Professional Documents
Culture Documents
Awareness and Prevention of Bullying Among Students of GGNHS
Awareness and Prevention of Bullying Among Students of GGNHS
Abstract
This descriptive study is focused on the Awareness and Prevention of Bullying among
Students of Secondary Extension Schools in the Divison of Lucena City. Using quantitative
approach, data were gathered through survey and interview among the 16 teachers and 280
students in the three secondary extension schools in the Division of Lucena City. Data
gathering was done from August to September 2016. Random sampling technique is applied
in selecting the respondents. Percentage and weighted mean were used in processing the
The data reveals that the respondents can still be considered as children and majority
are female. It is found out that there is a complete representation among all the grade levels.
On the incidence of bullying inside the school, the students responded that most of them have
experienced being bullied. The high percentage of 81.43% is quite alarming and must be given
emphasis by the school officials and the teachers. Bullying takes place in the classroom, in
open area and in comfort rooms. The responses show that they mostly encountered forms of
bullying are name calling, being displayed with negative facial and physical gestures,
menacing or contemptuous looks and being subjected to offensive jokes. The data shows that
the respondents generally perceived that feeling powerless in their own lives is the primary
cause of bullying. In response to the measures being implemented by the school, they ensure
that the incidents of bullying are properly addressed and documented which will be a basis for
analysis and further research. In terms of prevention, it is implied that bullying are always on
their prime consideration. It is apparent that they adhere to the mandate to keep all school
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The school, specifically the teachers should be watchful on petty cases of bullying.
Since it knows no time and place, continuous orientation and consistent implementation of the
rules regarding bullying should be adhered. Anti-bullying lessons should also be integrated
familism, , the learner should also be taught to regulate their emotions since they are still in
the process of adolescent development. Proper guidance and refurbishing classroom could
lessen the cases of bullying, develop a school-wide social skills training program to assist at
risk students in developing strategies to manage adverse experiences with other students,
create a web-portal for submission of bullying incidents or safety concerns within the school
to be reported in the Division Office, strengthen the Child Protection Program and create a
support group from the local government, the DSWD, the law enforcers, and the local
community.
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I. Introduction
“Bullying is never fun; it's a cruel and terrible thing to do to someone. If you are being
-Raini Rodriguez
Bullying has become an issue that is being highlighted because of the numerous
incidents that is happening around. Lisa Foiles (2013) defined bullying as the activity of
Bullying is characterized by an individual behaving in a certain way to gain power over another
person.
Records from the Guidance Counsellors of Extension Schools confirm that bullying is
existing and students involved in this particular situation has the intention to overcome other
students in a way that may cause harm to a person or student being bullied.
Research has shown that students who are bullied can develop many emotional
problems, including depression, anxiety, low self-esteem, and difficulty in social situations and
relationships. Certainly, serious emotional problems are not a part of growing up.
The researchers conducted this study to determine the level of awareness of bullying
among the students of Extension Schools in the Division of Lucena City. The target locale are
secondary extension schools because they mostly like have the same characteristics in terms
of culture and number of populace. It also serves as a reminder for the students that there is
an existing policy being implemented by the Department of Education which is the no bullying
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To have a safe and learning environment, everyone must work as a team, the team
that works best is that the members of the academic community feel valued appreciated and
loved, where they can treat each other with respect and dignity.
The researchers conduct this study for a better formulation of anti-bullying program
which serves as a best guide for the students for the minimization of bullying incidents. Bullying
learning supports that creates a cultural norm of safety, connectedness, acceptance, and
support
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II. Literature Review
Bullying can be defined as forcing one way violently; it is generally apply to all life
experience where one is primarily motivated by fear. Consequently, we will use an ecological
framework to review prominent definitions and explanations of the problem of bullying and to
make suggestions for linking intervention to research findings. It is hoped that this paper will
further bridge the gap between the empirical knowledge about bullying and resultant
Faye Mishna (2012) stated that complexity of bullying demands that more than one
theoretical lens be used to help understand this phenomenon and to inform effective
framework serves as an overarching umbrella within which the complex factors and
interactions that influence bullying behavior can be examined and addressed. Innumerable
safe and supportive schools that are free from bullying, discrimination, harassment,
aggression, violence, and abuse is essential to this mission. Bullying among school-age youth
is a particularly serious, insidious, and pervasive problem that undermines the teaching and
learning environment, increases mental health and behavior problems, diminishes school
connectedness, and violates the right of students to receive equal educational opportunities
in a safe environment. In response, schools have an ethical and legal responsibility to prevent
bullying of any kind, ideally as part of a comprehensive approach to ensuring school safety
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Dep Ed Order 40 s. 2012 otherwise known as Dep Ed Child Protection Policy stipulates
that pursuant to the 1987 Constitution, the state shall defend the right of the children to
assistance, including proper care and nutrition, special protection from all forms of neglect,
abuse, cruelty, exploitations and other conditions prejudicial to their development (Article VX,
Section 3 [2]).
