1

UTILIZING AN EFFECTIVE INDIVIDUALIZED PROGRAM TO

REDUCE THE RISK OF BULLYING AMONG SENIOR HIGH
SCHOOL STUDENTS IN STAND ALONE SENIOR HIGH
SCHOOL WITHIN TAGUIG INTEGRATED SCHOOL

In Partial Fulfillment of the Requirements

In Practical Research 1
Submitted to Mr. Roberto R. Ison

Submitted by

Caponpon, Clyde C. Ecaro, Justine

Handul, Malik Cabus, Chelsea Kaye
Gomez, Elishia B. Canlas, Sean Gabriel
Dalluay, Robelyn S. Gatpayat, Sonnyboy
Labita, Akiro V. Espina, Justine Steve
Dela Cruz, Juan Carlos

JUNE 13, 2023

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ACKNOWLEDGEMENT

First of all, I want to say thank you to my group members for finishing their

tasks, and special mentioned for Ms. Jacky Cabus aunty of Chelsea Cabus for

providing the laptop we are using today, and also want to say thank you to Jr

Gomez, Belma Caponpon, Donamy Aukay, Vince Caballero, Martha Delos

Reyes for letting us stayed in their house for conducting this research. Also

thankyou to Sir Ison for having his time today for our defense.

We are very grateful: by the Researcher

PREFACE
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When talking about bullying i noticed that some people are not taking

it seriously. I noticed that some teachers who are supposed to help the

students in case of bullying is not even responding to their plead for help.

That is why we decided to undertake this research, so that we will be able to

publicize the information that we are going to garner. We decided to do this

research to show the people what the effects and consequences of bullying

to both victims and the bullies.

ABSTRACT
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Our research is all about bullying. It contains different aspects about it.

Including the reasons behind it, why this is happening, what are the tips to

stop it, what are the things that we should do when it is happening, and

what we can teach to others. We chose this topic because it is happening

everywhere. Especially cyberbullying, this is the easiest way to bully a person

because we can use fake profiles against other people we want to bully. In

fact, cyber bullying is the fastest in terms of spreading news or rumors

because most of the people have their technology or gadgets that can access

the internet easily. It educates students with information about

cyberbullying and other form of bullying is, as well as costs and

consequences, to the perpetrators, the target, and the school as a whole.

Parents, school staff, and other carrying adults have a role to play in

stopping bullying. They can help kids understand bullying, keep the lines of

communication open, encourage kids to do what they love, and model how

to treat others with kindness and respect. Because we all know that our

parents is the first that will teach us the good manners on how to treat other

people around us in our daily living and even in school. Teachers are known

as our second parent because school is our second house. There are bad

effects of this kind of bullying that can hurt our feelings and effect our life

easily.

CHAPTER I
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INTRODUCTION

EVIDENCE ABOUT THE PROBLEM

Evidence of bullying in Stand Alone Senior High School a popular or forceful

person has told others not to be friends with you. You have been taunted,

teased, threatened or harmed by others. You have been threatened or

physically tripped, pushed, hit, kicked or spat at by someone. You have been

repeatedly threatened or harmed by others. You have been trolled, insulted

or humiliated on social media. Someone has made repeated negative

comments about your appearance, culture, family, lifestyle or behaviors.

Have you been publicly laughed at, taunted or purposely left out of groups

and activities. One or more people has repeatedly called you names and

teased or humiliated you.

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LACKING IN THE LITERATURE

Students who undergo this type of victimization in most cases lose their

dignity and fail to take up the chances that present themselves during the

learning process. Therefore, some people may recover from the effects of

bullying after a short while but others must endure the continued negative

impacts throughout their lives as they develop into adulthood. This paper,

thus, focuses on the definitions and causes of bullying, the prevalence and

consequences associated with it, and possible intervention strategies

employed to fight it.

SUPPORT

Bullying refers to the consistent and deliberate actions used by

individuals to undermine others. Such actions aim to cause distress and

provoke the victims since they are perceived to be powerless. In schools,

bullying poses a danger to young students since it creates an uncomfortable

environment for them to learn and thrive while pursuing their education.

With parents and teachers unaware of these cases, it becomes difficult to

detect and correct, hence, forcing the affected parties to endure the abuse

over extended periods.

This affects their performance in school while initiating a series of

problems as they continue with their education. Bullying has been identified

globally as a cause for concern due to the repercussions that arise from its
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continued spread in schools. Therefore, bullying affects the learning process

of students by undermining the balance of power, causing physiological and

physical problems in their lives. While bullying may be perceived as a normal

rite of passage in some age levels and schools, its impact on the lives of

victims is far-reaching.

RATIONALE OF THE STUDY

Bullying is a common problem most of the students experience. It is

stated by the Child Health Nursing Research or the CHNR that 80% of the

students in the Philippines experience bullying. The word bullying is related

with many words, the word bullying is associated with violence, abuse,

trauma, and tons of mental health issues and words that are related to

violence and Alienation and isolation.

