusion, (5) Adolescence is an age of identity formation, (6) Adolescence is an age of

fluctuation emotions and personality change, (7) Adolescence is an age of sexual fascination and fear, and (8) Adolescence is an age of increasing independence. According to Dr. James Dobson a teenager is usually concerned about the way they look, about their academic performance or ability to learn and financial capabilities. Dr. Dobsons 3 things that teenagers must have so they will feel good are the following: (1) Physical Attractiveness- adolescence is a difficult period to be in when youre the smallest or the tallest in class, have dark skin, ware e yeglasses, fat, have flat or long or big nose, and have many pimples. They are more often in name calling or verbal bullying, (2) Intelligence- to be called dumb or a nerd by our peers is equivalent to being called worthless or dumb. Nothing in those descriptions could make anyone worthy of a person, an (3) Money- being able to accept and understand your familys financial condition means youre showing a good attitude in facing the realities of life but with todays current attitude towards material things .

Related Studies

Foreign Related Study Bullies can themselves suffer long-term consequences if their behavior is not modified. A study in Sweden indicated that 60% of intermediate school bullies had criminal convictions by 24 years of age. Two high profile cases illustrate bullying and its impact and consequences. Schoolyard bullying is the most enduring and underrated safety problem in US schools today. Despite its immediate and long-term effects, American schools have not

addressed how to combat this prevalent problem systematically. Its toleration fuels every other aspects of school and community crime. A recent study of student bullying in New Zealand showed that of 821 students aged 15-16 from 107 schools: 50% had been bullied, although other report 75%, 33% admitted bullying others, and 9% stated they were bullied once a week or more Internationally, of male victims of bullies: 75% were physically bullied, 85% were verbally bullied, and 30% were excluded or ostracized. Internationally, of female victims of bullies: 62% were physically bullied, 93% were verbally bullied, and 60% were excluded or ostracized. In Scotland, a 2002 study showed bullying occurred for: 16% of children by text message, 7% in internet chat rooms, and 4% via email Two cut of three New Zealand secondary school teachers are abused or threatened by their students each year. One in 10 students is being victimized by bullies. These startling findings are the result of recent studies conducted in the US and five other countries-Norway, Australia, Finland, Poland, and Israel-with similar school system. The First Bully Related Research Study Prior to the 1970s, bullying wasn't considered a significant social problem. It wasn't until Swedish researcher Dan Olweus, a psychology professor at the University of Bergen in Norway, completed the first large-scale, scientific study of bully/victim problems among school children and youth that the public was alerted to the magnitude of the problem. Olweus's study was published as a book in Scandinavia in 1973, and

was published again in 1978 in the United States under the title Aggression in the Schools: Bullies and Whipping Boys. The findings of Olweus's study opened the eyes of researchers and demonstrated that bully/victim problems were quite prevalent in school settings. In the 1980s, Olweus conducted the first systematic intervention study that highlighted the positive effects of his Bullying Prevention Program. Since then, several more large scale intervention projects have been conducted in schools, most with good results. In 1993, Olweus wrote Bullying at School: What We Know and What We Can Do, and is now widely considered to be the world's leading authority on bullying behavior. Olweus's groundbreaking research and intervention programs have played a significant role in increasing awareness that bullying is a growing social problem, one that must be taken seriously by researchers, educators, lawmakers, parents, students, and society in general. Today, slow but steady progress is being made. Schools are beginning to adopt antibullying intervention and education programs, and states are starting to pass comprehensive anti-bullying laws. By 2003, 15 states had enacted anti-bullying laws, most in direct response to the school shootings that occurred between 1997 and 2001. And as of June 2007, a total of 35 states had laws that address harassment, intimidation, and bullying at school. With a clear definition of bullying, schools will be required to enforce uniform standards of conduct. Its not just the victims of bullying that experience long-term consequences; bullies themselves are also at risk of mental health issues later in life.

In a study published in JAMA Psychiatry, researchers report that bullying can have serious consequences on childhood development, and shouldnt be dismissed as simply a playground rite-of-passage. Starting in 1993, the scientists followed over 1,400 children at three different ages 9, 11 and 13, and interviewed them and their caregivers every year until the kids turned 16. Based on the interviews, they categorized the kids into four groups: victims only, bully only, both bullies and victims, or neither. To determine the long-term effects of bullying, the researchers re-interviewed the participants when they were ages 19, 21, 24 and 26, and evaluted them for a wide range of different psychiatric disorders. Bullying is not just a part of childhood, or some sort of a harmless activity between peers. This is actually something that has very detrimental, and very long lasting effects, says study author William Copeland of Duke University Medical Center in Durham, North Carolina. All three groups who reported being involved in bullying experienced some longterm psychiatric effects in the form of anxiety, depressive, or antisocial personality disorders, or some type of alcohol or marijuana abuse. After controlling for family hardships that might also make these mental health issues more likely, the researchers found distinct patterns of psychiatric problems that distinguished the bullies from their victims. Victims of bullying were nearly three times as likely to have issues with generalized anxiety as those who were not bullied, and 4.6 times as likely to suffer from panic attacks, or agoraphobia, in which they felt trapped or had no escape, compared to

those who were spared bullying. Bullies themselves showed a four times higher risk of antisocial personality disorder as adults compared to those who did not bully others, and children who reported being both bullies and victims seemed to fare the worst of all; these participants showed a nearly five times greater risk of depression as young adults compared to those who had not both given and received bullying behavior, and a 14.5 times greater risk of having a panic disorder. These effects also showed some gender differences; women had a dramatically higher risk, at nearly 27 times, of having agoraphobia, while men showed an 18.5 times greater prevalence of suicidal tendencies. For bullies, its a completely different kind of problem, says Copeland. With the victims, it is all related to their emotional functioning. For the bullies, they had higher rates of antisocial personality disorder, which is kind of related to criminal behavior, so theyre having completely different problems in adulthood than the victims. The findings highlight the importance of considering school- and peer-based factors when kids are struggling, says Copeland. Many counselors, and research studies on the subject, focus on the home situation when children start acting out or becoming more withdrawn. Childrens relationships with their parents or maltreatment in the home are among the more obvious factors that affect behavior, but peer relationships may be just as critical in assessing young childrens development. What this study really suggests is that what goes on at school, and what goes on between peers, may be just as important in understanding their long-term function as what goes on at home. In childhood, when kids are in school, they spend a lot more time with their peers than they do with their parents so we should not be so surprised

about this, says Copeland. When we see kids having trouble, we tend to ask them about things going on at home and we dont tend to ask them how they re getting along with their peers and whether theyre the victim of bullying. I think we need to rethink that a bit. Taking bullying more seriously, for example, as the potential seed for mental health and behavior problems in adulthood, could lead to better interventions and lower long-term health costs. Childhood experiences lay an important foundation for the type of people we become, and how youngsters interact with their peers is an important part of that dynamic.

Local Related Study Renowned Filipino author Bo Sanchez gave several good tips about the social illness about bullying. He narrated that he was also a victim himself when he was younger. Here is a list of his suggestions: (1) Tell the child that bullying is always wrong and is done by insecure boys and girls who needed help badly, (2) Tell the child to always tell an adult right away if he/she is being bullied. Tell them to disregard ridicule that he/she is a sumbungera or a snitch. Tell he/shes doing the right thing, (3) Tell the child to either stand up against a bully (if its safe) or to walk away from the bully, (4) Sometimes, all it takes is a scream, stop that and then walk away from a bully then tell a teacher right away, (5) Tell the child to be with other kids. Loners are easy objects of bullies, (6) Talk to the teachers in school and discuss what can be done against bullying. -Psychology and the Law 2011