Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction
The effects of child physical abuse may last a lifetime and can include brain damage and
hearing and vision loss, resulting in disability. Even less severe injuries can lead to the abused
child developing severe emotional, behavioral, or learning problems. Injuries to a child's growing
brain can result in cognitive delays and severe emotional issues problems that could adversely
affect his or her quality of life forever.
Some effects of child physical abuse may manifest in high-risk behaviors, such as
excessive promiscuity. Children who develop depression and anxiety due to their abusive past
often turn to smoking, alcohol and illicit drug use and other unhealthy, dangerous behaviors to
cope with their emotional and psychological scars. Of course, long-term, things like smoking,
excessive alcohol consumption, and promiscuity can lead to cancer, liver damage, and infection
from sexually transmitted diseases. This is why it's so important to recognize the signs of child
physical abuse and take immediate action by reporting the abuse to the proper authorities.
The primary, or first, effects of child physical abuse occur during and immediately after
the abuse. The child will suffer pain and medical problems from physical injury and, in severe
cases, even death. The physical pain from cuts, bruises, burns, whipping, kicking, punching,
strangling, binding, etc., will eventually pass, but the emotional pain will last long after the
visible wounds have healed.

The age at which the abuse occurs, influences the way the injuries or any permanent
damage affect the child. Infant victims of physical abuse have the greatest risk of suffering longterm physical problems, such as neurological damage that manifests as tremors, irritability,
lethargy, and vomiting. In more serious cases, the effects of child physical abuse can include
seizures, permanent blindness or deafness, paralysis, mental and developmental delays and, of
course, death. The longer the abuse continues, the greater the impact on the child, regardless of
age.
The emotional effects of child physical abuse continue well after any physical wounds
have healed. Numerous research studies conducted with abused children as subjects have
concluded that a considerable number of psychological problems develop as a result of child
physical abuse. These children experienced significantly more problems in their home lives, at
school, and in dealing with peers than children from non-abusive environments.
Physically abused children are predisposed to develop numerous psychological
disturbances. They're more likely to have low self-esteem, deal with excessive fear and anxiety,
and act out aggressively toward their siblings and peers.
The adverse social effects of child physical abuse represent still another facet of the child's life
influenced by the abuse. Many abused children find it difficult to form lasting and appropriate
friendships. They lack the ability to trust others in the most basic of ways. Children who have
suffered long-term abuse lack basic social skills and cannot communicate naturally as other
children can.

These children may also exhibit a tendency to over-comply with authority figures and to
use aggression for solving interpersonal issues. The social effects of child physical abuse
continue to negatively influence the adult life of the abused child. They're more likely to divorce,
develop drug and alcohol addictions, and to physically abuse their own children.
Adults, who were physically abused as children, suffer from physical, emotional and
social effects of the abuse throughout their lives. Experts report that victims of physical child
abuse are at greater risk of developing a mental illness, becoming homeless, engaging in criminal
activity, and unemployment. These create a financial burden on the community and on society in
general because authorities must allocate funds from taxes and other resources for social welfare
programs and the foster care system.
When a child experiences physical or emotional abuse, the wounds run skin deep. Kids
who suffer repeated trauma feel lonely, scared, worthless and unloved, which is exactly the
opposite of how children should feel. Abused children often become broken, hollow and bitter,
with mental consequences that last long after the physical wounds have healed.
Children suffering abuse develop a range of maladaptive, anti-social and self-destructive
behaviors and thoughts by trying to cope with the abuse - by trying to understand the situation
and why the abuse is happening.
Legal basis
Save the Children in the Philippines seeks to prioritise across the following strategy
areas: children in residential care, children in armed conflict and disasters, children in

situations of migration (including for trafficking purposes), and children in exploitative

and hazardous work conditions.
The following components have been identified as elements of an effective child protection
system:
1. Legal and policy framework, including regulations and standards compliant with
the United Nations Convention on the Rights of the Child 1989 (UNCRC), other
international standards and good practice.
2. Effective regulation and oversight to ensure that standards are upheld at all levels.
Some argue that this component necessitates the existence of a specific agency or
ombudsperson dedicated to child protection and/or child welfare, with the mandate,
means, authority and responsibility to ensure that the system works effectively.
3. Preventive and responsive services, including both the institutions and structures
(formal and informal, government and nongovernmental) that deliver the services,
and the processes through which services are delivered. These include case
management systems, other information systems, and appropriate budgeting and
management. In a formalised system, this will have as a core element, a social work
system providing a response to specific child protection issues and cases.
4. Effective coordination particularly on case management between relevant government
and non-governmental actors and between sectors at different levels.
5. Knowledge and data on child protection issues and good practices to inform evidencebased policy development and advocacy.

