CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

Bullying is the use of coercion, force, or threat, to abuse, aggressively

dominate or intimidate. The behavior is often repeated and habitual. One essential

prerequisite is the perception (by the bully or by others) of an imbalance of physical

or social power. This imbalance distinguishes bullying from conflict. There is no

universal definition of bullying. It is widely agreed upon that bullying is a

subcategory of aggressive behavior characterized by the following three minimum

criteria: (1) hostile intent, (2) imbalance of power, and (3) repetition over a period

of time. Bullying may thus be defined as the activity of repeated, aggressive

behavior intended to hurt another individual, physically, mentally, or emotionally.

Bullying ranges from one-on-one, individual bullying through to group bullying

called mobbing, in which the bully may have one or more "lieutenants" who may

seem to be willing to assist the primary bully in their bullying activities. Bullying in

school and the workplace is also referred to as "peer abuse". Robert W. Fuller has

analyzed bullying in the context of rankism. The Norwegian researcher Dan

Olweus says bullying occurs when a person is "exposed, repeatedly and over time,

to negative actions on the part of one or more other persons". He says negative

actions occur "when a person intentionally inflicts injury or discomfort upon another

person, through physical contact, through words or in other ways. “Individual

bullying is usually characterized by a person behaving in a certain way to gain

power over another person.1

A bullying culture can develop in any context in which humans interact

with each other. This may include school, family, the workplace, home, and

neighborhoods. The main platform for bullying is on social media websites. In a

2012 study of male adolescent American football players, "the strongest predictor

[of bullying] was the perception of whether the most influential male in a player's

life would approve of the bullying behavior”. Bullying can be defined in many

different ways. In the United Kingdom, there is no legal definition of bullying, while

some states in the United States have laws against it. Bullying is divided into four

basic types of abuse – emotional (sometimes called relational), verbal, physical,

and cyber. It typically involves subtle methods of coercion, such as intimidation. 2

Behaviors used to assert such domination can include verbal

harassment or threat, physical assault or coercion, and such acts may be directed

repeatedly towards particular targets. Rationalizations of such behavior sometimes

include differences of social class, race, religion, gender, sexual orientation,

appearance, behavior, body language, personality, reputation, lineage, strength,

size, or ability. If bullying is done by a group, it is called mobbing. Studies have

shown that envy and resentment may be motives for bullying. Research on the

self-esteem of bullies has produced equivocal results. While some bullies are

arrogant and narcissistic, they can also use bullying as a tool to conceal shame or
anxiety or to boost self-esteem: by demeaning others, the abuser feels

empowered. Bullies may bully out of jealousy or because they themselves are

bullied. Psychologist Roy Baumeister asserts that people who are prone to abusive

behavior tend to have inflated but fragile egos. Because they think too highly of

themselves, they are frequently offended by the criticisms and lack of deference

of other people, and react to this disrespect with violence and insults.

Researchers have identified other risk factors such as depression and

personality disorders, as well as quickness to anger and use of force, addiction to

aggressive behaviors, mistaking others' actions as hostile, concern with preserving

self-image, and engaging in obsessive or rigid actions. A combination of these

factors may also be causes of this behavior. In one study of youth, a combination

of antisocial traits and depression was found to be the best predictor of youth

violence, whereas video game violence and television violence exposure were not

predictive of these behaviors.3

Bullying may also result from a genetic predisposition or a brain

abnormality in the bully. While parents can help a toddler develop emotional

regulation and control to restrict aggressive behavior, some children fail to develop

these skills due to insecure attachment with their families, ineffective discipline,

and environmental factors such as a stressful home life and hostile siblings.