This study is conducted because we want to know the best

individualized program such as consulting, counseling, teaching, coaching

and so on to reduce the risk of bullying among senior high school student

and this study is conducted because we want to make better solution to

stop or make a mitigation for the long time issue that never end the bullying.
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THEORETICAL FRAMEWORK

The theory proposed by Al-Raqqad, H., Al-Bourini., Al Talahin.,& Aranki.

In the year 2017 States that "Bullying starts in early age, child starts to build

an initial concept of bullying. Then, it starts increasing and continues until it

reaches its peak in the basic phase stage (4, 5, and 6). It continues in higher

basic stage, and then started to decline at secondary level." describes that

the root of bullying starts when an individual is still just a child. It can either

be from their environment, from what they are learning or because they

think it's fun is the reason they are doing such acts.

A research conducted by the Victoria State Government in the year 2018

compliments the first theory as they stated that When deciding on effective

anti-bullying intervention techniques that foster empathy and problem

solving rather than prioritizing punishments, the “Restorative” model

provides a good guidepost. When a bullying situation occurs and those

involved are viewed to be ready, bullies and victims participate in a calm

discussion circle where educators make sure each participant is able to talk

about what happened and listen to the views and feelings of the other

participants. Through guided discussion, it is hoped that the following

results will be achieved: bullies will gain an understanding of how their

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victims feel, both victims and bullies will feel like they have been heard and

are valued, both will start to develop a sense of connection to each other,

and both will come up with a resolution to the situation. Some clarifications

should be made regarding what happens before and after the circle

discussion process. Similarly, any method that seeks to end bullying should

require educators to continue to monitor the situation by meeting again

with those involved to make sure the situation has been resolved" It shows

us that the problem here can be resolved by consorts parties so that the

situation wouldn't escalate and so they can have a mutual understanding.

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CONCEPTUAL FRAMEWORK

Certainly! Here's an example of a conceptual framework based on the

independent variables you mentioned (gender, age, school environment,

peer influence, family dynamics, and socioeconomic status) and the

dependent variables (social life, performance, and self-esteem) in the

context of bullying:

Independent Variables:

1. Gender

2. Age

3. School Environment
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4. Peer Influence

5. Family Dynamics

6. Socioeconomic Status

Dependent Variables:

1. Social Life

2. Performance

3. Self-esteem

Proposed Relationships:

1. Gender:

- Hypothesis: Gender influences the prevalence and experience of bullying.

- Expected Effects: Different patterns and frequencies of bullying behavior

may be observed between males and females. This may influence social life,

performance, and self-esteem.

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2. Age:

- Hypothesis: Age is associated with changes in bullying behavior and its

effects.

- Expected Effects: The prevalence and types of bullying may vary across

different age groups, leading to differing impacts on social life, performance,

and self-esteem.

3. School Environment:

- Hypothesis: Positive school environments with anti-bullying policies and

support systems are associated with reduced bullying rates and improved

outcomes.

- Expected Effects: A supportive school environment may contribute to

healthier social lives, better performance, and higher self-esteem.

4. Peer Influence:

- Hypothesis: Peer acceptance, social status, and peer pressure influence

bullying behavior and its consequences.

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- Expected Effects: Positive peer relationships and acceptance may foster a

healthier social life, while negative peer influence can impact performance

and self-esteem.

5. Family Dynamics:

- Hypothesis: Family factors such as parental involvement, communication,

and family structure influence bullying experiences and outcomes.

- Expected Effects: Positive family dynamics can provide support and

protective factors, potentially improving social life, performance, and self-

esteem.

6. Socioeconomic Status:

- Hypothesis: Socioeconomic disparities may contribute to differential

bullying experiences and outcomes.

- Expected Effects: Lower socioeconomic status may increase vulnerability

to bullying and negatively impact social life, performance, and self-esteem.

It's important to note that this conceptual framework is just an example,

and the actual relationships and effects may vary based on the specific

research context and findings from existing literature or empirical studies.

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Certainly! We can incorporate the mitigation plan of Teaching, Counseling,

Coaching, Consulting, and Holistic Teaching into the conceptual framework.

Here's an updated version:

Independent Variables:

1. Gender

2. Age

3. School Environment

4. Peer Influence

5. Family Dynamics

6. Socioeconomic Status

Mitigation Plan:

1. Teaching: Implementation of evidence-based educational programs and

interventions aimed at raising awareness about bullying, promoting

empathy and respect, and teaching conflict resolution skills.

2. Counseling: Provision of individual or group counseling services to both

bullies and victims, focusing on emotional support, coping strategies, and

promoting positive social interactions.

