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Methods of Research

EFFECTS OF BULLYING AMONG YOUTH FROM BARANGAY STO. NIO,


PARAAQUE CITY: ITS IMPLICATION TO BEHAVIOR

A Thesis Proposal By

Methods of Research

CONTENTS

PAGE

1. THE PROBLEM AND ITS SETTING


1.1 Introduction
1.2 Statement of the Problem
1.3 Assumption of the Study
1.4 Importance of the Study
1.5 Scope and Delimitation of the Study
1.6 Definition of Terms
2. LITERATURE REVIEW
3. PROPOSED METHODOLOGY

Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Bullying is a form of aggressive behavior manifested by the use of force
or coercion to affect others, particularly when the behavior is habitual and
involves an imbalance of power. It can include verbal harassment, physical
assault or coercion and may be directed repeatedly towards particular victims,
perhaps on grounds of race, religion, gender, sexuality, or ability. The "imbalance

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of power" may be social power and/or physical power. The victim of bullying is
sometimes referred to as a "target".
Bullying consists of three basic types of abuse emotional, verbal, and
physical. It typically involves subtle methods of coercion such as intimidation.
Bullying can be defined in many different ways. The UK currently has no legal
definition of bullying, while some U.S. states have laws against it
Bullying ranges from simple one-on-one bullying to more complex bullying
in which the bully may have one or more 'lieutenants' who may seem to be willing
to assist the primary bully in his or her bullying activities. Bullying in school and
the workplace is also referred to as peer abuse. Robert W. Fuller has analyzed
bullying in the context of rankism.
Bullying can occur in any context in which human beings interact with
each other. This includes school, church, family, the workplace, home, and
neighborhoods. It is even a common push factor in migration. Bullying can exist
between social groups, social classes, and even between countries (see
jingoism). In fact, on an international scale, perceived or real imbalances of
power between nations, in both economic systems and in treaty systems, are
often cited as some of the primary causes of both World War I and World War II.
Statement Of The Problem
The study discussed the Effects of Bullying Among Youth from Barangay
Sto. Nio, Paraaque City: its implication to Behavior
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Specifically, the following questions will be answered:


1. What are the profile of the respondents in terms of:
a. Sex
b. Age
2. What are the factors or causes of bullying?
3. What are the effects of bullying?

Assumptions Of The Study


1. That the there are some risk factors affecting bullying.

Scope and Delimitation of the Study


The study confined itself to the identification of the Effects of Bullying
Among Youth from Barangay Sto. Nio, Paraaque City: its implication to
Behavior.

The researchers chose Brgy. Sto. Nio as a convenient place to conduct


the study since the researchers is familiar with this community. Therefore, the
data that will be utilized in this study is readily available and accessible to the
researcher. Moreover, the researcher believes that urban communities like Brgy.
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Sto. Nio would yield more significant results that can contribute to the substance
of the study.

The subject of the study will be the long-time residents of Brgy. Sto. Nio.
Thirty (30) parents of the said barangay will be selected as respondents of this
study. Data gathering techniques will be limited to observation and distribution of
survey questionnaires.

The time frame for this study is from June to October 2015 covering the
data gathering period and November March 2016 for processes and analysis,
writing up for the report and final dissertation. Thus, any or all developments that
occurred thereafter are deemed excluded.

Significance Of The Study


The findings which this study will reveal, may benefit certain groups and
the benefits they may be able to gain are as follows:

Students this group may use this study as an example to bear in their
mind they are more luckier than those who are bullied even life is very struggling
because of economic problems, they are still send in the school to learn by their
parents, thus will challenge to them and enabling them to perform well in class,
study harder to upgrade their knowledge and intelligence so that the difficulties
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experienced by their parents in sending them to school to attain their goals will
not be in vain.

Future Researchers / the Researchers themselves the finding of this


study will be serving as a good source of accurate and useful information for
them.

The cost of educating a child is tremendous, it matters not so much, how


much our government spends for every child provided that the child finishes the
school year successfully. What is deplorable to not is the enormous number of
school leaves every year. When a child leaves school before attaining functional
literacy, much of our effort, time and money go down the drain. He do not acquire
the needed skills for a productive and favorable life.
Usually, majority of the out of school youth because of bullying effects
becomes the sick of our society, they will become delinquent, they have a
rebellious spirits, in this regards the researchers want to know through this study
what are the behavioral development of our of school youth and its implication to
education.