Moreover, according to some researchers, bullies may be inclined toward

negativity and perform poorly academically. Dr. Cook says that "a typical bully has

trouble resolving problems with others and also has trouble academically. He or
she usually has negative attitudes and beliefs about others, feels negatively toward

himself/herself, comes from a family environment characterized by conflict and

poor parenting, perceives school as negative and is negatively influenced by

peers”. Contrarily, some researchers have suggested that some bullies are

psychologically strongest and have high social standing among their peers, while

their targets are emotionally distressed and socially marginalized. Peer groups

often promote the bully's actions, and members of these peer groups also engage

in behaviors, such as mocking, excluding, punching, and insulting one another as

a source of entertainment. Other researchers also argued that a minority of the

bullies, those who are not in-turn bullied, enjoy going to school, and are least likely

to take days off sick. Research indicates that adults who bully have authoritarian

personalities, combined with a strong need to control or dominate. It has also been

suggested that a prejudicial view of subordinates can be a particularly strong risk

factor. 5Bullying is the most prevalent form of violence in schools and has lasting

consequences into adulthood. Increased concern regarding school bullying has

been raised in part due to publicized suicides of childhood victims.Around 40% of

middle school children are directly involved in bullying at least once a week

according to the National Center of Education Statistics. Pre-adolescent research

confirms such a negative relationship between trait EI and bullying behavior;

bullying behavior is negatively associated with total empathy and more specifically,

the EI dimension of cognitive empathy, which is the ability to understand or take

on the emotional experiences and perspectives of others. It was found that

adolescent bullying peer relations are also significantly negatively correlated with
the dimension of EI that was conceptualized by Lomas et al. (2012) as

Understanding the Emotions of Others. While the term naming the dimension

varies within the research, the dimension of EI that appears to have the strongest

inverse relationship with enacting bullying behavior throughout the literature is

one’s ability to understand the emotional experience of other people.

Republic Act 10627, or the Anti-Bullying Act (the “Act”), aims to protect

children enrolled in kindergarten, elementary, and secondary schools and learning

centers (collectively, “Schools”) from being bullied. It requires Schools to adopt

policies to address the existence of bullying in their respective institutions. SEC. 2.

Acts of Bullying. – For purposes of this Act, “bullying” shall refer to any severe or

repeated use by one or more students of a written, verbal or electronic expression,

or a physical act or gesture, or any combination thereof, directed at another student

that has the effect of actually causing or placing the latter in reasonable fear of

physical or emotional harm or damage to his property; creating a hostile

environment at school for the other student; infringing on the rights of the other

student at school; or materially and substantially disrupting the education process

or the orderly operation of a school.

Statement of the Problem

This present undertaking attempts to find out the impacts of bullying to the

Senior High School students of Sto. Domingo National High School for the school

year 2019-2020. The researchers of this study stated the following questions to

have a guide to gather information with regards of bullying:

 1. What are the positive effects of bullying in terms of: Behavior Academic

Achievements Thoughts Social Skills Emotional issues?

2. what are the negative effects of bullying in terms of academic

achievements of the students

3. what are the ways t5hat the students practice to enrich the positive effects

and overcome the negative effects?

Scope and Delimitation

This study is limited to the problems met by Senior High School in Sto.

Domingo National High School year 2018-2019. The study focuses attention only

on the senior high school of the Sto. Domingo National High School and is confined

to the Period of 2019-2020. The results of the study would be true to the subjects

concerned and for the given period of time, although these can be used for similar

studies such as student’s behavior that would be conducted in the school.

This study involves on how bullying affects someone in their academic

performance.

Significance of the Study

The findings which this study will reveal may benefit certain groups and the

benefits they may be able to gain are as follows:

 Students- this group may use this study as an example to bear in their mind

they are luckier than those who are bullied even life is very struggling because of

economic problems, they are still send in school to learn by their parents.

Teacher- this will able to know the problems causing by bullying to the

students.

Parents- this will help their children to gain more knowledge about the

impact of bullying.

Guidance Counselor- to address bullying at school, counselor first have to

be able to identify it. The literature defines bullying as intentional, unwanted and

aggressive.

