AWARENESS AND PREVENTION OF BULLYING AMONG STUDENTS OF SECONDARY

EXTENSION SCHOOLS IN THE DIVISON OF LUCENA CITY:

A BASIS FOR THE FORMULATION OF AN INTENSIVE
ANTI – BULLYING PROGRAM

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

data while the interview data were analyzed.

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

children safe from any forms of bullying.

1|Page
 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

across all subject areas.

The following recommendations are given by the researchers: developing a sense of

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.

2|Page
 I. Introduction

“Bullying is never fun; it's a cruel and terrible thing to do to someone. If you are being

bullied, it is not your fault. No one deserves to be bullied, ever.”

-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

repeated, aggressive behaviour 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.

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

policy in all its schools.

3|Page
 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

prevention must be part of a comprehensive, cohesive, and integrated school-wide system of

learning supports that creates a cultural norm of safety, connectedness, acceptance, and

support

4|Page
 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

prevention and intervention efforts.

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

prevention and intervention strategies and programs. An ecological systems theoretical

framework serves as an overarching umbrella within which the complex factors and

interactions that influence bullying behavior can be examined and addressed. Innumerable

theories can be applied within an ecological systems framework—at different times,

sequentially or simultaneously. (DOI: 10.1093/acprof:oso/9780199795406.001.0001)

According to the National Association of School Psychologists (NASP, 2010), creating

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

and promoting positive behavior. (http://www.nasponline.org/about_nasp/position_paper).

5|Page
 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]).

The Constitution mandates educational institutions to uphold the highest regard to

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

technological knowledge, and promote vocational proficiency.

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

in all decisions and actions involving children.

6|Page
 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

formulate a proposal for an intensive anti-bullying program.

Specifically, the following questions will be answered:

1. What is the demographic profile of the respondents in terms of:

1.1. Age;

1.2. Sex;

1.3. Grade Level

1.4. Frequency of being bullied; and

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

Extension Schools in the Division of Lucena City?

3. What are the prevailing causes contributing to bullying cases?

4. What are the existing anti-bullying policies and measures being implemented by

the school against bullying?

5. What are the prevention practices in dealing with bullying?

6. What intervention program may be proposed by the researchers based on the

findings of the study?

7|Page
 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

8|Page
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-

Mayao Parada Extension and LDNHS- Barra Extension.

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.

D. Plan for Data Analysis

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.

9|Page
 VI. Discussion of Research Results

In order to answer the sub-problems stated at the beginning of this research the

following results and discussions are presented:

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

are in the age range of 17-19 or 7.50%.

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

abuse, neglect, cruelty, exploitation or discrimination because of physical or mental disability

or condition (RA 7610).

It can be inferred that these respondents are still considered as school children whose

rights and conditions must be protected at all times.

2. Sex/Gender Profile

10 | P a g e
 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

female among the three schools.

3. Grade Level Profile

Grade Level Frequency Percentage
Grade 7 70 25.00%
Grade 8 60 21.43%
Grade 9 80 28.57%
Grade 10 50 17.86%
Grade 11 20 7.14%
Total 280 100.00%

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.

4. Have you been bullied?

Frequency Percentage
Yes 228 81.43%
No 52 18.57%
Total 280 100.00%

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

must be given emphasis by the school officials and the teachers.

11 | P a g e
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

and in comfort rooms.

While there are efforts in implementing an effective anti-bullying programs in schools,

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.