To all the parent. So that the parents will be able to know that they should
have a sense of dedication and devotion to duty as parents in implementation of
some strategies for the development of their kids although they experienced
being bullied or those who committed bullying to bring them in a state that they
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can be proud to be the parents even of those who overcome the effects of being
bullied
To all community organizations. It is imperative for them to know the
characteristics of children and youth in the community thus will enable them
further to adopt precautionary measures or remedies to forestall their unfavorable
behavior.

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Conceptual Framework
INPUT
Educational, Spiritual

PROCESS
School grants Guidance

OUTPUT
Youth who are self

Development

Parents Education

sufficient

Moral Development

Encourage to attend

Better graduate

Livelihood Activities

church activities

Productive Citizen

Provide School

livelihood seminars /

Materials

workshops

Comprehend Functional

Government scholarship

strong parental guidance

prayer meeting (B.S.)

close relationship of

livelihood program.

school partnership
comprehend school
partnership
The study aimed to assess the effects of bullying as perceived by their
parents that will be based on the data gathered.
The respondents of this study involved 30 parents who are bonafide
residents of Barangay Sto. Nio, Paraaque City.

DEFINITION OF TERMS:
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Bully it is defined as simply "forcing one's way aggressively or by


intimidation," the term may generally apply to any life experience where one is
motivated primarily by intimidation instead of by more positive goals such as
mutually shared interests and benefits.
Youth It is an early stage of growth and existence, the period of life
coming between childhood and maturity.
Cyber-bullying - It is any bullying done through the use of technology.
This form of bullying can easily go undetected because of lack of
parental/authoritative supervision.
Gay bullying and gay bashing are expressions used to designate verbal
or physical actions that are direct or indirect in nature by a person or group
against a person who is gay, lesbian, bisexual, transgendered (LGBT)

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents concepts, theories, opinions, viewpoints, and
insights of related literature and studies. It is organized in the following manner.
First, it will give a summary of literature where a discussion on the biology of
breast cancer and womens awareness with this disease. Second, it will provide
related studies on the contributing factors with regards to breast cancer. Finally, a
synthesis explaining the salient differences of the present study from the others
is presented at the end of the chapter

Foreign Literature
The word "bully" was first used in the 1530s meaning "sweetheart,"
applied to either sex, from the Dutch boel "lover, brother," probably diminutive of
Middle High German buole "brother," of uncertain origin (compare with the
German buhle "lover"). The meaning deteriorated through the 17th century
through "fine fellow," "blusterer," to "harasser of the weak". This may have been
as a connecting sense between "lover" and "ruffian" as in "protector of a
prostitute," which was one sense of "bully" (though not specifically attested until
1706). The verb "to bully" is first attested in 1710(Zwerdling, 1987 )
High-level forms of violence such as assault and murder usually receive most
media attention, but lower-level forms of violence such as bullying have only in
recent years started to be addressed by researchers, parents and guardians, and
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authority figures( Whitted, K.S. & Dupper, D.R. 2005).

It is only in recent

years that bullying has been recognised and recorded as a separate and distinct
offence, but there have been well documented cases that have been recorded
over the centuries. The Fifth Volume of the Newgate Calenda(Complete Newgate
Calendar Tarlton Law Library)

contains at least one example where Eton

Scholars George Alexander Wood and Alexander Wellesley Leith were charged,
at Aylesbury Assizes, with killing and slaying the Hon. F. Ashley Cooper on
February 28, 1825 in an incident which might today be described as "lethal
hazing(George Alexander Wood and Alexander Wellesley Leith,2003)

The

Newgate calendar contains several other examples that, while not as distinct,
could be considered indicative of situations of bullying. Virginia Woolf considered
fascism to be a form of bullying, and wrote of Hitler and the Nazis in 1934 as
"these brutal bullies.( Zwerdling, 1987)

Bullying behavior can have negative consequences for both the bully and
the victim.
Studies have shown that boys identified as bullies in middle school were four
times as likely as their peers to have more than one criminal conviction by age
twenty-four.