6. A skilled child protection workforce that can respond and expand to meet the specific
protection issues arising in emergencies. Practitioners with minimum skills in social or
community work who can be trained quickly and have a core understanding of child
protection issues. A workforce should also include those with data management skills and
policy-makers able to develop appropriate policy and legislative measures which rapidly
respond to the immediate risks that children face.
7. Childrens voices and participation.
8. An aware and supportive public.
9. Adequate funding for all of the elements listed above, and appropriate budgeting
processes that cover both long- and short-term needs for child protection systems.

Statement of the problem

The study aims to determine the level of awareness on R. A. 9262 violence against
women and their children.
Specifically, the following questions will be answered by the respondents:
1. What is the profile of the respondents in terms of:
a. Age
b. Educational attainment

c. Occupation
d. Monthly Income
2. What is the level of awareness of the respondents on R. A. 9262?
3. How do the respondents perceived the effects of physical child abuse to the under age
children.
Objectives of the study
The researcher will come-up to the following objectives of the study such as:
1. Determine the level of awareness among parents to Republic Act of 9262 also known as
violence against women and their children.
2. Ascertain the level of awareness among the respondents towards the Republic Act.
3. Provides level of awareness to them and protect childrens as reprimanded by the
constitution.
Significance of the study
The output will provide importance to the following:
Parents. The study will give them insight that will help them in caring their children as well in
protecting them.

Community officials. The result of the study will give them enough knowledge to the R. A.
9262, that they will impart pertinent information to parents in their community relating to the
republic act.
To the researcher. The fulfilment of the study will help her in her field of course that she may
soon apply. It will also a beneficial trough finishing her degree in college.
Future researchers. The study will help them in creating a follow-up study. This endeavour will
be their basis in their research.
Scope and delimitation of the study
The study limits itself to the level of awareness to R. A. 9262 also known as violence
against women and their children.
The study will focus on the level of awareness of parents in Naguillan, Isabela. The
researcher will make use of the parents as respondents in the study they are residents of Centro
Naguillan, Isabela.
Definition of terms
For the readers to grasp the following items in the study the researcher define them in
operational and conceptual definition.
Level. This refers to a set where a function takes on given constant value.
Awareness. Pertains to the state or ability to perceived, to feel or to be consicious of events
objectives or sensory patterns.

R. A. 9262. This refer to the Republic Act being amended to violence against women and their
children.
Violence. This defines as the as "the intentional use of physical force or power, threatened or
actual, against oneself, another person, or against a group or community, which either results in
or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, or
deprivation," but acknowledges that the inclusion of the "the use of power" in its definition
expands on the conventional meaning of the word.
Against. This refers to an opposition.
Women. This means a female human. The term woman is usually reserved for an adult, with the
term girl being the usual term for a female child or adolescent.
Children. a child (plural: children) is generally a human between the stages of birth and puberty

Chapter 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter deals with literatures and studies which brings relevance to the current
undertakings.
Foreign literatures
Save the Children defines child protection as measures and structures to prevent and
respond to abuse, neglect, exploitation and violence affecting children in all settings. Such
processes are essential to ensuring childrens rights to survival, development and well-being in
all settings at all times. It is when children are not protected that their rights as well as their
families are most threatened. In addition, reaching the most vulnerable and isolated populations
helps ensure the health and well-being of all and is indispensible in achieving the Millennium
Development Goals (MDG). For example, children who are most at risk of extreme poverty and
hunger are the most vulnerable to violence, exploitation, abuse and discrimination. Marginalised
children are also denied access to essential services such as health care and education. There
have been attempts to link child protection with social protection which has now become a trend
especially among member countries of the Association of Southeast Asian Nations (ASEAN).
Social protection refers to policies and programmes designed to reduce poverty and vulnerability.

It has also been demonstrated that an investment on child protection, which can be considered an
integrated part of social protection, could be an efficient means to reducing poverty and
increasing future growth. Ensuring that children are provided access to basic education, health,
and nutrition services enhances their potential to earn income in the future. In this sense, social
protection for children increases the likelihood of breaking the intergenerational transmission of
poverty.
However, child protection work involves not only developing systems and mechanisms
that provide meaningful protection for all children in the longer term but also strengthening the
capacity of a variety of actors to protect children. It is only through the concerted efforts of
individuals and groups, adults as well as children, that child protection can become effective and
sustainable.
in Western society the most recent efforts to acknowledge explain and

challenge

male

violence against women coincide with the re5emergence of the feminist movement in the early
1970s feminist activists identified male violence against women as central to the
perpetuation of womens oppression seeing sexual assault, rape, sexual harassment,
domestic violence and other forms of male violence as part of a continuum of violence
against women and children Melly, 2007 Radford et al 2008 );
individual characteristics and circumstances alone cannot explain why this should be the case'
feminist commentators suggest that the context for violence against women is a cultural and
political framework in which women are not equal partners with men's violence against
women is both the result of gender inequality and the means by which it is perpetuated
(Brownmiller, 2007 Dobash et al 2009 ).