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3. Coaching: Offering coaching and mentorship programs to promote

positive behavior, social skills, and resilience among students, with a focus

on preventing and addressing bullying incidents.

4. Consulting: Collaboration with experts in the field of bullying prevention

to develop comprehensive anti-bullying policies, guidelines, and

intervention strategies tailored to the specific needs of the school or

community.

5. Holistic Teaching: Integrating social-emotional learning (SEL) into the

curriculum, fostering a positive and inclusive classroom climate, and

promoting holistic development of students through a multidimensional

approach.

Dependent Variables:

1. Social Life

2. Performance

3. Self-esteem

Proposed Relationships:
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1. Gender, Age, School Environment, Peer Influence, Family Dynamics, and

Socioeconomic Status: These variables still serve as independent variables

influencing bullying behavior and its effects as described in the previous

framework.

2. Teaching, Counseling, Coaching, Consulting, and Holistic Teaching:

- Hypothesis: Implementation of these mitigation strategies positively

impacts the dependent variables by reducing bullying incidents and

mitigating the negative effects of bullying.

- Expected Effects: The mitigation plan is expected to improve social life by

fostering positive relationships, enhance performance by creating a safe and

supportive learning environment, and boost self-esteem by promoting

emotional well-being and resilience.

It is essential to note that the effectiveness of the mitigation plan may

depend on various factors, including the quality of implementation, the

involvement of stakeholders, and the specific needs of the individuals and

community. Ongoing evaluation and adjustment of the mitigation strategies

based on feedback and outcomes are crucial for their success.

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STATEMENT OF THE PROBLEM

Bullying is one of the most long-standing problem over the century, we

have heard about bullying since we were young, many have tried to make

solution to stop bullying, many have succeeded but it did not last long, so

that why we conducted this study because we want to prevent the problem

that won’t end over the century.

This study aims to determine the effect of utilizing an effective

individualized program to reduced the risk of bullying, this study also aims to

identify the causes and the effects of bullying, and this study want to

identify the effect of bullying on academic performance of a Senior High

School students on the Stand Alone Senior High School Within Taguig

Integrated School academic year 2023-2024 on academic performance.

This research aims to find the answer to these questions

1. What are the common causes of bullying that Senior High School student

have experienced in terms of

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1.1 Physical bullying

1.2 Verbal bullying

1.3 Curse Signs

1.4 Social bullying

1.5 Cyber bullying

2. What are the possible effects that may arise when senior high school

student have experienced bullying?

3. What are the possible places bullying might happened?

4. What are the effects of bullying on the academic performance of a senior

high school students?

5. What is the best individualized program to reduced the risk of bullying

among senior high school student in stand alone senior high school?

This are the sub problem underlying in the study

1. Appearance

2. Depression

3. School

4. Stress

5. Teaching
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HYPOTHESIS

* There is no possible out come in this study

* There is a possible out come in this study

ASSUMPTION

We assume that the other respondents may not change and the other

respondents might change.

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SCOPE DELIMITATION AND LIMITATION OF THE STUDY

This focuses on utilizing an effective individualized program to reduce

the risk of bullying, this study will explore about bullying, different various

action might cause of bullying and how and why bullying start and this study

will also explore on what might be effect of bullying to mental, social,

emotional, physical, spiritual and this study is also explore about different

individualize program such as consulting, counseling, teaching, coaching and

so on to reduce the risk of bullying, this study will find the best individualize

program to reduce the risk of bullying.

There are many challenges that we researchers have faced during the

execution of our research. And the most if it is from our surveys. During our

surveys, we encountered many problems, one of them is, we saw on their

answers on our survey questionares that some of the respondents have not

taken the survey questionares seriously. Some of them just answered

randomly on our questionares. There is also the event that multiple sets of

questionares have gone missing due to the lack of handling of the

respondents.
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SIGNIFICANCE OF THE STUDY

This study important to know the negative effect of bullying for daily lives.

The importance of this study is for us to understand the collected

information on who needs more attention between the bullied and bullies.

We are also looking at the big picture of how great the effect of bullying

towards the victim of bullying and how it affect on their daily lives. At the

same time we are aiming to have a result that would help us individual to

understand the real state of the bullies and the bullied.

This study will benefit for municipal officials, school personnel, parents,

students and other researchers. This study is significant to municipal officials

because it helps them develop strategies and methods on how to reduce

cases of bullying. School personnel, This study will give them a hint to

improve their teaching tools, methods or techniques and open forum skills

to students who really need their guidance. Parents, They will know the type

of behavior their child has. This will give them a hint on how to help and

encourage their child to avoid bullying. Students, This study will encourage
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them to change their attitude towards other people. This will serve as a

medicine to treat the mind of each individual to be open minded to the

consequences of their actions and this will also will be useful for

Researchers, Researchers in the near future will use the results of our

current study. This study will serve as their basis and comparison in their

future studies. “

This study different from other because this study will defining the issue that

will never end over a past decade this study aims to understand the

difference between the bullied and bullied, as well as the effects of bullying

on the victim. It also aims to provide a result that helps

Individuals understand the real state of the bullies and the bullied and this

study different because this study will find a solution how to end this issue

such as bullying.
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DEFINITION OF TERMS

Bullying is any unwanted aggressive behaviors.