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Children who bully are more likely to engage in other criminal and anti-social
behaviors, such as: ,Fighting,Vandalism, Truancy, Dropping out of school.
Stealing Smokingand Alcohol/and or drug abuse
Effects on the victimThe stress from being bullied can create problems for
children at school. Students may be fearful of attending school, riding the bus,
using the bathroom or being alone in the hallway.This fear and anxiety can make
it difficult for the child to focus and engage in the classroom, making learning that
much more difficult.Bullying can cause children to experience fear, depression,
loneliness, anxiety, low self-esteem, physical illness, and in some cases, even
suicidal thoughts.The Kids Manual to Overcoming Bullying and Gain Self
Confidence E-Book-This e-book is among the best and easily applicable
strategies that exists in the world today! Not only is it written for children, in their
unique language,you as the parent can learn along with them and guide them
with the techniques to conquer bullies!
There are many theories on what causes violent and/or anti-social
behavior in children.
Increased exposure to violence through mass media, video games, and the
internet.
Suffering as victims of abuse or neglect themselves, or a generally more
permissive society with a corresponding lack of discipline.

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While certainly each of these theories has merit, there is no single cause of
bullying behavior in children.
There are however certain generalized characteristics displayed by children who
engage in such behavior.
Children who are impulsive, socially dominant, confrontational, or easily
frustrated may tend towards bullying behaviors.
Other characteristics of children who bully may include a lack of empathy, a
propensity to question authority and push limits or break rules, idealization of
violence, and the ability to talk their way out of difficult situations.
It is commonly believed that children who bully are loners or are socially
isolated. Research, however, shows this is not the case.
Children who bully generally do not have a difficult time making friends
and generally maintain at least a small group of friends who support their bullying
behavior. Some bullies may even be popular; although the popularity of a bully
tends to decrease at higher-grade levels. Also, contrary to popular belief,
research shows that children who bully do not lack self-esteem. While boys are
more likely to be bullies than girls, both boys and girls may bully and both may
become victims. Boy bullies are much more likely to engage in physical bullying.
Bullying between girls is more likely to involve social exclusion, which is harder to
discover, but no less painful for the victim.
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Bullying generally takes place between children in the same grade level,
although many times older students may bully younger students.Environmental
risk factors for bullying may come from the childs home/family life, peers, or
school.
Family risk factors: Lack of involvement in childs interests, activities, and daily
life, Lack of supervision .Overly permissive, lack of limitsand Harsh, physical
discipline
Peer risk factors:Engage in bullying behaviors Support bullying behaviors
Idealize violence School risk factors:Unsupervised break timesUnsupervised
student areas such as lunchrooms, bathrooms, hallways, locker rooms,
playgrounds

Apathy

towards

bullying

on

the

part

of

teachers

and

administratorsInconsistent rule enforcement Social exclusion is the most


common form of bullying between girls. This form of girl-on-girl bullying can be
very difficult to detect.. Being difficult to detect means it is difficult for parents or
school officials to intervene.
Think of it as the Mean Girls syndrome. This behavior may begin as
early as grade school, but probably peaks in junior high. It entails social isolation,
vicious lies and rumors, and constant harassment. This type of bullying is
focused on humiliating the victim and is generally carried out over long periods of
time. It can be psychologically devastating for the victim. The bully in this
situation is generally very popular, smart, charming, and attractive generally

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viewed positively by adults. This girl usually has a clique of girls at her beck and
call eager to join in on the harassment of the chosen victim.
This form of bullying is slow, drawn-out, calculated, manipulative torture of
the victim. The effects on the victim can be so severe as to result in depression,
eating disorders, transferring or dropping out of school, and/or suicidal thoughts
or attempts.
It is not as easy to recognize as the black eyes and playground brawls of
more traditional, physical bullying, but it is certainly no less significant.
Local Literature
Bullying is the activity of repeated, aggressive behavior intended to hurt another
person, physically or mentally. Bullying is characterized by an individual behaving
in a certain way to gain power over another person
Norwegian researcher Dan Olweus defines bullying as when a person is
"exposed, repeatedly and over time, to negative actions on the part of one or
more other persons." He defines negative action as "when a person intentionally
inflicts injury or discomfort upon another person, through physical contact,
through words or in other ways".