inculcate patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the noble deeds of the heroes in the historical development of the country, teach
the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character
and personal discipline, encourage critical and creative thinking, broaden scientific and
Towards this end, the Department of Education ensure the conduciveness of its
environment to learners. The best interest of the child should be the paramount consideration
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III. Research Questions
The main purpose of the study is to determine the different factors, causes and effects
of bullying among the students of Extension Schools in the Division of Lucena City and to
1.1. Age;
1.2. Sex;
1.5. Usual place inside the school where bullying take pace?
2. What are the forms of bullying incidents that has been experienced by the students
of
4. What are the existing anti-bullying policies and measures being implemented by
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IV. Scope and Limitation
The study was an important piece, which concerns all possible beneficiaries, especially
to the students of Extension Schools in the Division of Lucena City. Consequently, gathering
from the respondents of the essential data and information will be used to determine the
factors that affect the students. The study will not mention any students involved in the bullying
incidents, nor look into the records but simply identify how aware are the respondents on the
topic and what the school officials and teachers can do in order to minimize and prevent such
incidents.
The study targeted three hundred (280) respondents who are students from different
grade levels of the school for this school year 2016-2017 and sixteen (16) teachers from the
schools.
V. Research Methodology
A. Sampling
The facts and data needed for the study will be gathered from two hundred eighty (280)
students of Secondary Students and selected teachers including the guidance counsellor as
respondents who are from the Extension Schools in the Division of Lucena City.
Using random sampling technique, each member of the population has an equal
chance of being selected as subject. The entire process of sampling is done in a single step
with each subject selected independently of the other members of the population.
B. Data Collection
Subsequent to the approval of the research, the validation of the questionnaire will be
conducted. The researchers will request the school head to allow them to undertake the study.
Upon approval, the researchers will immediately administer the answering of the questionnaire
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to the selected students from the Secondary Extension Schools in the Division of Lucena City.
Specifically, the following schools are targeted: GGNHS- Ibabang Talim Extension, LCNHS-
C. Ethical Issues
The researchers will write a letter to the concerned School Heads to inform the purpose
of the study and request the list of students for the School Year 2016-2017. The researchers
will get data from the Guidance Counsellor which will be used also in the study. The data that
will be gathered will be used as the main tool in the evaluation of the study. Utmost
confidentiality will be adhered by the researchers. Results and output will also be given to the
School Heads.
The researchers will use the descriptive method of research to address the level of
awareness and prevention of bullying among students of Extension Schools in the Division of
Lucena City to determine the basis in the formulation of an intensive anti – bullying program.
The results of the survey will be tallied and computed using the appropriate statistical tools.
The data will be carefully analysed and interpreted to come up with a valid conclusion and
recommendation. Further research will be conducted in order to back up the findings of the
study.
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VI. Discussion of Research Results
In order to answer the sub-problems stated at the beginning of this research the
PART I
1. Age Profile
Age Interval Frequency Percentage
11 – 13 100 35.71%
14 – 16 159 56.79%
17 - 19 21 7.50%
20 – 22 0 0.00%
Total 280 100.00%
Majority of the respondents are in the age range of 14-16 or 56.79% of the total
respondents followed by age range 11-13 with 35.71%. The least number of the respondents
The figure reveals that the respondents can still be considered as children. As defined
in Department Order No. 40, s. 2012, a child refers to any person below eighteen (18) years
of age or those over but are unable to fully take care of themselves or protect themselves from
It can be inferred that these respondents are still considered as school children whose
2. Sex/Gender Profile
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Sex/Gender Frequency Percentage
Male 101 36.07%
Female 179 63.93%
Total 280 100.00%
The figure above discloses the sex gender distribution of the respondents. It was found
out that 179 or 63.93% are female while 101 or 36.07% are male.
Based from the school records, it was evident that the populace are dominated by
The table divulges that majority of the respondents are from the Junior High School
and only but a few are from the Senior High School. It was found out that there is a
complete representation among all the grade levels.