12 | P a g e
Part II. Forms of bullying encountered by the students

I have experienced…. Mostly Commonly Rarely Not Weighted Qualitative

Encountered Encountered Encountered Encountered Mean Description
1. …offensive jokes Commonly
72 94 76 38 2.71 Encountered
against me.
2. …being scrutinized
because of my
religion, color, 20 68 80 112 1.99 Rarely
ethnicity or economic Encountered
status.
3. …verbal abuse,
intimidation or Rarely
20 57 82 121 1.91 Encountered
threats, swearing or
cursing.
4. …being punched,
slapped, kicked, hit
17 53 89 121 1.88 Rarely
and pushed with no Encountered
reason at all.
5. …destroying my book,
my personal things,
15 46 67 152 1.73 Rarely
my uniform and the Encountered
like.
6. …divulging my
personal secrets and
20 55 88 117 1.92 Rarely
attack on my well- Encountered
being.
7. …being treated as an
out-cast and do not
belong to the group, 22 35 71 152 1.74 Rarely
being prevented to Encountered
join groups.
8. …being displayed with
negative facial and
physical gestures, 3.22 Commonly
menacing or Encountered
contemptuous looks. 128 95 47 10
9. …name-calling. Mostly
190 70 15 5 3.59 Encountered
10. …inappropriate
comments whether
18 66 87 109 1.98
intentional or not Rarely
against me. Encountered
11. …being bullied
through text 19 39 60 162 1.70

13 | P a g e
 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,

menacing or contemptuous looks (WM=3.22) and being subjected to offensive jokes

(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

bullying. (mychildsafety.net, stopbullying.gov/)

14 | P a g e
 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

of bullying. Facial expressions carry meaning that is determined by situations and

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

or fun continues then this can be considered as bullying.

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

intention is to hurt nor humiliate, this becomes a form of bullying.

Part III. Causes and Underlying Factors of Bullying

Strongly Agree Disagree Strongly Weighted Qualitative

Agree Disagree Mean Description
1. Feeling powerless in Strongly
their own lives 4.01 Agree
128 168 68 29
2. Someone else is bullying
128 116 37 19 3.40 Agree
them
3. Jealousy or frustration 49 98 94 39 2.56 Agree
4. Lack of understanding
38 95 105 42 2.46 Agree
or empathy
5. Looking for attention 47 139 70 24 2.75 Agree
6. Behavior gets rewarded 40 123 87 30 2.62 Agree

15 | P a g e
 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

their own lives as strongly agree with a weighted mean of 4.01.

As cited by Jones (2014), sometimes the feelings of powerlessness come from

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

thrive when their victims cower in their presence.

The data also reveals that the respondents agree they tend to bully because they are

being bullied also (WM=3.40).

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

as likely to go on to bully others. (Valdejueza, et.al., 2015)

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

annoyances can provoke them and cause them to severely overreact.

16 | P a g e
 Part IV. Anti-Bullying Policies and Measures Implemented by the School

The school…. Practiced Practiced Practiced Not Weighted Qualitative

to Great to a to a Practiced Mean Analysis
Extent Moderate Limited at All
Extent Extent
1. …provides an
interactive map which
details each student’s
Practiced
bullying policies
to a
created by school or 1 10 3 2 2.63
Moderate
guidance counsellor to
Extent
prevent bullying and
create safer school
climates.
2. … conducts an initial
assessment of policy
Practiced
(checklist), procedures,
to a
and student and staff 0 12 3 1 2.69
Moderate
perceptions of school
Extent
climate, culture, and
behavior.
3. … establishes and
supports an internal
leadership team, Practiced
including the principal to a
5 9 2 0 3.19
and high-level Moderate
administrators as key Extent
advocates and
participants.
4. … provides Practiced
opportunities for to a
8 4 4 0 3.25
involvement of parents Moderate
and community Extent
5. … establishes and
implements
procedures based on Practiced
policies that assure to a
2 9 5 0 2.81
safe, fair, responsive Moderate
schools towards ay Extent
form of bullying.

17 | P a g e
 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).

18 | P a g e
 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

consistently, bullying behavior at a school decreases. Thus, a campaign geared at ensuring

that the staff understands the definition of bullying and policies to prevent and intervene

consistently will be of benefit. Proper documentation is also needed in order to record

incidences which may be used in further research.

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

that contribute to bullying.

Part V. Prevention practices implemented in dealing with bullying.