School Administrator- this will enable them to be knowledgeable issue of

the existing conditions of the students who is been bullied.

Present & Future Researchers-the finding of this study will be serving as

a good service accurate and useful information for them.

Community-for they also play a vital role in the development of every

learner. The school is part of the community so every parents of the learner must

know what the problems of the school are.

 NOTES

1 Ericson, Nels (June 2001). "Addressing the Problem of Juvenile Bullying"

(PDF). OJJDP Fact Sheet #FS-200127. 27. Archived (PDF) from the original on
2015-06-26. Retrieved 2013-10-28.
2 "State Laws Related to Bullying Among Children and Youth" (PDF). U.S.
Department of Health and Human Services - Health Resources and Services
Administration - Maternal and Child Health Bureau. U.S. Department of Health
and Human Services. Archived from the original (PDF) on March 4, 2011.
Retrieved 2013-10-28.

3 Elizabeth Bennett (1 January 2006). Peer Abuse Know More!: Bullying from
a Psychological Perspective. Infinity. ISBN 978-0-7414-3265-0. Archivedfrom the
original on 14 September 2014. Retrieved 2013-10-29.

4 Fekkes, M.; Pijpers, F. I. M.; Verloove-Vanhorick, S. P. (2005-02-01).

"Bullying: who does what, when and where? Involvement of children, teachers
and parents in bullying behavior". Health Education Research. 20 (1): 81–91.

5 Mckenna, J.; Webb, J. (2013). "Emotional intelligence". British Journal of

Occupational Therapy. 76 (12): 560

6 https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the through
and in-depth search done by the researchers. This will also present the synthesis
of the art, theoretical and conceptual framework to fully understand the research
to be done and lastly the definition of terms for better comprehension of the study.

Related Literature

Bullying and harassment are not new issues that students and schools face.
In fact, over the years, it has been viewed as being so common place in schools
that it has been over looked as a threat to students and reduced to a belief that
bullying is a developmental stage that most youth will experience then get over
(Ross, 2002).1

Foreign Literature

Harris & Petrie (2002) have summarized research by Olweus and Rigby
about the difference in gender, frequency and types of bullying that is taking place
in school. According to them: In general, more boys than girls bully others, and
more girls than boys report that they were bullied, yet more boys than girls are
victims of bullying. Direct physical bullying is more common among boys, while
girls typically use subtler, indirect forms of harassment.

Harris & Hathorn (2006) states that the following statics were found in
studies they and their associates have completed on bullying in grades 7 - 12: 74%
of students have sometimes been called hurtful names, 62% of students have
sometimes witnessed teasing happening at school and more girls than boys were
the victims of this bullying, 13% of students have often been called insults based
on their race, ethnicity, religion, gender, sexual orientation, and disability.
 Dupper & Meyer-Adams (2002) state that “working” toward a positive school
climate involves dedicated individuals who are making conscious efforts to
enhance and enrich the culture and conditions in the school so that teachers can
teach better and student can learn more”.

Local Literature

Bullying and harassment are not new issues that students and schools face.
In fact, over the years, it has been viewed as being so commonplace in schools
that it has been overlooked as a threat to students and reduced to a belief that
bullying is a developmental stage that most youth will experience then get over
(Ross, 2002, p. 107). But not everyone gets over the personal trauma that can
come with bullying both for the victim and the bully. This is why it is seen happening
by adults in work places, in homes, and in the community. Therefore, this
harassment is not isolated to schools alone. But schools are the best place to
actively intervene. Teachers, administrators, counsellors, and even students have
the greatest access to the most students through a school system. It is here that
school staff can intervene, support and educate students about ending bullying
behaviours directly and indirectly; breaking the bullying-cycle.

Harris & Hathorn, (2006, p. 50) state: Because adolescence is a difficult

time in a child’s maturation, bullying exacerbates these difficult times by forming
barriers to positive connections with other students and school faculty members.
Consequently, the presence of bullying at school often creates a barrier for young
people to develop into well-adjusted adults.