On the incidence of bullying inside the school, the students responded that most of
them have experienced being bullied. As revealed in the figure above, 228 out of 280 have
been involved in petty cases of bullying. The high percentage of 81.43% is quite alarming and
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5. Where does bullying happen inside the school?
Place in School Frequency Percentage
Classroom 156 65.27%
Corridor/Hallway 17 7.11%
Laboratories 0 0.00%
Comfort room 29 12.14%
Canteen 1 0.42%
Open Area 36 15.06%
Total 239 100.00%
The table reveals that prevalently, bullying takes place in the classroom, in open area
it still depend on the culture and the classroom management styles of the teacher. It should
be considered that school children are still in the process of their adolescent development and
they are still on the training of learning to function cooperatively with one another specially
those who are different to them. Bullying knows no place because it can happen in just a
second.
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Part II. Forms of bullying encountered by the students
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messaging or in the Rarely
Encountered
social media.
12. … being stalked. Rarely
30 40 57 153 1.81 Encountered
13. …discriminated
because of the rumor 20 50 61 149 1.79 Rarely
about me. Encountered
14. …pulling hair, shaking,
twisting joints, cutting 24 47 69 140 1.84 Rarely
or piercing ski. Encountered
15. …being forced to wear
a sign, wear a dress I
29 21 49 181 1.64 Rarely
don’t like or undress
Encountered
myself.
16. …being forced to
perform painful,
13 44 63 160 1.68 Rarely
damaging or
Encountered
humiliating acts.
17. …typing a brand on Rarely
20 34 55 171 1.65 Encountered
me.
The table above exhibits the data on the forms of bullying experienced by the student-
respondents.
The responses show that they mostly encountered name calling (WM= 3.59) and they
have commonly encountered being displayed with negative facial and physical gestures,
(WM=2.71).
Name calling often occurs in jokes. Kids and adults alike may tease one another by
making up silly nicknames for each other or call each other names almost out of friendship or
affection. However, name calling can quickly get taken too far and be pushed into the bullying
category. This typically happens when a few things take place. If the person you are calling
names begins to take offense and demonstrates hurt or asks the person to stop, but the person
does not stop, this gets taken to the new level of bullying. This can happen anywhere. It can
happen on the playground, in a school classroom, in the hallways at school, after school, or
even online. When name calling gets taken to this new level, it is not okay. Name calling may
also occur online. When this happens, unless you know the person who said it is joking, the
intent is malicious. When name calling is meant with malicious intent, it is always considered
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According to the respondents another form of bullying which is prevalently happening
among students is the display of negative facial and physical gesture. Most often than not,
non-verbal gestures have more effects in terms of conveying our messages. When one
displays negative facial and physical gestures towards someone specially when he don’t know
the intention of it, or he is clueless of what is most likely to express, it could come into a form
relationships.
Some bullies may try and down-play their bullying behaviour by saying they are only
having a joke or they are only having a bit of fun with someone. But if this joking around and
fun is not being enjoyed by everyone involved and starts to become frequently nasty and at
the expense of someone else then this is not ‘having a bit of fun’, this is bullying. In school,
students need to realise the point at which the joking around and ‘fun’ starts to turn nasty and
vindictive, and to realise that even though they might find something funny or enjoyable to
them, it may not be that fun and enjoyable to the other person involved. If it is obvious that
everyone involved is not getting the same enjoyment out of the situation and the joking around
It can be deduced that the top three forms of bullying are but simple gestures usually
part of the daily lives of students, yet when one student overpowers another student whose
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7. Inability to regulate
81 133 37 29 2.95 Agree
emotion
The table above shows the causes and underlying factors contributory to bullying.
The data shows that the respondents generally perceived that feeling powerless in
a problem at home. For kids, this might be a situation such as excessive fighting in the home,
parents getting a separated, or a close family member suffering from an addiction to drugs or
alcohol.
Kids who push others around are often driven by the need for power. They enjoy being
able to subdue others. These types of kids are typically impulsive and hot headed and they
The data also reveals that the respondents agree they tend to bully because they are
In many cases, bullying begets bullying. A person may feel bullied by their parents,
their authorities, or an older sibling. Getting bullied by any of these people who are in an
assumed position of authority may tempt some to claim authority for themselves through
bullying. When bullying slips through the net and isn’t sorted out we allow another generation
of bullies to be created. Research shows that those who have experienced bullying are twice
Meanwhile, it is deemed necessary to discuss that one also of the causes that the
respondents agreed is that bullies were not able to regulate their emotions.