Practiced Practiced Practiced Not Weighted Qualitative

to Great to a to a Practiced Mean Analysis
Extent Moderate Limited at All
Extent Extent
1. Regularly discuss the Practiced
contents of the to a
2 6 7 1 2.56
Students Code of Moderate
Conduct Extent
2. Restructure the school
environment and Practiced
classroom to a
0 10 5 1 2.56
environment to reduce Moderate
opportunities for Extent
bullying.
3. Focus on building and
Practiced
strengthening
to a
relationships among 5 10 1 0 3.25
Moderate
people within the
Extent
school.
4. Establish Anti-bullying Practiced
Task Force composed to a
1 10 4 1 2.69
of student leaders. Moderate
Extent
5. Posting and enforcing Practiced
rules in the classroom to a
2 10 4 0 2.88
and consistent Moderate
enforcement of rules. Extent
6. Developing individual Practiced
1 11 3 1 2.75
intervention plans and to a

19 | P a g e
 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

from any forms of bullying.

It was found out that teachers focus on building and strengthening relationships among

people within the school which is practiced to a moderate extent (WM=3.25)

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

positive climate, reinforce positive social interactions and inclusiveness.

20 | P a g e
Part VI. Intervention Program

Based from the findings, conclusions and recommendations, the researchers have

come up with an output entitled “INTERVENTION PROGRAM ON AWARENESS CAMPAIGN

IN COMBATTING BULLYING.” (please find the attached on the appendices)

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

especially when it is repeatedly done.

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

needs to understand and control their emotions.

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

reference for further research or as an evidence.

21 | P a g e
 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

avoid bullying at all forms

VIII. Recommendations

1. 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 across all subject areas. Teachers having the

loco parentis role must extend efforts in ensuring that the school and the

classrooms are safe and conducive to learning.

2. Developing a sense of familism, where every student is treated fair, accepted and

loved. To be connected and be belong. Creating zones of sanctuary within the

school would offer a brief time of respite for students during the day. This space

could be a faculty-monitored classroom where students can go between classes

to meditate, pray, read, and reflect or simply relax.

3. 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. 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

don’t tolerate such inappropriate behaviour and to clearly demonstrate to victims

and their families that they are fully supported. Develop a school-wide social skills

22 | P a g e
 training program to assist at risk students in developing strategies to manage

adverse experiences with other students.

5. Create a web-portal for submission of bullying incidents or safety concerns within

the school to be reported in the Division Office.

6. Strengthen the Child Protection Program by creating an anti-bullying task force in

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

students, teachers, parents and community whole year round.

7. Create a support group from the local government, the DSWD, the law enforcers,

and the local community.

23 | P a g e
 IX. Work Plan

Objectives Activities Time Resources Person Expected

Frame Needed Involved Outcome/Output
Pre-Implementation

To Review of Internet, Researchers The researchers

extensively the related DepEd have come up
exhaust the literatures Orders, with a
necessary and studies laptop, comprehensive
materials books review of related
needed for literatures and
the studies relevant
research, to the topic.
specifically,
the related August 1-
studies and 15, 2016
literatures
To write the Writing of the Printing of Researchers, Approved
research Research materials, School Head Proposal
proposal Proposal approval of
and solicit the school
for its head and
approval the Division
Research
Committee
Implementation

To gather Data August 16- Student’s Researchers, Student’s

data from the Gathering 26, 2016 Database School Heads, Participation in the
target Procedure and records Guidance administration of
respondents based from from the Counsellor survey
and collect the Research Guidance and Students
data from the Instrument Counselor
Guidance
Counsellors

24 | P a g e
 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

To Development September Result of Researchers, Formulate an

formulate of 3-7, 2016 data, School Head intervention
prevention Intervention analysis program
and Programs and
intervention support of
program the
based from principal
the findings and printing
of the materials.
analysed
data
To Preparation September Printing Researchers Publish the copy
complete of Final 8, 2016 materials, research
the output financial
publishable support
copy of the from the
research school

X. Cost Estimates

The following are the cost estimates of the study.

Activity Particulars Total Amount Needed

1. Printing of documents Research Proposal Editing P 1, 000.00

of materials/ Data Results,

Research full copy and

binding

2. Travelling Expenses Gathering of data, 1,000.00

submission of documents

and printing of documents

25 | P a g e
 3. Honoraria of Statistician, Editor, Peer 6,000.00

Personnel reviewer

4. Other Expenses CDs, printing supplies, 1,000.00

snacks

TOTAL 9,000.00

XI. Plans for Dissemination and Advocacy

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

Division of Lucena City.