Cyber bullying the bullying that happen in online platform.

Physical bullying is use of physical actions to intimidate and gain control over

a target.

Non verbal bullying it consist of directing threatening gestures toward a

person.

Verbal bullying is repeated addressing abusive and offensive remarks to a

person.

Anonymous bullying it consist of sending insulting or threatening

anonymous messages, placing objectionable objects.

Self-esteem is how we values and perceive ourselves.

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Consulting on bullying involves seeking advice from a trained professional to

address and prevent bullying in a specific setting. They provide insights into

bullying's nature, effects, and prevention strategies.

Counseling about bullying is a therapeutic process aimed at supporting

individuals who have experienced or are currently facing bullying. It involves

providing a safe and confidential space where individuals can openly discuss

their experiences, emotions, and challenges related to bullying.

Therapists are mental health professionals who help individuals deal with

emotional and psychological issues, such as bullying. They focus on helping

clients understand the impact of the bullying on their emotional and

psychological well-being, develop coping strategies, and address any

underlying issues that may make them more vulnerable to bullying in the

future.

Teaching, in the context of bullying, involves a pattern of aggressive

behavior that can be physical, verbal, or psychological in nature. It typically

involves an imbalance of power, where the bully or bullies intentionally

intimidate, belittle, or harm their target, known as the victim. The goal of

teaching is often to assert dominance. humiliate, or manipulate the victim.

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CHAPTER II

REVIEW OF RELATED LITERATURE

INTRODUCTORY

This chapter presents the relevant literature and studies that the researcher

considered in strengthening the importance of the present study. It also

presents the synthesis of the art to fully understand the research for better

comprehension of the study.

Local RRL

According to Francesca., (2019). Bullying in the Philippines is widespread in

schools and over the internet, with a study that states that about 50 per

cent of Pilipino students are bullied in school. School bullying is not new, but
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it has been a long and constant problem. Bullying issues are often reported

in the mass media and have garnered attention. Rajamanickam.,Ramli.,

Na'aim.,Hassan.,Hashim.,(2019), Bullying has been recognized as a

worldwide problem, it is a form of aggressive behavior, which occurs among

children, mainly in school. It is deliberate and it causes physical, emotional

and psychological damage and it can be expressed individually or within a

group. There is an inequality of power between bullies and victims. Over 3.2

million students are victims of bullying each year. Approximately 160,000

teens skip school every day because of bullying. Alcazaren,(2019)

COMMON TYPES OF BULLYING HAPPENING IN THE PHILIPPINES

Based on the studies there are three common types of bullying being used in

the Philippines Physical Bullying, Verbal Bullying and Cyberbullying. There

are results of the study showed that bullying in the rural communities is

similar to those in the urban areas except the absence of cyberbullying.

Most of what the pupil experience is under the category of verbal bullying

and fewer cases of physical bullying. (Gabiana,2017).

Physical bullying increases in elementary school, peaks in middle school and

declines in high school. Verbal abuse, on the other hand remains constant.

(Alcazaren,2019).
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Physical Bullying is a threat or physical use of force, aiming at the individual,

another person, a specific community or group which can result in injury,

death, physical damage, some development disorders or defiency

(Miedes.,Lacaba.,Mosquito.,Taluban.,Tamboong.,Perfecto., 2019), this

area of bullying is also pervasive, since it involves physical bullying and it

could also lead to abuse or even much worse. It also revealed three types of

bullying which enables them to bully a person in a position of power

between them, through that person’s race, gender, or sexual orientation.

This is an eye-opener for everyone, those who are victimized or becoming a

victim of bullying. (Asio.,Gadia.,2018).

Verbal bullying includes name-calling, insulting, making racist comments and

constant teasing. This type of bullying is the easiest to inflict on others. It is

quick and to the point. It can occur in the least amount of time available,

when no one else is around and its effects can be more devastating in some

ways than physical bullying because there are no visible scars. The lack of

visible scars often leads people to think that the victim is exaggerating and

so cutting off support that the person needs as there is no visible trail for

others to follow. Kids who are bullied can experience negative physical,

school, and mental health issues. (Besa., Canlas., Cruz.,David.,Del Rosario.,

2018), and the common causes of verbal bullying is defining, yelling and

name calling. The effects of verbal bullying to the Filipino students is low

self-confidence, low self-esteem and isolation.