When people get frustrated and angry, they can usually stop themselves from doing
things that will hurt others. When kids don’t have the ability to regulate their emotions, small
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Part IV. Anti-Bullying Policies and Measures Implemented by the School
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6. … develops a
comprehensive plan
and chooses training
and technical
Practiced
assistance approaches
to a
based on issues 2 8 6 0 2.75
Moderate
identified through the
Extent
assessment, the plan
must include
meaningful youth
involvement.
7. … strengthens the Practiced
Child Protection to a
2 9 5 0 2.81
Committee Moderate
Extent
8. …maintains anecdotal Practiced
records of the students to a
8 6 2 0 3.38
for reference. Moderate
Extent
9. …ensures that the Practiced
Student Code of to a
5 7 3 1 3.00
Conduct is developed Moderate
and implemented. Extent
10. …coordinates with
other appropriate Practiced
government agencies to a
8 4 3 1 3.19
and stakeholders to Moderate
ensure that is support Extent
mechanism from them.
11. …ensures that the
incidents of bullying are
Practiced to
properly addressed and
8 7 1 0 3.44 a Moderate
documented which will
Extent
be a basis for analysis and
further research.
The table above exhibits the anti-bullying policies and measures being implemented
by the school.
The responses show that all of the statements are only practiced to moderate extent.
It is noticeable that among the statements which ranked first is that the school ensures that
the incidents of bullying are properly addressed and documented which will be a basis for
analysis and further research (WM=3.44). It followed by the statement that the school
maintains anecdotal records of the students for reference (WM=3.38) and the third in rank is
the statement that the school provides opportunities for involvement of parents and community
(WM=3.25).
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It can be inferred that the teacher-respondents are properly documenting the cases of
bullying through the anecdotal records. It is properly addressed and the parents are involved
in this endeavour.
When all the teachers are able to identify the signs of bullying and agree to intervene
that the staff understands the definition of bullying and policies to prevent and intervene
The indispensable participation of the parents and the community can lead to improved
prevention of bullying through community intolerance of bullying and curbing other behaviors
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individual mentoring Moderate
program. Extent
7. Partnering with
communities and other Practiced
linkages for the to a
4 8 3 1 2.94
effective dissemination Moderate
and inculcation of the Extent
anti-bullying program.
8. Limit unsupervised Practiced
time. to a
2 8 5 1 2.69
Moderate
Extent
9. Adopt restorative
Practiced
practices to help
to a
strengthen 3 9 4 0 2.94
Moderate
relationships among
Extent
students.
10. Peer mediation. Practiced
to a
0 14 1 1 2.81
Moderate
Extent
11. Written warning and Practiced
parent notification on to a
6 6 3 1 3.06
the first incidence of Moderate
bullying. Extent
The table above illustrates the prevention practices being implemented by the school.
The responses of the teacher-respondents show that all of the cited statements are
practiced to a moderate extent. It implies that prevention of bullying are always on their prime
consideration. It is apparent that they adhere to the mandate to keep all school children safe
It was found out that teachers focus on building and strengthening relationships among
Every school has its own culture, but it should establish a school culture of acceptance,
tolerance and respect. The school should promote a healthy relationship with each other,
promoting a sense of belongingness, that everyone is an important member of the family. The
school should adopt a mechanism that includes localized lesson on anti-bullying across the
curriculum. It is also deemed necessary that the students and parents are properly informed
on the rules being implemented by the school in dealing with bullying in order to establish a
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Part VI. Intervention Program
Based from the findings, conclusions and recommendations, the researchers have
VII. Conclusions
Based from the above findings, the following conclusions are hereby arrived at:
1. The prevalent forms of bullying that happens in school are name calling, being
displayed with negative facial and physical gestures, menacing or contemptuous looks
and being subjected to offensive jokes. These are simple gestures yet if one fails to
understand the context, nor the intention it could lead into a serious form of bullying
2. The root causes and factors contributing to bullying is that bullies are feeling powerless
in their own lives, that they tend to bully because they are being bullied and lastly,
bullies are not able to regulate their emotions. As perverse as it sounds, bullying is
often great fun for the bully and the need for power drives more bullies than any other
need. The physical and/or psychological power wielded by a bully is enormous that
3. Schools have employed many different types of programs to try to prevent bullying on
their campuses. Efforts in implementing the policies may be a herculean task but
schools cannot always conduct simple and successful anti-bullying efforts. Addressing
cases in prompt and genial way could always be the best strategy. Individual inventory
as evident in the anecdotal records are also important because it can be used as
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4. In this study, prevention is emphasized far more effective that intervention. The best
single method that administrators and teachers can imply is to strengthen relationships
among all the students, the faculty, the parents and the community. The parents should
be constantly informed and the students should be properly informed and motivated to