Bullying behavior may include name calling, verbal or written abuse, exclusion
from activities, exclusion from social situations, physical abuse, or coercion.[10][17]
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Bullies may behave this way to be perceived as popular or tough or to get


attention. They may bully out of jealousy or be acting out because they
themselves are bullied.
U.S. National Center for Education Statistics suggests that bullying can be
classified into two categories:
1. Direct bullying, and
2. indirect bullying (which is also known as social aggression). [1]
Ross states that direct bullying involves a great deal of physical aggression, such
as shoving and poking, throwing things, slapping, choking, punching and kicking,
beating, stabbing, pulling hair, scratching, biting, scraping, and pinching.[19]
He also suggests that social aggression or indirect bullying is characterized by
attempting to socially isolate the victim. This isolation is achieved through a wide
variety of techniques, including spreading gossip, refusing to socialize with the
victim, bullying other people who wish to socialize with the victim, and criticizing
the victim's manner of dress and other socially-significant markers (including the
victim's race, religion, disability, sex, or sexual preference, etc.). Ross [19] outlines
an array of nonviolent behavior which can be considered 'indirect bullying,' at
least in some instances, such as name calling, the silent treatment, arguing
others into submission, manipulation, gossip/false gossip, lies, rumors/false
rumors, staring, giggling, laughing at the victim, saying certain words that trigger
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a reaction from a past event, and mocking. The UK based children's charity, Act
Against Bullying, was set up in 2003 to help children who were victims of this
type of bullying by researching and publishing coping skills.
It has been noted that there tend to be differences in how bullying manifests itself
between the sexes. Males tend to be more likely to be physically aggressive
whereas females tend to favour exclusion and mockery, though it has been
noticed that females are becoming more physical in their bullying. [15] There can
be a tendency in both sexes to opt for exclusion and mockery rather than
physical aggression when the victim is perceived to be too strong to attack
without risk, or the use of violence would otherwise cause problems for the
bullies, or the bullies see physical aggression as immature (particularly when
bullying occurs among adults).
Controversy
Some researchers have suggested that some bullies are "psychologically
strongest" and have "high social standing" among their peers, while their victims
are "emotionally distressed" and "socially marginalized".( Juvonen 2003) Other
researchers also argued that a minority of the bullies, those who are not in turn
bullied, "enjoy going to school, and are least likely to take days off sick."
Some have argued that bullying can teach life lessons and instill strength.
Helene de Castro a child development academic, sparked controversy when she
argued that being a victim of bullying can teach a child "how to manage disputes
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and boost their ability to interact with others," and that teachers should not
intervene, but leave children to respond to the bullying themselves:( Besag,
1989)
"[I]f boys or girls are able to stand up for themselves, being attacked by
enemies can help their development. Studies have shown that children
become more popular among, and respected by, teachers and fellow
pupils if they repay hostility in kind. They remember such experiences
more vividly than friendly episodes, helping them to develop healthy social
and emotional skills."( Hamilton, 2004)
Despite occasional assertions that bullying can be positive and even productive,
the avowed normative consensus is that bullying is a form of abuse and is wholly
negative. Most victims report bullying as something that scars them for a long
time, and sometimes as a fundamental and negative factor in the development of
their adult personality.
In the 2000s and 2010s, a cultural movement against bullying gained
popularity in the English-speaking world. The first National Bullying Prevention
Week was conceived of in Mandaluyong

in 2000 by UP educator and anti-

bullying activist Bill Sandigan. The charity Act Against Bullying was formed in the
UK in 2003. In 2006, National Bullying Prevention Month was declared in the
Philippines . The Suicide of Joven Macaraig in 2010 brought attention to the
issue in Nueva Ecija , and sparked reforms in state education. The It Gets Better
Project was started in 2010 to combat gay teen suicides, and Lady Gaga
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announced the Born This Way Foundation in partnership with UP's Berkman
Center for Internet & Society in 2011.
A 2012 paper from the UP

Center, An Overview of State Anti-Bullying

Legislation and Other Related Laws, notes that, as of January 2012, 48 U.S.
states had anti-bullying laws, though there is wide variation in their strength and
focus. Sixteen states acknowledge that bullies often target their victims based on
creed or religion, disability, gender or sex, nationality or national origin, race, and
sexual orientation. Each of the 16 employs a wide array of additional
parameters, the paper notes, ranging from age and weight to socioeconomic
status. Of the 38 states that have laws encompassing electronic or
cyberbullying activity, 32 put such offenses under the broader category of
bullying and six states define this type of offense separately, the authors report.
(Sandigan, 2004)
Related Studies
Mona OCornelios of the Anti-Bullying Centre at PUP College in has
written, "There is a growing body of research which indicates that individuals,
whether child or adult, who are persistently subjected to abusive behavior are at
risk of stress related illness which can sometimes lead to suicide." Those who
have been the targets of bullying can suffer from long term emotional and
behavioral problems. Bullying can cause loneliness, depression, anxiety, lead to
low self-esteem and increased susceptibility to illness. [26] In the long term it can
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lead to Posttraumatic Stress Disorder and an inability to form relationships - even