Related Studies

Foreign Studies

According to Craig & Pepler (1995), peers are involved in 85% of bullying
episodes, either as observes or by joining in the aggression. The bystander
students who are aware of bullying can have a powerful effect on bullying, positive
or negative. This article seeks to measure the effect of bullying in the Sto. Domingo
National High School students. Specifically, we aim to understand the role of social
emotional skills and their potential influence on bullying. The results suggest that
bullying has a negative impact on academic performance and that social emotional
skills can help students deal with bullying.

Bullying behavior is one part of the problem of school violence, covering

both less and more severe types of violent behavior. Bullying is characterized by
an aggressive behavior that is carried out repeatedly over time (Olweus, 1997).
Typically, the bully is perceived as stronger than the victim. Personality
characteristics of the bullies seem to be an important factor in explaining the
problem of bullying (Olweus, 1997). Self-esteem is viewed as a global concept with
aspects of self-worth, perceived self-efficacy refers to beliefs in one’s capabilities
to organize and execute the courses of action required to produce given
attainments (Bandura, 1997). A general lack of such self-beliefs may negatively
affect a person’s reaction pattern or attitude. Thus, low scores on he self-efficacy
scales may be related to aggressive or bullying behavior as well.

Bullying occurs when someone at work is systematically subjected to

aggressive behavior from one or more colleagues or superiors over a long period
of time, in a situation where the target finds it difficult to defend him or herself or to
escape the situation. Such treatment tends to stigmatize the target and may even
cause severe psychological trauma. Empirical studies on the causes of bullying
have concentrated on the personality of the victim and psychosocial factors at
work. Most studies treat bullying as a unified phenomenon, in spite of the fact that
different kind of behaviors are involved. The concepts of dispute-related and
predatory bullying are introduced in an effort to broaden the perspectives used in
future investigations on both the nature and the cause of bullying at work.

Most of the studies claim that bullying leads to poor academic performance6
and lower incomes after school completion (Le et al., 2005, Kosciw et al., 2013,
Ponzo, 2013, Kibriya et al., 2015).
Local Studies

. In addition, another study done by Kumpulainen et al. (2001), Fekkes et

al. (2006) showed that victims of bullying are more likely to develop new
psychosomatic and psychosocial problems compared to children who were not
bullied, therefore difficult time to deal with loneliness, anxiety and depression,
which can be related to academic performance with the expected struggles
students might have when facing such challenges.

According to Boulton and Underwood (1992) some aspects that may

explain these results of worst outcomes in terms of academic success are the
following: bullying victims have a higher tendency to report unhappiness and
loneliness at school, as well as reporting having fewer close friends.

Synthesis of the State of the Art

Bullying and harassment are not new issues that students and schools
face. In fact, over the years, it has been viewed as being so common place in
schools that it has been over looked as a threat to students and reduced to a belief
that bullying is a developmental stage that most youth will experience then get
over.

In defining what bullying is, many researchers have quoted Olweus’ work,
which defines bullying as occurring when a student is exposed to negative actions
repeatedly and over time by one or more students. Interventions within the family
are extremely important, but educators, especially by high schools, do not always
have access to or relationship with the parents of the student in question, Harris &
Hathorn (2006) quote a study indicating that “86% of junior high students indicated
that they had been bullied. Although the number of incidents decreases, it does
continue to happen through high school. By creating solid policies addressing
harassment and assessing them annually, it communicates to all students, staff,
administrators and parents what behavior’s are not acceptable.
Gap Bridged by the Study

Bullying can be caused by psychological problem and has more concept,

can be harassment, and physical abuse. It can result by environment of the family
weather a problem or negative feedback to other people that can lead the children
to be bullied. May be caused of drugs and alcohol that can lead the children feel
high that they didn’t know they are true bullied. It can be caused of wrong guide of
the parents to their children that may influence by friends that may lead to bully.