As awareness of the prevalence and impact of violence against women

increased

institutional responses to the issue gradually shifted' throughout the1970s and early 1980s for
example,

the

police

response

to

allegations

of

was characterized by aggressive questioning of complainers based on

rape
an

assumption that women were lying' following research into the investigation of sexual assault in
Scotland

(Chambers

and

Millar,

2000),

significant

policy

shift

began with the publication in 20 of guidelines to chief constables

o n responding to women alleging rape (Scottish office, 2005).
Local literatures
As signatory to international conventions and declarations upholding gender equality and
womens human rights of the Philippines has passed several laws protecting women from that
pervasive but hitherto unrecognized menace to gender-based violence more specifically violence
against women and children (VAWC) As a result of the designated government agencies have begun to put
up mechanisms to address (VAWC).
Foreign study
in a recent Minnesota study of women who had experienced violence by a partner, 114 women were
interviewed about the extent to which their children were involved in the violence 21%
reported that their children had tried to get help when they were being assaulted, and 23%
reported that their children had been physically involved in the events' factors affecting
childrens attempts to intervene included the stability of the womans financial and social
situation, the frequency of the abuse and the impact of the abuse on her life and

health'C h i l d r e n w e r e m o r e l i k e l y t o i n t e r v e n e w h e n t h e i r m o t h e r s f i n a n c i a
l / s o c i a l situation was less stable when the abuse was frequent and the greater the
impact on the woman-s life and health' Children were less likely to intervene if the abuser was their biological
father (Edleson et al 2003 )
Local study
The Republic Act No. 9262 otherwise known as Anti-Violence against Women and Their
Children Act of 2004 provides the legal framework of the countrys effort to address violence
committed against women and children in keeping with the fundamental freedom guaranteed
under the Constitution and the Provisions of the Universal Declaration of Human Rights. This
study determined the awareness on Anti-Violence against Women and their Children Law among
women of Village Looc, Mandaue City, Philippines in 2011. This study utilized the descriptivecorrelational design. The respondents were 96 women who were selected through purposive
sampling with the inclusion criteria that they must be at least 16 years old and living with a
partner. Majority of the respondents were 25-65 years old, single with live-in partner, has 0-3
children, high school graduates and belonged to the low monthly income bracket. Most of the
respondents expressed that they have acquired awareness on intimate partner violence from
watching television. Majority of the respondents were aware of the intimate partner violence in
RA 9262. There was a significant relationship between the modes of Information, Education and
Communication (IEC) and level of awareness of the respondents on RA 9262. This study
concludes that full awareness on RA 9262 through the modes of IEC is necessary to ensure
protection of women and their children

Conceptual framework
Input

Profile of the
respondents.

What is the level of

awareness among
the respondents
towards R. A. 9262
also known as
violence against
women and their
children

Process

Assess profile of the

respondents.
Identify
and
categorize the level
of awareness among
the respondents to
the R. A. 9262.

Output

Identified strategies they

used to cope with the
violence
and
abuse
encountered by their
children
Determine the extent of the
awareness among parents

The framework shows the relationship of the three boxes namely the input, process, and
output.

Input phase consist of the profile of the respondents. The process includes the
Assessment of profile of the respondents, Identifying and categorizing the Identify and
categorize the level of awareness among the respondents to the R. A. 9262; the expected output
of the study is Identified strategies they used to cope with the violence and abuse encountered by
their children
The framework will show the course of the study on how it will be conducted.
Hypothesis
To be able to determine the level of awareness among the respondents the researcher will
try the hypothesis below:
There is no significant difference between the level of awareness among the respondents
according to their demographic profile.

Chapter 3
METHODS AND PROCEDURES
This chapter presents the methods and procedures used in the gathering of information
needed for the current study. It consist of the research method, the respondents of the study, the
data instrument, data gathering procedures and statistical tools to be used in analyzing and
interpreting the data.
Research Method
The researchers will use of the Descriptive survey method for it is the most efficient way
in describing the worthiness of the study. As defined by Laurentina P. Calmorin, Descriptive
Survey is a method designed to describe the worthiness of the current undertaking.