(Miedes.,Lacaba.,Mosquito.,Taluban.,Tamboong.,Perfecto.,2019).
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Cyberbullying, victims of cyberbullying usually report feelings of depression,

anger, frustration, and even suicidal thoughts. Cyberbullying has been found

to be linked to low self-esteem, family problems, academic problems,

violence, and delinquent behaviors. A survey conducted in the Philippines, it

was found that 80% of 1,143 respondents aged 13-16 years experienced

cyberbullying, (Shannen.,Kim.,Jungmin Lee.,2020) this study shows that

many people experience cyberbullying in the Philippines, but there are still

more people experience physical and verbal bullying than cyberbullying.

INTERVENTIONS

Based on the narratives and thematic analysis, study revealed that victims of

bullying experienced name calling or verbal abuse, physical bullying, and

social discrimination. Passivity, optimism and perseverance, and peer-

support system help students cope with the adverse and traumatic

experiences of bullying. (Galabo.,2019)

According to (Marvin Tolentino, Elizabeth Suba 2018.) The results of their

the study showed that the most common bullying victimization experience

of the participants was in the form of verbal bullying. The Resilience-based

Group Intervention (RBGI), which used millennial techniques during

reflective exercises and creative narratives activities, was able to build

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proper rapport among the group, captured their own concept of resilience,

process their past experiences on bullying victimization, stirred discussions

about parent-child relationship, and enhanced their adaptive thinking skills.

The participants were also able to develop simple behavioral plan in case of

future adversity. The paper concluded that group approach in building

resilience among youth victimized by bullying was a doable and viable school

intervention. Therefore, the researcher encouraged guidance professionals

to employ and integrate the RBGI program to homeroom guidance, values

education classes, as well as in community and youth activities.

Foreign RRL

This study examined the association between bullying experiences (bullying,

victimization, and defending) and social, emotional, and cognitive factors.

(Jenkins.,Demaray., Tennant.2017).

The effects of bullying have serious and lasting negative impacts on our

mental health and overall wellbeing, it can cause feelings of rejection,

exclusion, isolation, low self-esteem, and some individuals can develop

depression and anxiety as a result. (Falliance, Louis, 2021).

Bullying starts in early age, child starts to build an initial concept of bullying.

Then, it starts increasing and continues until it reaches its peak in the basic

phase stage (4, 5, and 6). It continues in higher basic stage, and then started
 30

to decline at secondary level. (Al-Raqqad, H., Al-Bourini., Al Talahin., &

Aranki, 2017)

Bullying is an aggressive behaviour manifested by the use of force or

coercion to affect others, particularly when the behaviour 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. It comes in many forms, shapes and sizes and is commonly defined

as an adverse behaviour towards another with the deliberate intent to

harm, putting the targeted victim in a difficult situation. Bullying is most

commonly seen in schools and universities, but the common subject is

student-student bullying or teacher bullying a student. (Asigurado.2017),

the major victim were aged 16-20, single, do not have children, often abused

by the offender/abuse, and most of them are high school graduate. Abuses

affected much the psychological condition of the victim and there is

significant relationship between the effects of violence and the age. (Clause.

2019).

Bullying can be done in different ways, there is Childhood bullying, this kind

of bullying is a major public health problem that increases the risk of poor

health, social and educational outcomes in childhood and adolescence.

These consequences are felt by all those involved in bullying (bullies, victims

and bully–victims) and are now recognized to propagate deep into

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adulthood, Children who are perceived as being ‘different’ in any way are at

greater risk of victimization, with physical appearance being the most

frequent trigger of childhood bullying (Armitage, 2021), Relative bullying,

Experiencing relative bullying could also be a lot more distressing than

physical or verbal bullying as a result of the fact that it questions the

relationships they most need to come back to depend on. Relative bullying is

often difficult to identify because the behaviors are delicate, and as they

occur at intervals in relationship teams, an Associate in Nursing outsider

could not distinguish between traditional conflict and bullying. Bullying

could be a widely acknowledged concern, with the most recent Ditch the

Label survey finding that over 1 in 4 respondents had been intimidated

within the previous month. (Chester,Keyleigh,2017), Cyber bullying,

Cyberbullying, which refers to being bullied online or through digital devices

and can happen through text messages, social media apps, gaming chats and

platforms, and pretty much anywhere people view and share content.

(Falliace, Louis,2021). Students with disabilities are more likely to cyberbully

than those without disabilities because they do not always understand

conflict resolution strategies. This is especially true when the disability

hinders their social skills, such as in the case of students on the autism

spectrum. There is this study that focused on students with ADHD and those

on the Autism Spectrum. Through a case study of an incident occurring of a

15 years old sharing a video of a ten years old having a meltdown, it was

determined that students with disabilities, are at a high risk of cyberbullying.

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Also found that two main parts of cyberbullying are an imbalance of power

and intentionality. (Beer, Hawkings, Hewitson, & Hallett, 2019).