In defining what bullying is, many researchers have quoted Olweus’ work,
which defines bullying as occurring when a student is exposed to negative actions
repeatedly and over time by one or more students (Ross, 2002). While this
definition is widely accepted around the world, it leaves some researchers wanting
more clarification. If the person repeats similar negative action, one more time, to
multiple people; is it bullying? If one person receives negative action, one time,
from someone who has done this to other students, have they been bullied? The
problem with this definition is that this can become a very blurred line of intent
versus perception and the power differential that was experienced by both parties
in this one-time event for schools that are implementing zero tolerance policies for
bullying, when do the teachers and administrators act on these behavior’s. Verbal
bullying (2003) is the most common form. Combine verbal bullying (action) with
racial bullying / minority bullying (reason) and it is most of the bullying taking place
in secondary schools. Harris & Hathorn (2006) states that the following statics were
found in studies they and their associates have completed on bullying in grades 7
– 12.

Bullying is a complex social dynamic that can best be understood by using

various theoretical frameworks. The current article uses social capital theory,
dominance theory, the theory of humiliation, and organizational culture theory to
better understand the motivations behind bullying behavior, bullying’s negative
effects on victims, and how school culture and climate play a role in the prevalence
of bullying. Specifically, the acquisition and maintenance of social capital and the
desire for dominance are prime motivating factors for the initiation and continuation
of bullying perpetration. The lack of social capital experienced by victims serves to
maintain victims in their current role and prevents them from gaining social status.
Further, the domination used by bullies to subjugate victims results in intense
humiliation that has lasting negative effects on victims, such as anger and
depression. The overall culture and climate of the school setting impacts the
prevalence and severity of bullying behavior, highlighting the need for whole school
bullying interventions. Implications for social work practice are discussed.

The related studies and literature above help and encourage more the
researchers of this research paper to seek more information about the topic. The
researchers will be adding more and seek more about the behavior, problem of the
students, and the effect of bullying in the students, the researcher want to give
more information and help the respondents to deal with some problems. The
researchers will fill the readers with the gathered information and will add some
more in this research paper. This is the gap that this study hopes to fill in.

Theoretical Framework

The study is based on the following theories: (1) Developmental Theory, (2)
Individual Differences and (3) Group and Peer Pressure.

Each has had some impact on school policies and practices. The strengths
and limitations of the different explanations are examined. It is concluded that none
of them provides a comprehensive explanation for school-based bullying and that
their value lies especially in suggesting actions that may be taken by schools in
addressing particular bully/victim problems.

The Developmental theory (Olweus 1993) other explanations of bullying

draw upon an understanding of child development. They point out that bullying
begins in early childhood when individuals begin to assert themselves at the
expense of others in order to establish their social dominance. They tend at first to
do so crudely, for instance by hitting out at others, especially those less powerful
than themselves, in an attempt to intimidate them. But as Hawley (1999) points
out, as children develop they begin to employ less socially reprehensible ways of
dominating others. Verbal and indirect forms of bullying become more common
than physical forms. In time, the kind of behavior that is generally labelled as
"bullying" becomes relatively rare. Consistent with this view is evidence that
physical bullying is much more common in early childhood than later, and that what
is identified as bullying gradually becomes less and less apparent as children
become older (Smith & Sharp 1994).

The Individual Differences broad explanations in terms of developmental

processes and environmental influences fail to take into account individual
differences between people that may lead to interactions that result in one person
bullying another. For example, children who repeatedly bully others at school tend
to be low in empathic regard for others and inclined towards psychoticism (Slee &
Rigby 1993). Children who are frequently targeted as victims at school are inclined
to be psychologically introverted, to have low self-esteem and lack social skills,
especially in the area of assertiveness (Rigby 2002b). How such qualities arise
has been subject to considerable debate. Currently, it is generally acknowledged
that genetic influences play a part and these may interact with adverse social
conditions to which children may be exposed. For example, dysfunctional family
life in which children do not feel loved and/or feel over-controlled by parents can
lead to them acting aggressively at school (Rigby 1994), especially if the school
ethos does not discourage aggressive behavior.