leading to celibacy.
There is evidence that bullying increases the risk of suicide. It is estimated that
between 15 and 25 children commit suicide every year in the UK alone, because
they are being bullied.
Among the cases of media bullying suicides following: Ryan Halligen, Phoebe
Prince, Dawn-Marie Wesley, Kelly Yeomans, Jessica Haffer, Hamed Nastoh, or
April Himes.
Research indicates that adults who bully have authoritarian personalities,
combined with a strong need to control or dominate. It has also been suggested
that a prejudicial view of subordinates can be a particularly strong risk factor.
Some have argued that a bully reflects the environment of his home, repeating
the model he learned from his parents.
Further studies have shown that envy and resentment may be motives for
bullying. Research on the self-esteem of bullies has produced equivocal results.
While some bullies are arrogant and narcissistic, others can use bullying as a
tool to conceal shame or anxiety or to boost self esteem: by demeaning others,
the abuser feels empowered.
Researchers have identified other risk factors such as depressionand personality
disorders,[41] as well as quickness to anger and use of force, addiction to
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aggressive behaviors, mistaking others' actions as hostile, concern with


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


activities are often unable or unwilling to recognize the true costs that silence
regarding the bullying can have, both to the victim or victims, and to the group.
Bystanders often feel unwilling to empathize with the victim, regardless of their
feelings towards the bully. The reversal of a culture of bullying within a group is
usually an effort which requires much time, energy, careful planning, coordination
with others, and usually requires some undertaking of 'risk' by group members.
It is the general unwillingness of bystanders to expend these types of energies
and to undertake this type of risk that bullies often rely upon in order to maintain
their power. Unless action is taken, a 'culture of bullying' is often perpetuated
within a group for months, years, or longer.
Bystanders who have been able to establish their own 'friendship group' or
'support group' have been found to be far more likely to opt to speak out against
bullying behavior than those who have not.
Despite the large number of individuals who do not approve of bullying, there are
very few who will intervene on behalf of a victim. Most people remain bystanders
and tend to accept the bullying or to support the bully. In 85% of bullying
incidents, bystanders are involved in teasing the victim or egging on the bully.
In most bullying incidents, bystanders do not intervene to restrain the
bullying. When the bully encounters no negative response from observers, it
provides social approval for the bullying and encourages continuation of the
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behavior. There are many reasons why individuals choose not to intervene. They
may be relieved that the victim of a normal and generally-present danger is
someone else, they may take vicarious satisfaction in the bullying, or they may
worry that they risk becoming the next victim through intervention. An intuitive
understanding that others will be similarly unwilling to assist them if they do
become the next victim likely strengthens the motivation to remain passive.
Researchers have been considered the just-world belief theory to explore
a posited decline in anti-bullying attitudes. "This is the idea that people get what
they deserve and deserve what they get." The study determined that children do
seek to understand, justify, and rectify the different injustices they come across in
everyday life. However, further research is needed to link the two together.
While on the surface, chronic bullying may appear to be simply the actions of an
'aggressor' (or aggressors) perpetrated upon an unwilling 'targeted individual' (or
individuals), on a certain deeper level, for it to succeed, the bullying-cycle must
also be viewed as necessarily including a certain chronic inadequate response
on the part of the target (or targets). That is, a response that is seen by both the
bully and the target as insufficient to prevent the chronic bullying-cycle from
repeating itself between the given individuals. A suitable response to any given
attempt at bullying varies with the occasion, and can range from ignoring a bully
to turning a prank around so that it makes a 'pranksteree' out of the would be
prankster, to even summoning legal intervention. In any case, the targeted
individual must necessarily somehow demonstrate to the would-be bully that one
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will not allow one's self to be daunted, intimidated, or otherwise "cowed" by the
bully. Those individuals or groups who are capable of reacting to initial bullying
attempts in ways that tend to sufficiently discourage potential bullies from
repeated attempts are less likely to be drawn into this destructive cycle. Those
individuals or groups who most readily react to stressful situations by perceiving
themselves as 'victims' tend to make the most suitable candidates for becoming
the 'targets' of chronic bullying.
Under some circumstances, targets may be chosen in what may be a completely
random or arbitrary process, especially in groups in which the 'bully mentality'
may have already succeeded in achieving domination within the group. In such
groups, the defense mechanisms of the entire group may have already been
'broken down', and therefore the targeting of individuals no longer requires the
seeking out of 'certain personality types' to become the 'next target'. The reversal
of such chronic and well entrenched bullying behavior in such groups sometimes
requires a much more carefully planned, coordinated, determined, and multiindividual response from a would-be target than in a group in which either the
'bully mentality' may not (yet) prevail, or ideally in a group that may have already
taken a pro-active preventative approach towards bullying.
The bullying-cycle must include both an act of aggression on the part of a
potential bully, and a response by a potential target that is perceived by both as a
certain sign of submission. The cycle is only set in motion when both of these two
essential elements are present. Once both of these two elements manifest
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themselves, the bullying cycle often proceeds to feed on itself over time, and may
last for months, years, or even decades. The cycle is most easily broken at its
initial onset; however, it can also be broken at any later point in its progression by
simply removing either one of its two essential ingredients. While group
involvement may seem to complicate bullying activities, the act is most often an
implied agreement in principle between a chief bully or instigator and the target
that the one has 'submitted' to the other. In the act of bullying, the bully attempts
to make a public statement to the effect of: 'See me and fear me, I am so
powerful that I have the ability to inflict pain upon the intended target at the time
and manner of my choice without having to pay any consequences.' Should an
intended target exhibit a 'defeated attitude' in response to chronic bullying, then
the bullying is likely to continue. In circumstances where a 'bullying pattern' has
not yet fully established itself, should the intended target respond with a clear
attitude of self-confidence that somehow demonstrates that the bully's attempt to
dominate is futile, then the bullying attempt will often quickly diminish or end alltogether. Established patterns of bullying may require greater and more
persistent effort to reverse. Institutions and organs of society often reinforce
bullying, often by implying to or telling targets of bullies that they are responsible
for defending themselves, and then punishing victims if they fight back.