A descriptive survey, typically seeks to ascertain respondents' perspectives or experiences

on a specified subject in a predetermined structured manner. A "citation analysis" represents a
variation of the descriptive survey method.
Sample selection is critical to the validity of the information that represents the
populations that will be studied. The approach of the sampling will help to determine the focus
of the study and allows better acceptance of the generalizations that are being made. Careful use
of biased sampling can be used if it is justified and as long as it is noted that the resulting sample
may be true representation of the population of the study.
This method help the researcher determine level of awareness to R. A. 9262 violence
against women and their childrens among the residence of Naguillan, Isabela
The researcher will make used of questionnaire and personal interviews to obtain data
from the respondents.
Respondents of the Study
This study focuses on the level of awareness to R. A. 9262 violence against women and
their childrens among the residence of Naguillan, Isabela
To be able to come-up with the information needed for this study, the researcher will
involve resident parents of Naguillan, Isabela, which will provide the source of information in
the study.
Data Gathering Instrument

In order to obtain relevant information, the researchers utilized a set of questionnaires.

This serves as the source of information in the study and to facilitate the collection of data from
the respondents. The questionnaire consists of two parts.
Part 1 of the questionnaire comprises of the demographic profile of the respondents.
Part 2 includes the items pertaining to the level of awareness to R. A. 9262 violence
against women and their childrens among the residence of Naguillan, Isabela.
Data Gathering Procedures
The researcher will follow the following steps and procedures in gathering the data:
1. The researchers sought permission from the person in authority to make use of the
2.
3.
4.
5.
6.

employees and clients as respondents.

Constructed the questionnaire suited to the present undertaking.
Floated the questionnaires to the respondents.
Retrieved the questionnaires from the respondents.
Tabulate the gathered data.
Analyze and interpret the data gathered.

Statistical Tools Used

In order to analyze the data gathered, the following statistical tools will be utilized by the
researchers.
Simple frequency and percentage. Formula is used for the computation of the profile of
the respondents.
Formula:

Whereas:
P = Percentage
f = Frequency
n = total number of respondents
100 = constant variable
Mean. This tool was used to determine the average perception of the respondents using
the formula:

Formula:
x = x/n
Where:
X = is the mean
x= is the sum of x
n = Total number of cases

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Implementation of any new program takes time, money and adjustment to change.
The Anti Bullying Bill Rights Act requires schools to take measures against bullying that
prior to the law, May just been a dream.
Bullying is the most frequent form of peer victimization in schools, that creates
impact children. The effects of bullying on children have been well-documented, from
psychological and physical harm, poor academic performance, alcohol and drug use, and

violent behaviors. In its most extreme form, relentless bullying has even driven some
young people to suicide.
Bullying prevention is being approached in a few different ways. National
campaigns like Stop Bullying Now! work to increase awareness about bullying and
strategies for prevention. Since its inception, the Stop Bullying Now! campaign has
provided resources, including an online toolkit of educational materials, to schools
and youth clubs throughout the country. Schools have also implemented a variety of antibullying curricula to improve school climate and prevent bullying behaviors in schools.
Bullying can be verbal, physical, or via the Internet. It can severely affect the
victim's self-image, social interactions, and school performance often leading to
insecurity, lack of self-esteem, and depression in adulthood. School dropout rates and
absences among victims of bullying are much higher than among other students.
The most impressive and influential efforts for preventing bullying have been the
passage of the country anti-bullying legislation that require or recommend that schools
engage in various anti-bullying practices, such as developing anti-bullying school
policies, implementing anti-bullying curricula and creating procedures for reporting and
investigating bullying incidents.
Basically, bully-victims adapt the same qualities of bullies and victims as
discussed earlier. The unique case of the bully-victim indicates that bully-victims learn
confrontational behavior at home, directing them to apply it to the rest of the world as
cruel and untrustworthy which may lead them to having low self-esteem, high
neuroticism and serious deficits in problem solving abilities.
Though the bullies are the antagonists, bullying behavior is often associated with
other problems faced by the bully. Lacking the ability to process social information and
misinterpreting others behaviors as being hostile are common examples of deficits

bullies encounter. Bullies might mistakenly perceive hostility from another, and thus they
will react aggressively. Bullies also lack the ability to problem-solve, leading them to
externalize their issues as a coping mechanism. Bullying may be a behavior manifested
due to the home lifestyle adapted by the bully. For example, if the bullys guardian or
caretaker tolerates aggressive behavior in the home, the student will deem it acceptable to
bring that sort of behavior with him to school. In another instance, a bully may learn
aggression through a caretakers treatment of him.
Exploring the effectiveness of anti-bullying policies would have much value
considering the staggering statistics concerning bullying prevalence in schools.
Approximately one in five children and adolescents are victims of bullying and one in
three are involved as a bully, victim, or both
Social workers in the school setting are constantly dealing with student behaviors
and will inevitably encounter bullying issues among students. It would be crucial for
social workers and other helping professionals in the school setting to know whether or
not the implementation of anti-bullying policies is achieving its purpose. Being in a
position to have the opportunity to work so closely with students, social workers need to
know if they are making the appropriate interventions in bringing about a healthier, safer
school environment. In order to discover whether or not anti-bullying policies that are in
place in high school systems are truly having a beneficial impact on the school and its
students, this study will cover the frequency of bully reports by students, the students
perspectives on how their high schools addressed the issue and what they have done to
prevent future bullying practice.
It is imperative that public health professionals engage in discussions with law
makers to provide a scientific basis for legislative decision-making relevant to public