Bullying can also be in form of sexual harassment and name calling or verbal

abuse, Sexual harassment is an issue that happen ubiquitous. sexual

harassment can be committed in verbal or physical. The mostly victims are

female or student, this inflicts not only physical harm but also psychological

and the worst victims commit suicide. Students unanimously agree that

sexual harassment can be on various forms but apparently not aware of

other forms of this act. (Llanto.,Valdez.2022). There is a survey from the

European Union Agency for Fundamental Rights (FRA) found that sexual

harassment involves a range of different perpetrators and includes the use

of "new" technologies. It disproportionately affects younger women and is

more commonly perceived and experienced by women with a university

degree and women in the highest occupational groups.( Latcheva,Rosalina

2017),Name-calling or Verbal Abuse. It is when someone, who is a bully,

uses insulting or demeaning language to mock, embarrass or insult another

person (Robichaud, 2017). The participants experienced teasing and name-

calling which causes them distress and undermines their feelings of security,

supported this by emphasizing that the everytime someone is verbally

abused, whether occasionally or regularly, it chips away at their confidence

and diminishes their spirit. Verbal abuse can take place anywhere from the

playground to the workplace, home to the street and nobody is immune

from encountering it.(Marcia 2016).

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Preservice teachers will one day be responsible for addressing bullying

among their students but their readiness to fulfill this critical role is

unknown. This article addressed this line of inquiry by conducting a

systematic review assessing preservice teachers' knowledge, attitudes, sense

of responsibility, and confidence to deal with bullying. A total of 42 studies

met in their inclusion criteria and were included in their review, most

preservice teachers report that they are concerned about bullying, but some

still believe it to be a normal part of growing up. Preservice teachers tend to

view different forms of bullying as more serious than others, with many

considering physical bullying to be the most serious form. Most preservice

teachers report feeling responsible for dealing with bullying, yet many do

not feel confident in their ability to do so. Implications for future research

on preservice teachers, teacher preparation programs, and future efforts to

reduce bullying in schools are discussed. (Molly Dawes, 2022).

Bullying prevention is vital for the achievement of the Sustainable

Development Goals, with whole-school cooperative learning interventions

having the strongest evidence base for successful outcomes. Clear

management and referral pathways for health professionals dealing with

childhood bullying are lacking in both primary and secondary care, although

specialist services are available locally and online (Keyleigh,Chester, 2017).

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According to (Jayne Cliplef, 2021). When deciding on effective anti-bullying

intervention techniques that foster empathy and problem solving rather

than prioritizing punishments, the “Restorative” model provides a good

guidepost (Brewster-Mercury, 2019). When a bullying situation occurs and

those involved are viewed to be ready, bullies and victims participate in a

calm discussion circle where educators make sure each participant is able to

talk about what happened and listen to the views and feelings of the other

participants. Through guided discussion, it is hoped that the following

results will be achieved: bullies will gain an understanding of how their

victims feel, both victims and bullies will feel like they have been heard and

are valued, both will start to develop a sense of connection to each other,

and both will come up with a resolution to the situation. Some clarifications

should be made regarding what happens before and after the circle

discussion process. Similarly, any method that seeks to end bullying should

require educators to continue to monitor the situation by meeting again

with those involved to make sure the situation has been resolved (Victoria

State Government, 2018).

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CHAPTER III

RESEARCH METHODOLOGY

RESEARCH METHOD

The research design for this study is a qualitative design and survey.

Qualitative research is a type of research that aims to gather and analyses

non-numerical data in order to gain an understanding of individuals' social

reality, including understanding their attitudes, beliefs, and motivation.

Survey research is a process of conducting research using surveys that

researchers send to survey respondents. The data collected from surveys is

then statistically analyzed to draw meaningful research conclusions.

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POPULATION FRAME AND SAMPLING SCHEMES

The respondent of the study is composed of senior Highschool students

of the Stand Alone Senior High School. One of the vital processes to keep

this study successful. This research is conducted where each students has a

capability to become part of the sample.

The data that will be gathered are those answered by the respondents in

grade 11 and grade 12 in the survey questionnaire that related to bullying

and this will collected by the researcher after they done to answer the

questionnaire this will be used to get enough information to make a

concrete solution

The chosen respondents are containing grade 11 and grade 12 student

in Stand Alone Senior High School. Those students was chosen by the

researchers because they are suitable and applicable to the study.

DESCRIPTION OF THE RESPONDENT

 37

The respondents of the survey questionnaire are the grade 11 and grade

12 students of Stand Alone Senior High School and these grade 11 and grade

12 students are required to write their name, section , grade, gender and

age to have a better understanding for them.

Rest assured that all data gathered from their will be kept in the highest

level of confidentiality.

RESEARCH INSTRUMENT

In this study, the following instruments are utilized by the researcher to

gather all the date needed to answer the specific problems in the study.