VIII. Recommendations
1. The school, specifically the teachers should be watchful on petty cases of bullying.
lessons should also be integrated across all subject areas. Teachers having the
loco parentis role must extend efforts in ensuring that the school and the
2. Developing a sense of familism, where every student is treated fair, accepted and
school would offer a brief time of respite for students during the day. This space
3. Learner should also be taught to regulate their emotions since they are still in the
could lessen the cases of bullying. The coping competence of the students should
also be taught by giving activities that will harness their emotional development.
4. The school should impose rules that this bully and all potential bullies that they
and their families that they are fully supported. Develop a school-wide social skills
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training program to assist at risk students in developing strategies to manage
three levels, the students themselves, the school head together with the teachers
and the community as well. Create a continued education on bullying among the
7. Create a support group from the local government, the DSWD, the law enforcers,
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IX. Work Plan
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To tabulate, Data August 27- Laptop, Researchers Final Result,
analyse Analysis and September printer, Evaluation
and Interpretation 2, 2016 Bond Results
interpret the Paper
results of
the
collected
data.
Post-Implementation
X. Cost Estimates
binding
submission of documents
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3. Honoraria of Statistician, Editor, Peer 6,000.00
Personnel reviewer
snacks
TOTAL 9,000.00
The results of the study will be presented to the Division Research Committee.
Likewise copy of the Intervention programs will be given to the Secondary Schools in the
XII. References
DepEd Order No. 43 (2015). Child protection policy, retrieved from www.
deped.gov.ph
Foiles, L, and Stan, C. (2013). The development of social and emotional skills
of students-ways to reduce the frequency of bullying-type events, pp. 108-
120. Indiana, USA: Indiana State University Press
Merrell, K.W., et al., (2008). How Effective Are School Bullying Intervention
Programs? A Meta - Analysis of Intervention Research retrieved from
http://dx.doi.org/10.1037/1045-3830.23.1.26
http://www.bullyingstatistics.org/content/name-calling-vs-bullying.html
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APPENDICES
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Research Instrument
SURVEY FORM
Part I. Profiling. Please check (/) the box that corresponds to your answer.
2. Age
3. Sex
Male Female
4. Grade Level
Grade 7
Grade 10
5. Grade 8 Grade 11
Grade 9
Yes no
corridors/hallways canteen
others, ________________
Part II – This part aims to identify the forms of bullying incidents that has been experienced by the students.
Direction: Kindly put a check mark (/) in the space that corresponds to your answers.
I have experienced…. ME E RE NE
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1. …offensive jokes against me.
2. …being scrutinized because of my religion, color,
ethnicity or economic status.
3. …verbal abuse, intimidation or threats, swearing or
cursing.
4. …being punched, slapped, kicked, hit and pushed
with no reason at all.
5. …destroying my book, my personal things, my
uniform and the like.
6. …divulging my personal secrets and attack on my
well-being.
7. …being treated as an out-cast and do not belong to
the group, being prevented to join groups.
8. …being displayed with negative facial and physical
gestures, menacing or contemptuous looks.
9. …name-calling.
10. …inappropriate comments whether intentional or
not against me.
11. …being bullied through text messaging or in the
social media.
12. … being stalked.
13. …discriminated because of the rumor about me.
14. …pulling hair, shaking, twisting joints, cutting or
piercing ski.
15. …being forced to wear a sign, wear a dress I don’t
like or undress myself.
16. …being forced to perform painful, damaging or
humiliating acts.
17. …typing a brand on me.
Part III. This part aims to identify the causes and underlying factors bullying.
Direction: Kindly put a check mark (/) in the space that corresponds to your answers.
SA A DA SDA
1. Feeling powerless in their own lives
2. Someone else is bullying them
3. Jealousy or frustration
4. Lack of Understanding or empathy
5. Looking for attention
6. Behavior gets rewarded
7. Inability to regulate emotion
Part IV – This part aims to know the existing anti-bullying policies and measures being implemented by the
school against bullying.
Direction: Kindly put a check mark (/) in the space that corresponds to your answers.