Group and Peer Pressure proposed by McKenzie has something in

common with the sociocultural approach in that it conceives bullying as
understandable in a social context. However, the context is not defined according
to sociocultural categories such as gender, race and class. There is first a broad
social context consisting of the behaviors and attitudes of members of the entire
school community. Individuals are seen as influenced to a degree by their
perceptions of what may be called the school ethos, and student welfare policies
may be systematically directed towards its improvement (Soutter & McKenzie
2000). Secondly, students are powerfully influenced by a smaller group of peers
with whom they have relatively close association. Such groups are typically formed
within a school on the basis of common interests and purposes, and provide
support for group members. They may also constitute a threat to outsiders,
sometimes to ex-members, whom they may bully. Situations commonly arise in a
school whereby children are members of, and supported by, a group that is, in
some situations, more powerful than an individual or smaller group that they wish
to bully in some way.

Learning and studying theories strive to describe how people think and
behave and what other aspect can affect their behavior. Social Learning Theory,
theorized by Albert Bandura, posits that people learn from one another, via
observation, imitation, and modelling. The theory has often been called a bridge
between behaviorist and cognitive learning theories because it encompasses
attention, memory, and motivation.

Self-reports are the most common method of assessment. With this

method, youth are asked to indicate how frequently they experience various forms
of harassment within a given time frame. Peer harassment manifests itself in
different forms. In addition to physical and direct verbal aggression, threats,
destruction of property, invasion of physical space, gestures, and indirect
aggression are also considered forms of peer harassment. Potential negative
consequences are associated with bullying for students who do not fall into the
roles of bullies, victims, or bully-victims.

Prevention and intervention efforts at various age and developmental levels

using music therapy may be more engaging, motivating, and effective than
prevention and intervention efforts without music. The proposed interventions may
be a helpful initiator for music therapists working with school-aged populations on
the issues of bullying. A phenomenological qualitative analysis of 120 joint
drawings, created by sixty couples, led to the identification of three couple joint
drawing styles.
 Organizational Action Relation Retribution

Tolerance/Intolerance Policy Enforcement

Organizational
Outcomes

Antecedents of Immediate
harassments of work: Behavior as Behavior as reactions by the
exhibited by perceived by the victim
*Situation the offender victim *Emotional
*Contest
*Behavioral

Individual Outcomes

*Psychological

Individual Predisposition of Victim *Physical

*Personality *Health

*Personal History
Conceptual Framework

The present study aims to know the number of children, who bullied, and
the demographic profile as well as the effects of bullying in the academic
performance of students in SDNHS.

The present research considers the profile of the students in SDNHS as an

important factor in the assessment of bullied in the SDNHS thereby contributing
profile of the students, condition in their Academic Achievement. The profile of the
Senior High School Students considered in this study, the researchers also
considers the students. According to the World Health Organization
(2012), bullying is defined as repeated, aggressive behavior--both direct (e.g.,
hitting, kicking, or pushing) and indirect (e.g., teasing, social exclusion, or
spreading a rumor)--intended to cause physical and/or psychological harm to
another individual.