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Chapter 3
RESEARCH METHODLOGY

This chapter presents the methodology of the study.

Specifically, it

discusses the research design, research setting, respondents of the study,


research instruments, data-gathering procedure, and the statistical tools used in
data analysis.
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Research Design

The research used descriptive research. Descriptive study describes and


interprets information in an attempt to answer the what is question.

It is

concerned with the conditions that exists, processes that are going on, effects
that are evident, or trends that are developing. It is primarily concerned with the
present, although it often considers past events and influences as they relate to
current conditions (Best and Khan, 2003). Since the study will be employing the
survey method to explore the relationship of motivation and self-esteem of
employees in a medical institution, the descriptive research method is most
applicable.
Questionnaires with combined motivation and self-esteem scales were be
handed out to the participants. Information regarding demographic factors such
as age, civil status and length of service were collected as well.

Respondents of the Study


The respondents of this study are 30 selected parents of thirty children
who were experienced being bullied and were chosen through
sampling.

simple random

Sampling is the method by which a researcher chooses a group of

respondents (the sample from a larger population and then formulating


universal assertion about

the

whole matter. The researcher will used the

purposive sampling,
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According to Tan (2006) Simple random sampling is the selection on


random basis of elements from sampling frame, wherein each element has an
equal chance or probability of being chose as subject of the study

Locale of the Study


This study will be conducted at Sto. Nio, Paraaque City.

Data Gathering tools


The materials and instruments to be

used for gathering data are the

questionnaire-checklist, the interview, and the documentary analysis techniques,


scattered sources.

Questionnaire-Checklist.

The

questionnaire-checklist

is

the

main

instruments used in the gathering data. It was employed primarily to come up


with the perception of respondents concerning the subject matter Good(2009), a
questionnaire is a list of planned, written questions related to a particular topic,
with space provided for indicating the response to each questions, intended for
submission to a number of persons for reply; commonly used in normative survey
studies and in the measurement of attitudes and opinions.

Interview. The Interview technique will also be used to complement the


gathering of data for the study. Interview provide information which may be
confidential that may not ordinarily be given in writing. The interview according to
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Vockell (2000) is a technique in which the researcher stimulates the respondents


to give the needed information for the study.