Survey-questionnaire

We researcher made a survey-questionnaire that are used to measure

the students who are experiencing bullying or have experienced.

DATA GATHERINGS
 38

The data will be collected using questionnaires. Questionnaire is a set of

printed or written questions with a choice of answers, devised for the

purposes of a survey or statistical study. The respondents are composed of

female and male student of Stand Alone so it is best to use questionnaires

instead of interviewing them one by one. Using this type of instrument will

save time rather than interviewing each of our respondents. We we're going

to gather data by handling out questionnaires. We will give them a set of

questions to be answered. After answering it and returning it to us. we will

study and understand the answers we received. We will sort and evaluate all

the data that we have gathered. After studying and analyzing them we will

proceed in finalizing them. To make concrete solutions for this study.

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CHAPTER IV

DATA ANALYSIS AND FINDINGS

INTRODUCTION

This chapter present the research findings of the data that we collected

from the students here in Stand Alone Senior High School. The main source

of the data is the survey questionnaires. The method used to analyze the

data is already discussed in the methodology chapter.

DEMOGRAPHICS OF THE INTERVIEWEES

TABLE 1: Categories of Interviewees

Out of 291 respondents, 104 were men, 119 were female, 28 were

LGBTQ, and the rest have gone missing. Approaching women respondent
 40

was easier as they are willing to be interviewed in a short notice compared

to men and LGBTQ respondents.

50

45

40

35

30

25

20

15

10

0
LGBTQ FEMALE MALE

16 17 18 19

TABLE 2: Common causes of bullying

Major Problem 1

Non-verbally abused Physical Verbally Abused

Alienated Did not experienced the causes
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The answers that came back from the survey questionnaires says that

the most cause of bullying is through taunting another classmate. It is

through by non verbal means which includes minor threats or cursing hand

signs. The least common one is through shaming another. On the other

hand, the cause that is never occurring is through directly humiliating

someone. Non Verbally abused – 22.67%, Physical – 15.69%, Verbally

abused – 18.02%, Alienated – 0.58%, Did not experience the causes –

43.02%.

TABLE 3: Possible effects of bullying

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Major problem 2

Do you still focuses on school Did you feel sick when someone bullying you
Do you still focuses on school Did you feel lost of interest to do an activity
Did you feel lonely when someone bully you Not feel the effect

The effects that the bullied student have mostly felt, according to the

respondents is that they are feeling less motivated to do their academic

works due to their experiences. Basing on the data sent by our respondents,

the predominant response indicates that they consistently felt unmotivated

for academic work following experiences of bullying. This finding suggests a

strong negative impact on their academic motivation resulting from the

bullying incidents reported by the participants. Can even be a reason for

them to drop out of school. While the least effect that the students has felt

sick after the act. On the other hand, the rest of the answers are leaning to

the answer that they are not feeling any effects. Do you still focus on school

– 10.64%, Did you feel sick when someone bullies you – 8.93%, Did you feel
 43

any loss on interest when someone bullies you – 16.83%, Did you feel lonely

when someone bullies you – 10.98%, Do not feel the effects – 18.93%.

TABLE 4: Possible places bullying might happened

Major Probem 3

Bullied in their house Bullied in cafeteria

Bullied in their house Bullied in their house
Bullied in their house Never been bullied in Court and Hallway
Never been bullied in Classroom

Based on the answers of our respondents, the most possible place that

the act of bullying may commence is outside the victims house. It shows

here that there are 2.83% of students who answered that there are times

that they have been bullied outside their house, while there are 5.58% of

students that answered they are less likely to be bullied at the school court

and school garden.

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TABLE 5: Effects of bullying on the academic performance

Major Problem 4

Can you still finish your activity Can you still focus on your study Did you feel anxiety
Did you feel not interested Did you get low grades

The most notable effect on the students academic performance is that

they are not able to their activities at school due to bullying. Other than

that, students that are pressured with their academic works and facing

constant bullying are gradually experiencing having an anxiety. For the rest,

they answered that they mostly feel safe at school. Did you get low grades –

25.06%, Did you feel not interested – 17.9%, Can you still finish your activity
 45

– 17.3%, Did you feel anxiety – 16.8%, Can you still focus on your study –

12.9%.

TABLE 6: Best individualized program to reduced the risk of bullying

Major Problem 5

Teaching Counseling Counseling experience

Counseling Holistic Teaching Teaching
Consulting Counseling Therapy or Consultation

According to our survey questionnaires, the most favored mitigation plan

out if all of them are the "Teaching" and the "Counseling" which is answered

by 2.93% of students in Stand Alone Senior High School. On the other hand,
 46

therapy and consultation have the least number of favorability amongst the

students. Which scored 7.38% who disagreed on that program.