health and prevention. In the case of school bullying, laws may, indeed, lead to changes
in behavior and safer school environments. Furthermore evaluate the extent to which
such practices have led to reduced bullying victimization by linking our qualitative case
study data with quantitative data on bullying as reported by students and school officials.
In the Philippines, the House of Representatives has approved a bill requiring all
elementary and secondary schools to adopt anti-bullying policies. House Bill 5496, the
Anti-Bullying Act of 2012, seeks to promote greater awareness of the impact of bullying
and how it can be prevented.
The bill requires that anti-bullying policies be included in the schools student and
employee handbook; details of the policies should be posted in school websites and
school walls; schools shall submit their anti-bullying policies to the Department of
Education (DepEd) within six months upon effectivity of the law; bullying incidents in
schools must be reported to the division superintendents, who in turn shall report to the
Education Secretary; and the DepEd must submit a report on bullying incidents to the
appropriate congressional committee and impose sanctions on school administrators who
do not implement anti-bullying policies.
Bullying is now the number one non-academic issue that most educators face, and
is one of the top concerns of many parents. Defined as an act of repeated aggressive
behavior in order to intentionally hurt another person either emotionally, verbally, or
physically, bullying is characterized by an individual behaving in a certain way to gain
power over another person. Bullies may behave this way out of jealousy or because they
themselves are bullied. When they leave school, they will most likely carry on their
bullying in the workplace.

With the approval of the Anti-Bullying Act of 2012, this year has started just right, providing
relief for the millions of students who experience bullying in school. It is hoped that the AntiBullying Act of 2012 will help schools create an environment where children can develop their
full potentials with suffering bullying from others.

Legal basis
School bullying is a type of bullying that occurs in an educational setting. Bullying can be
physical, sexual, verbal or emotional in nature.
School bullying may be more specifically defined as unwelcome behavior among
school-aged children that involves a real or perceived power imbalance. In order to be
considered bullying, the behavior must be aggressive, and must include:

A difference in power. Children who bully use their physical strength or popularity to
control or harm others.
Repetition happening more than once or have the potential to happen more than once.

The long-term effects of school bullying are numerous, and can include sensitivity,
anxiety, and depression. Recent statistics suggest that the majority of students will
experience bullying at some point in their academic careers. In the early 21st century,
increasing attention has been given to the importance of teachers and parents
understanding and recognizing the signs of bullying (among both bullies and victims),
and being equipped with strategies and tools to address school bullying.
Types of bullying
Direct bullying is a relatively open attack on a victim that is physical and/or
verbal in nature. Indirect bullying is more subtle and harder to direct, but involves one or
more forms of relational aggression, including social isolation, intentional exclusion,

rumor-spreading, damaging someone's reputation, making faces or obscene gestures

behind someone's back, and manipulating friendships and other relationships.
Physical bullying
Physical bullying is any unwanted physical contact between the bully and the
victim. This is one of the most easily identifiable forms of bullying.
Emotional bullying
Emotional bullying is any form of bullying that causes damage to a victims
psyche and/or emotional well-being.
Verbal bullying
Verbal bullying is any slanderous statements or accusations that cause the victim
undue emotional distress.
Cyber bullying
According to the website Stop Cyberbullying, "Cyberbullying is when a child,
preteen or teen is tormented, threatened, harassed, humiliated, embarrassed or otherwise
targeted by another child, preteen or teen using the Internet, interactive and digital
technologies or mobile phones." This form of bullying can easily go undetected because
of lack of parental/authoritative supervision. Because bullies can pose as someone else, it
is the most anonymous form of bullying. Cyber-bullying includes, but is not limited to,
abuse using e-mail, blogs, instant messaging, text messaging or websites. Many who are
bullied in school are likely to be bullied over the Internet, and vice versa.
Prevention of Cyber-bully
According to the website Stop Cyberbullying, "When schools try and get involved
by disciplining the student for cyber-bullying actions that took place off-campus and
outside of school hours, they are often sued for exceeding their authority and violating
the student's free speech right."
Cyber-bullying has become extremely prevalent in today's society. Since 95
percent of teens making use of social media reported having witnessed malicious
behavior on social media from 2009 to 2013, the odds for rash behaviour by a victim are
very high. This calls for preventive measures. As sites like Facebook or Twitter offer no