Data Gathering Procedures


The researchers prepared the instruments used through readings of the
questionnaire-checklist of other studies just to obtain some ideas. Finally they if
the researchers able to do and it was presented to their professor.
After the adviser had corrected and approved the questionnaire the
researchers will Xerox them into 30 copies together with the letter asking
permission
Teachers

from the respondents

to

be part of the study as well as the

approval in conducting this study and in the distribution of the

questionnaire to the respondents.


Treatment of the Data
The responses of the respondents to the questionnaire checklist were
carefully tallied, tabulated and organized including those derive from interviews,
observation and documentary analysis. The data

presented, analyzed and

interpreted with the used of weighted mean, frequency counts, percentage and
ranking system.
The presentation, analysis and interpretation of the data will be based on
the weighted mean as shown by the scale ranges as follows(Calderon, 1993)
1. For percentage computation is:
% = f/n x 100
Where:
29

Methods of Research

% = percentage
f = number of respondents for every item
N = total number of respondents
2. For weighted mean:
TWF
WM = --------N
Where:
WM = stands for weighted mean
F = stands for frequencies
W = stands for weighted
TWF = stands for weighted frequency
N = total number of respondents
The table of equivalent which is the basis of the interpretation of the data
will be :(Tan 2006)
Weight
4.50 above
3.50-4.49
2.50-3.49
1.50-2.49
below 1.50

Scale
5
4
3
2
1

Verbal Interpretation
Strongly agree
agree
Moderately agree
Disagree
Strongly Disagree

30

Methods of Research

Reference
Complete Newgate Calendar Tarlton Law Library The University of Texas School
of Law
George Alexander Wood and Alexander Wellesley Leith The Complete Newgate
Calendar Volume V, Tarlton Law Library The University of Texas School of Law
Zwerdling, Alex (1987 ) Virginia Woolf and the Real World p.263
Pawlowski, Merry M. (2001) Virginia Woolf and fascism: resisting the dictators'
seduction p.104
Besag, V. E. (1989) Bullies and Victims in Schools. Milton Keynes, England:
Open University PressOlweus, D., Olweus.org
Carey, T.A. (2003) Improving the success of anti-bullying intervention programs:
A tool for matching programs with purposes. International Journal of Reality
Therapy, Crothers, L. M. & Levinson, E. M. (2004, Fall). Assessment of Bullying:
A review of methods and instruments. Journal of Counseling & Development
Ross, P. N. (1998). Arresting violence: A resource guide for schools and their
communities. Toronto: Ontario Public School Teachers' Federation.
Juvonen (2003) Bullying Among Young Adolescents: The Strong, the Weak and
the Troubled in Pediatrics, December 2003, "The benefits of bullying". 2004.
Retrieved 2011-09-03.
Bullies are healthiest pupils". BBC News. 1999-12-14. Retrieved 2011-09-03.
"Child Development Academician says Bullying is beneficial to Kids". 2009.
Retrieved 2011-09-03.
Hamilton,
Fiona.
The
Times
(London).
http://www.timesonline.co.uk/tol/news/uk/education/article7133986.ece.
Williams, K. D., Forgs, J. P. & von Hippel, W. (Eds.) (2005). The Social Outcast:
Ostracism, Social Exclusion, Rejection, & Bullying. Psychology Press: New York,
NY.
Kim YS, Leventhal B; Leventhal (2008). "Bullying and suicide. A review".
International Journal of Adolescent Medicine and Health.
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Methods of Research

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

32

Methods of Research

SAMPLE QUESTIONNAIRE
Name (Optional):
______Age
Gender ______
Direction: . Please put a check mark to the blank provided corresponds to any
number written above each item to best express your opinion by using the
following code below:
5 Strongly Agree
4 Agree
3 Moderately Agree
2 Disagree
1 Strongly disagree

1. Causes of Bullying
causes
1) Lack of involvement in childs
interests, activities, and daily
life

2 Lack of supervision
3) Overly permissive, lack of
limits
4) Harsh, physical discipline
5) Unsupervised break times
6) Unsupervised student areas
such as lunchrooms,
bathrooms, hallways, locker
rooms, playgrounds

7) Apathy towards bullying on


the part of teachers and
33

Methods of Research

administrators

8) Idealize violence
2. Effects of Bullying
Effects

a) Loss of interest in school and


extra curricular activities

b) Frequent complaints of
illness to avoid attending school

c) Sudden decrease in
academic performance

d) Seems afraid of going to


school, riding the bus, walking
to school, or taking part in
organized activities with peers

e) Anxiety or low self-esteem

34

Methods of Research

35

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