CHAPTER V

THE SUMMARY OF THE FINDINGS, CONCLUSION AND

RECOMMENDATIONS

SUMMARY

Bullying is one of the most long-standing problem over the century. This

study aims to determine the effect of utilizing an effective individualized

program to reduce the risk of bullying. Bullying have different types of. Their

is verbal, physical, cyber, and social bullying. Their is 5 main problem it is:

what are the common causes of bullying that Senior High School student

have experience?, What are the possible effects that may arise when Senior

High School have experienced bullying?, What are the possible places

bullying might happened?, What are the effects of bullying on the academic

performance of a Senior High School students?, What is the best

individualized program to reduced the risk of bullying among Senior High

School student in Stand Alone Senior High School?. Their is a different kinds

of individualized program. Their is Teaching, Counseling, Consulting, and

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Coaching this kinds of individualized program will help you/us to lessen or to

reduce the risk of bullying in Stand Alone.

Bullying is a significant issue in the Philippines, affecting approximately

50% of Filipino students. It involves deliberate aggressive behavior that

causes physical, emotional, and psychological harm, with an imbalance of

power between bullies and victims. Physical, verbal, and cyberbullying are

the most common types identified in the country. Physical bullying tends to

increase throughout elementary, middle, and high school, while verbal

abuse remains consistent. Verbal bullying, including name-calling, insults,

and constant teasing, can have severe consequences, although it may not

leave visible scars, leading to a lack of support for the victim. It can result in

negative physical, academic, and mental health outcomes, leading to low

self-confidence, low self-esteem, and isolation among Filipino students.

Cyberbullying, although prevalent, is reported less frequently than physical

and verbal bullying, but it is associated with low self-esteem, family

problems, academic difficulties, violence, and delinquent behavior. The

Resilience-based Group Intervention (RBGI) has been found to be effective

in building resilience among participants and enhancing their adaptive

thinking skills. This program could be integrated into various school activities

and guidance sessions to address bullying effectively.

Qualitative research is a type of research that gathers and analyses non-

numerical data. Survey research is a process of conducting research using

 48

surveys that are then statistically analyzed to draw meaningful conclusions.

The respondent of the study is composed of senior Highschool students of

Stand Alone Senior High School It is composed of female and male students

of Stand Alone Senior High School and is used to gather data by giving them

a set of questions to answer. The survey questionnaire is used to measure

the students who are experiencing bullying or have experienced it. The data

will be studied and analyzed to make concrete solutions for the study.

You have provided a comprehensive overview of the issue of bullying and

its various forms, as well as its impact on individuals' mental health and well-

being. The types of bullying you mentioned, such as childhood bullying,

relative bullying, cyberbullying, sexual harassment, and verbal abuse,

highlight the different ways in which individuals can experience bullying.

Preservice teachers' readiness to address bullying is an important aspect to

consider, as they play a vital role in creating a positive school climate and

supporting students' well-being. It is encouraging that preservice teachers

express concern about bullying; however, it is important to ensure they have

the necessary knowledge, skills, and confidence to effectively address and

prevent bullying incidents. Bullying prevention efforts should aim to involve

the entire school community and promote a whole-school approach. The

Restorative model you mentioned is one such intervention technique that

focuses on empathy and problem-solving rather than punitive measures.

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Chapter 4 provides a summary of key findings related to five main

problems in the study. Firstly, it explores the causes contributing to the

identified issue. Secondly, it examines the effects resulting from the

problem. Thirdly, it delves into the significance of place in relation to the

problem. Fourthly, it analyzes the impact on academic aspects. Lastly, it

presents a comprehensive mitigation plan aimed at addressing the identified

challenges. This chapter serves as a concise overview of the main problems

investigated in the study, offering valuable insights into their causes, effects,

influence on academic performance, and proposed solutions. The Causes for

the main problem 1 was proven to be Non verbal abuse from the answers

of our respondents. Solving the problem for main problem 1The third main

problem about the place where it's occurring is at the victims house.

For the fourth problem where it's about it's relationship to academic

performance is said that they are feeling anxiety. Then lastly, The mitigation

plan mist preferred by the students is by teaching and consultation. Filling all

of the gaps in our research main problem.

CONCLUSION

Based on the results of our findings, as all of our counters all lead to the

answer never, we can see multiple results. About the bullying happening in

our school, we can say that it does happen although minimal. We can now

prove that few students does experience bullying. We can also say that our

plan of utilizing different kinds of program for the reformation of the bullies
 50

to the consultation of the bullied is proven to be effective for combating the

bullying that is the problem of our school.

Recommendation

We suggest that the school and the teachers on any grade and subjects

to add the behavioral teaching and consultation program to the curriculums

available in our school, as it will have an effect to the mindset of every

students in the school. It is to avoid the worst case scenario which is the

case of bullying that will suddenly rise again and cause problems to the

students within the school.