routine monitoring, children from a young age must learn proper Internet behaviour, say
Abraham Foxman and Cyndi Silverman: "This is a call for parents and educators to teach
these modern skills... through awareness and advocacy. "Parents and educators need to
make children aware at a young age of the life-changing effects cyber-bullying can have
on the victim. The next step for prevention is advocacy.
Forms of bullying
Bullying is delivered in a number of different forms and is not limited to one
gender. Forms include verbal, physical, direct, sexual harassment, and relational bullying.
Bullying covers a wide range of age groups but is particularly prominent between the
ages of 918. Boys tend to do more bullying than girls, especially in the form of physical
bullying. However, girls usually tend to bully in verbal forms.
Understanding the semiotics of school-age bullying may increase the chances of
stopping the problem before drastic measures are taken by the victims, such as suicide.
Bully, target, and bystander are labels that have been created to help describe and
understand the roles of the individuals involved in the vicious cycle. Barbara Coloroso,
an expert in the field of bullying prevention, explains that the labels serve as descriptors
of a childs behavior rather than permanently labeling the child.
Bullying Venues
Bullying occurs in and away from schools; however, the majority of bullying
takes place in educational institutions. Bullying locations vary by context. For example,
the playground is the most dangerous area on the elementary level, followed by the
outdoor recess area, hallways, indoor recess, and classrooms. In middle school, hallways
were the most perilous location, followed by the lunchroom, outdoor recess areas,
classrooms, indoor recess, and the front of the school.

The bathroom, locker room, bus, front and back of the school, gym, parking lot,
coat room, and cubby areas are other hazardous bullying zones.
The common denominator in almost all of these locations is inadequate or no
supervision and unstructured time. Under these conditions, opportunistic children have
free rein. For example, recess, playgrounds and hallways head the list of trouble spots
because there are few adults supervising large numbers of children who are constantly
moving around wide expanses with few or no organized activities.
Identifying
Verifying the signs that signify bullying characteristics are slightly harder than
expected. They are usually viewed as loud and assertive and may even be hostile in
particular situations. Bullies are not usually the largest kid in a class, but may be part of
the popular or cool kids group. The bullies that are part of a popular group may not come
from intense disciplinary homes, rather they gain acceptance from the peer group by
bullying a victim.
Victims of bullying typically are physically smaller, more sensitive, unhappy,
cautious, anxious, quiet, and withdrawn. They are often described as passive or
submissive. Possessing these qualities make these individuals vulnerable to being
victimized. Unfortunately bullies know that these students will not retaliate, making them
an easy target.
A general semantics term called indexing is useful in dealing with the different
types of bullying. Indexing is a way to categorize of signs. This allows educators and
parents a way to assist in recognizing how bullying behavior varies. By understanding
and recognizing the different varieties of behavior it helps to allow flexibility in the
responses to the variations.

Strategies for teachers

Children spend a lot of their time in school. Although bullying can happen anywhere,
the vast majority of bullying occurs in school, which means that a teachers influence is
profound. It is important for teachers to be able to identify the signs of bullying, and also
be equipped with the strategies to help both bullies and victims. Below is a list of
possible warning signs, as well as ways that teachers can help students in their
classrooms.

Easily frustrated and quick to anger

Does not recognize impact of their behaviour
Has friends who bully and are aggressive
Few friends at school or in neighbourhood
Afraid to go to school
Appears anxious or fearful
Low self-esteem
Lower interest in activities and lower performance at school
Injuries, bruising, damaged belongings
May appear isolated from the peer group
Complains of feeling unwell (headaches and stomach aches)

Helping students who are bullied

Teach the appropriate social skills

Build self-esteem
Encourage students to report bullying
Advocate for individual children
Model healthy relationships
Promote inclusive classrooms
Manage student interactions
Intervene early (and frequently)

Helping students who bully:

Help them change the way they use their power

Acknowledge positive behaviours
Give consequences that teach (and not punish)
Establish a code of conduct
Have student sign a behavioural contract

Statement of the problem

The study aims to determine the awareness and impact of Anti-bullying Act among
students of Cabatuan National High School (CNHS).
Specifically the following questions will be answered,
1. What is the profile of the respondents in terms of:
a. Age
b. Gender
c. Year level
d. Present work of parents
e. Ethnicity
2. What is the type of bullying act encountered in terms of:
a. Physical bully
b. Verbal bully
3. What is the extent of awareness on the impact of anti-bullying act among students?
4. What is the impact of Anti-bullying act to students as perceived by the student
respondents?
Objectives of the study
The purpose of this study is to:
1. It is assumed that the study will find a relationship between bullying awareness and the
prevalence of bullying in Cabatuan National High School.
2. Subjects will be able to identify bullying behaviors and the prevalence, along with
defining their own attitudes on peer harassment/bullying.
Significance of the study
The result of the study is deemed important to the following:
To the students. This output of this study will provide information to every
students that in this matter they will have insights on the coping mechanism that the
students who have encountered to be bully.
To the teachers. This research will serve as a basic for the teachers in
encouraging the students to organize a study as it will be helpful in enhancing their