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The school…. SP P SP NP
1. …provides an interactive map which details each
student’s bullying policies created by school or
guidance counsellor to prevent bullying and create
safer school climates.
2. … conducts an initial assessment of policy
(checklist), procedures, and student and staff
perceptions of school climate, culture, and
behavior.
3. … establishes and supports an internal leadership
team, including the principal and high-level
administrators as key advocates and participants.
4. … provides opportunities for involvement of
parents and community
5. … establishes and implements procedures based
on policies that assure safe, fair, responsive schools
towards ay form of bullying.
Part V – This part aims to identify the prevention practices used in dealing with bullying.
Direction: Kindly put a check mark (/) in the space that corresponds to your answers.
SP P SP NP
1. Regularly discuss the contents of the Students
Code of Conduct
2. Restructure the school environment and classroom
environment to reduce opportunities for bullying.
3. Focus on building and strengthening relationships
among people within the school.
4. Establish Anti-bullying Task Force composed of
student leaders.
5. Posting and enforcing rules in the classroom and
consistent enforcement of rules.
6. Developing individual intervention plans and
individual mentoring program.
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7. Partnering with communities and other linkages for
the effective dissemination and inculcation of the
anti-bullying program.
8. Limit unsupervised time.
9. Adopt restorative practices to help strengthen
relationships among students.
10. Peer mediation.
11. Written warning and parent notification on the
first incidence of bullying.
Research Output
Rationale:
the school that will harness the unique characteristics of the learners and their coping
Specific Objectives:
1. To heighten awareness of the problem of bullying, involving cases to assess the extent
2. To integrate across the curriculum skills for dealing with bullying, resistance to
school.
June
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1. School Head re-organizes the Child Protection Committee of the school. Appoints
members of the committee among the teachers and parents and formulate their goals
2. Students are supervised to organize the same committee, the Child Protection
3. School head initiates meetings with different government agencies such as the DSWD,
the PNP, the Commission on Human Rights and the Local Government Unit and gather
important data and information relative to Child Protection Policy and Anti-Bullying
Programs.
July
highlighting school rules related to bullying, effects of bullying, and how to seek support
when issues occur. Messages would take a variety of forms including posters,
of bullying, it is suggested that they are given pliers/brochures that discusses the
3. Teachers will make a white list of parents, their addresses and contact numbers.
4. Teachers submit to the school head their localized lesson integrating lessons on anti-
bullying.
August
1. Through the collaboration of the teachers, parents and students, invite a resource
speaker to discuss about the anti-bullying. This half-day activity is intended for the
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2. Continued partnerships with different stakeholders in order to support the programs
3. SSG initiates the buddy-buddy system which aim is to develop a system of cooperation
between students, increase their social skills and seek help from each other.
4. Creating zones of sanctuary within the school that would offer a brief time of respite
for students during the day. This space will be a faculty-monitored space where
students can go between classes to meditate, pray, read, and reflect or simply relax.
September
1. Another half-day activity intended for awareness seminar on bullying will be conducted
specifically for the parents. An invited speaker from DSWD, PNP and CHR are desired
for this.
2. Teachers will give survey form to all students about the bullying incidents they have
experienced for the first quarter of the school year. The data collected will be used by
3. Students will design a simple plier/brochure about bullying. It will be distributed to the
October
1. Teachers are to undergo training on the responses to bullying incidents from experts
(maybe a psychologist or a psychiatrist). It will be their topic for this month’s LAC
session.
2. Child Protection Committee of the students will now distribute their information
materials (pliers/brochure)
3. Parents of those who are often subject to bullying (both the bully and the bullied) will
November
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1. Child Protection Committee of the students will update their bulletin boards. Posting
2. Midyear evaluation of the program will be conducted by the teachers and the parents.
December
January
1. Conduct of day camp and team-building activities among the students to enhance
cooperation.
February
1. Child Protection Committee of the students will update their bulletin boards. Posting of
essays made by the students in different subject areas will be the highlight of the
March
1. School head to recognize the stakeholders who helped in the implementation of the
program.
the program.
Method of Evaluation:
In order to determine the success of the implementation of the program, a survey will be
done to all stakeholders and assess its effectiveness. The data will serve as the baseline in
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determining whether the program have succeeded or failed. From this, the strengths will be
retained into practice and the weaknesses will also be addressed immediately.
Proper documentation of all the activities will be done and to be submitted to the Division
Office, to different stakeholders and to be posted in the conspicuous places in the school.
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