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

Mishna, F. (2012). Identification and prevention of bullying in schools, pp.

97-100. Australia: retrieved from www. doi: 10.1080/10550887.2013.849971

NASN School Nurse, (2015). Bullying prevention in schools, retrieved from

www. doi: 10.1177/1942602X14563683

http://www.bullyingstatistics.org/content/name-calling-vs-bullying.html

26 | P a g e
 APPENDICES

27 | P a g e
Research Instrument

SURVEY FORM

Name (Optional) _____________________________________________________

Part I. Profiling. Please check (/) the box that corresponds to your answer.

2. Age

11-13 14-16 17-19 20-22

3. Sex
Male Female

4. Grade Level
Grade 7
Grade 10
5. Grade 8 Grade 11

Grade 9

4. Have you been bullied?

Yes no

5. Where does bullying happen inside school?

inside the classroom comfort rooms

corridors/hallways canteen

laboratories open area/play area/courts

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.

ME – Mostly Encountered RE – Rarely Encountered

E – Encountered NE – Not Encountered

I have experienced…. ME E RE NE

28 | P a g e
 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 – Strongly Agree DA – Disagree

A – Agree SDA – Strongly Disagree

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.

SP – Strongly Practiced SP – Somehow Practiced

P – Practiced NP – Not Practiced

29 | P a g e
 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.

6. … develops a comprehensive plan and chooses

training and technical assistance approaches based
on issues identified through the assessment, the
plan must include meaningful youth involvement.
7. … strengthens the Child Protection Committee
8. …maintains anecdotal records of the students for
reference.
9. …ensures that the Student Code of Conduct is
developed and implemented.
10. …coordinates with other appropriate government
agencies and stakeholders to ensure that is
support mechanism from them.
11. …ensures that the incidents of bullying are
properly addressed and documented which will be
a basis for analysis and further research.

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 – Strongly Practiced SP – Somehow Practiced

P – Practiced NP – Not Practiced

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.

30 | P a g e
 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

INTENSIVE PROGRAM ON AWARENESS CAMPAIGN IN COMBATTING BULLYING

Rationale:

Ever school must have a dedicated campaign, working continuously to increase

knowledge and awareness of bullying among students. A campaign must be established by

the school that will harness the unique characteristics of the learners and their coping

mechanisms to develop good rapport with each other.

Specific Objectives:

1. To heighten awareness of the problem of bullying, involving cases to assess the extent

of bullying in the school, and the creation of school committee on anti-bullying.

2. To integrate across the curriculum skills for dealing with bullying, resistance to

victimization, and providing assistance to potential victims of bullying.

3. To create of a positive school climate through promotion of a “caring majority” in the

school.

Specific Programs/Activities for the Entire School Year

June

31 | P a g e
 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

for the entire school year.

2. Students are supervised to organize the same committee, the Child Protection

Committee headed by the president of the Supreme Student Government and

formulate their goals for the entire school year.

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

1. Launching of the year-long campaign of messages designed for and by students

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,

webpage announcements, public service announcements, commercials and student

led classroom discussions.

2. As a specific measure to involve parents and community members in the prevention

of bullying, it is suggested that they are given pliers/brochures that discusses the

different forms of bullying, their causes and prevention.

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

students for their greater awareness on this concern.

32 | P a g e
 2. Continued partnerships with different stakeholders in order to support the programs

and activities of the Child Protection Committee.

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

the teachers to enhance their close monitoring to their students.

3. Students will design a simple plier/brochure about bullying. It will be distributed to the

students to maintain their awareness on the concern.

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

be called to school for a conference for proper guidance and information

November

33 | P a g e
 1. Child Protection Committee of the students will update their bulletin boards. Posting

more pictures as a form of information dissemination.

2. Midyear evaluation of the program will be conducted by the teachers and the parents.

December

1. Revisiting of the buddy-buddy system.

2. Restructuring of the zones of sanctuary.

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

information campaign. Best works will be awarded.

March

1. School head to recognize the stakeholders who helped in the implementation of the

program.

2. Evaluation of the program and submission of the documentation.

3. Recognize students who have exemplary performed efforts in the implementation of

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

34 | P a g e
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.

35 | P a g e