knowledge and skill. Learning with the impact of bullying act will serve as perspective to
the realization in the school settings.
To the researcher. This can be used as basis in conducting research for a thesis.
This study will be used as additional materials in the same study.
To the future researcher. This study might serve as the basis in the future study.
Scope and Delimitation
This study focuses on. the awareness and impact of Anti-bullying Act among students of
Cabatuan National High School (CNHS).
That the source of the information in the study will come to the students respondents in
Cabatuan National High School (CNHS) for the school year 2014 2015.
Definition of Terms
For better understanding of the study, the following terms were defined as used in this
study.
Bullying Act. Is legislation enacted nationally or by a sub-national jurisdiction to help reduce
and end bullying against students.
Extent. The period during which a variable has a particular value
Impact. A high force or shock (mechanics) over a short time period
Physical bully. Is an act when a person uses overt bodily acts to gain power over peers. It
include kicking, punching, hitting or other physical attacks.
Verbal bully. It is an act occurs when someone uses language to gain power over his or her peers,
relentless insults and teasing to bully his or her peers. For instance, a verbal bully may make fun
of a peer's lack of physical

Chapter 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter presents related literature and study which bring information and
relevance to the current undertakings.
Foreign literatures
The dynamics or makings of bullying have been present as long as there have
been schools (Dunn, 2001). However, the number of bullying cases in school is much
higher and more serious today than 15 years ago (Fleming & Levine, 2002). Wilkinson
(2003) released that children in sixth through tenth grade, almost one in six, meaning 3.2
million, are victims of bullying each year. A new form of bullying is cyber-bullying. This
is when via text messaging, cell phone pictures, web sites, e-mail or chat rooms, bullies
can extend their emotional harassment over the wires with just one click. One advantage
that a bully has with this form is that the screen name gives the bully a mask of
anonymity, making it very difficult to trace (Paulson, 2004).
Americans have viewed bullying as a rite of passage, an inevitable act that will
happen to all. However, with the increase of school shootings, Americans are taking a

second look at the connection between bullying and school violence. The U.S. Secret
Service found that bullying was a key factor in two-thirds of 37 school shootings
(Viadero, 2003). The agency found that attackers, the student shooters, had felt
persecuted, bullied, threatened, attacked, or were injured by others (Viadero, 2003). This
evident connection between bullying and school violence in the United States has created
an interest for research in this area.
Some of the research, such as Espelage,(2002) found that the bullying in the
United States is more complex than the past stereotypes suggest (cited in Viadero, 2003).
Espelage also stated that bullies could be both victims, as well as aggressors, and of
either gender (cited in Viadero, 2003). She felt there was quite a bit of work to do in this
area and that it was unfortunate it took school shootings to make us think more about the
issue (cited in Viadero, 2003).
Wiseman, (2003) explained that gender defined who has power by how a
particular culture may define masculinity and femininity. She stated that masculinity is
still defined as control over oneself and others. Femininity has, however, become more
complicated, but still can be defined as needing male attention for validation, and
presenting a nonthreatening manner to get attention (Wiseman, 2003). This is called
gender ideals.
Pepler and Sedighdellami (1998), stated that bullies are well versed in aggressive
behaviors to get something they want, because the lessons were first learned at home
(cited in Roberts, 2000). Hazier (1996), stated specifically those humans are most
vulnerable to learning appropriate behaviors when they are young. The majority of bullies

sees and hears aggressive emotions and behaviors in their families (cited in Roberts,
2000). Praise, encouragement, and humor are quite rare in the families of bullies. The
negative behaviors of sarcasm, put-downs, and criticism are more prevalent. Bullies
observe aggressive physical, verbal, or emotional behaviors from one or both parents. A
seven-year-long study done in Massachusetts found a correlation between peer
victimization at an early age and later violent behavior. One of the top two predictors for
future aggression was disciplinary practice by the parents of children in the study
(Viadero, 2003).
Foreign study
There have been several studies like the ones done by Fleming and Levine (2000),
Roland (2002), and Viadero (2003), who have studied the behaviors of the bully, the
bullys victim, and the quiet witness known as the bystander. Dan Olweus, a professor of
psychology at the University of Bergen in Norway, was one of the first to conduct studies
in this area. His interest stemmed from a case where three young boys ages 10 to 14 took
their own lives, because of the constant bullying that they endured each day (cited in
Viadero, 2003, p. 24). In the Roberts (2000), Smith and Cowie, Olafsson and Liefooghe
(2002)
Viadero (2003) shares some insights on the dual roles of victim and tormentor
known as the provocative bully or bully victims. This group is getting the most attention,
as the provocative bully is more depressed and anxious (Viadero, 2003). Why the
attention? These are the individuals that have been known to come to school with a
weapon and kill their classmates or teachers. At Columbine High School, Klebold and

Harris were labeled bully victims after the massacre that took place in 1999 (Viadero,
2003).
Finally, Dunns (2001) study shows that students who are singled out as a less
powerful person, bullying occurs by the more powerful individual or group. This bullying
behavior can be physical or psychological to the victim.
Olweus (1978), a professor of psychology in Norway, is considered the forerunner
in research on this topic. His interest stemmed from a case of three 10-14 year old boys
who took their own lives, because bullies had tormented them (cited in Viadero, 2003).
This incidence of suicide among victims seems to happen because of the feelings of low
self-esteem and a realization of being a victim of bullying (Roland, 2002).
Hypothesis
The researcher will try the hypothesis below:
There is no significant difference between the level of awareness and impact of bullying
among the respondents in Cabatuan National High School when grouped according to their
profile.
Conceptual framework
Input

Process

Output

Profile of the
respondents.

What is the type of

bullying act
encountered?

What is the extent

of awareness on the
impact of antibullying act among
students?

Assess profile of the

respondents.
Identify
and
categorize
the
bullying
act
encountered
by
students
Determine the impact
of anti-bullying act
among students

strategies they
Identified
used to cope with bully
students
Determine the extent of the
impact of bullying act
among CNHS students

The framework shows the relationship of the three boxes namely the input, process, and
output.
Input phase consist of the profile of the respondents. The process includes the
Assessment of profile of the respondents, Identifying and categorizing the bullying act
encountered by students, and the Determination of the impact of anti-bullying act among
students; the expected output of the study is having an identified strategies among the students as
well as to determine the extent of the impact of bullying act among CNHS students.
The framework will show the course of the study on how it will be conducted.

Chapter 3
METHODS AND PROCEDURES
This chapter presents the methods and procedures used in the gathering of information
needed for the current study. It consist of the research method, the respondents of the study, the
data instrument, data gathering procedures and statistical tools to be used in analyzing and
interpreting the data.
Research Method
The researchers will use of the Descriptive survey method for it is the most efficient way
in describing the worthiness of the study. As defined by Laurentina P. Calmorin, Descriptive
Survey is a method designed to describe the worthiness of the current undertaking.
A descriptive survey, typically seeks to ascertain respondents' perspectives or
experiences on a specified subject in a predetermined structured manner. A "citation
analysis" represents a variation of the descriptive survey method.
Sample selection is critical to the validity of the information that represents the
populations that will be studied. The approach of the sampling will help to determine the
focus of the study and allows better acceptance of the generalizations that are being
made. Careful use of biased sampling can be used if it is justified and as long as it is
noted that the resulting sample may be true representation of the population of the study.
This method help the researcher determine level of awareness and impact of Antibullying Act among students of Cabatuan National High School (CNHS).

The researcher will make used of questionnaire and personal interviews to obtain data
from the respondents.
Respondents of the Study
This study focuses on the level of awareness and impact of Anti-bullying Act among
students of Cabatuan National High School (CNHS).
To be able to come-up with the information needed for this study, the researcher
will involve students of CNHS, which will provide the source of information in the study.
Data Gathering Instrument
In order to obtain relevant information, the researchers utilized a set of questionnaires.
This serves as the source of information in the study and to facilitate the collection of data from
the respondents. The questionnaire consists of two parts.
Part 1 of the questionnaire comprises of the demographic profile of the respondents.
Part 2 includes the items pertaining to the level of awareness and impact of Antibullying Act among students of Cabatuan National High School (CNHS).
Data Gathering Procedures
The researcher will follow the following steps and procedures in gathering the data:
1. The researchers sought permission from the person in authority to make use of the
2.
3.
4.
5.

employees and clients as respondents.

Constructed the questionnaire suited to the present undertaking.
Floated the questionnaires to the respondents.
Retrieved the questionnaires from the respondents.
Tabulate the gathered data.

6. Analyze and interpret the data gathered.

Statistical Tools Used
In order to analyze the data gathered, the following statistical tools will be utilized by the
researchers.
Simple frequency and percentage. Formula is used for the computation of the
profile of the respondents.
Formula:

Whereas:
P = Percentage
f = Frequency
n = total number of respondents
100 = constant variable
Mean. This tool was used to determine the average perception of the respondents
using the formula:

Formula:
x = x/n
Where:
X = is the mean
x= is the sum of x
n = Total number of cases