A national survey in 2011 found that 23% of public school students (aged
12–18) reported bullying victimization (hereafter referred to as victimization
(Robers, Kemp, & Truman, 2013). Another national survey found that 28% of
students (aged 12–18) reported being bullied on school property, and an estimated
16% reported being bullied electronically in 2011 (Centers for Disease Control and
Prevention, 2012). Bullying victims frequently experience depression, anxiety, low
self-esteem, school adjustment problems, academic difficulties, and suicidal
behavior (Kim & Leventhal, 2008; Reece, 2008; Smokowski & Kopasz,
2005; Gruber & Fineran, 2007; Hjern, Alfven, & Ostberg, 2008; Vanderbilt &
Augustyn, 2010). School bullying is a serious concern which has received

considerable media attention. According to the World Health Organization

(2012), bullying is defined as repeated, aggressive behavior--both direct
(e.g., hitting, kicking, or abuse or dependence but the term has been used
inconsistently, and requires a clearer, more precise definition, and greater
consistency (Kelly, 2004).
 INPUT

PROCESS

Selected Grade 11 & 12 senior

high students of SDNHS
QUESTIONNAIRE

OUTPUT

Knowing the effects of bullying to the

students
Assessment of bullying in terms of:

*Physical Bullying

*Verbal Bullying

*Cyber Bullying

*Sexual Bullying etc.

Fig. 1 : Conceptual Paradigm

Definition of terms

For clearer understanding and to avoid misconception , terms used in the

study are defined both theoretically and operationally:

Student- is primarily a person enrolled in a school or other educational

institution.

-Students its either children’s, teenagers, or adults who are going to school

Bullying- seek to harm, immediate, or coerce ,cause someone to feel

distress or anxiety and includes hostile intent, imbalance of power , repetition ,
distress, and provocation.

Academic Achievement- is the current level of a student’s learning, refers

to percentage of students at school.

National High School- offers a comprehensive and affordable education

to those students who desire to receive a high school diploma. In this research, it
refers to the place where the research gathered. Focused on increasing student’s
performance, etc.

Bully- is defined as simply forcing one’s way aggressively or by intimidation,

the term may generally apply to any life experience where one is motivated
primarily by intimidation instead of by more positive goals such as mutually shared
interest and benefits.

Cyber bullying-takes place over cyberspace. This includes both internet

and cell phone communication. Like physical bullying, cyber bullying is aimed at
younger people, such as children and teenagers. It may involve harassing,
threatening, embarrassing, or humiliating young people online.

Physical bullying- This is any bullying that hurts someone’s body or

damages their possessions. Stealing, shoving, hitting, fighting, and destroying
property all are types of physical bullying. Physical bullying is rarely the first form
of bullying that a target will experience. Often bullying will begin in a different form
and progress to physical violence. In physical bullying the main weapon the bully
uses is their body.

Verbal bullying- This is any bullying that is done by speaking. Calling

names, spreading rumors, threatening somebody, and making fun of others are all
forms of verbal bullying. Verbal bullying is one of the most common types of
bullying. In verbal bullying the main weapon, the bully uses are their voice.

Youth- an early stage of growth and existence, the period of life coming
between childhood and maturity.

Gay Bullying and gay bashing are expressions used to designate verbal or
physical actions that are direct or indirect in nature by a person or group against a
person who is gay, lesbian, bisexual, transgendered (LGBT).
 NOTES

•Ross, D. (2002). Bullying. In J. Sandoval (Ed), Hanbook of crisis counselling,

intervention, and prevention in the schools (electronic version). Pp. 105-135.
Mahwah, NJ: L. Erlbaum Associates.

•Harris, S. & Hathorn, C. (2006). Texas middle school principal’s perceptions of

bullying on campus. NASSP Bulletin, 90 (1) 49-69.

•Harris, S Petrie, G. & Willougbly, W. (2002) Bullying among 9th graders: An

explanatory study. NASSP Bulletin, 86 (630) 3-14.

•Ma, X. (2001). Bullying and being bullied: to what extent are bullies also victims?
American Educational Research Journal, 38 (2) 351-370

•Tatiane Almeida De Menezes. (2018, January-April). Bullying Effect On Student’s

Performance.Retrievedfrom:
https://www.sciencedirect.com/science/article/pii/S1517758017300218?fbclid=Iw
AR2QNCno9cEBlsw9nC2RLelZjIq7k4d6ysKMGzxzRdrOh5FF_jr9Zy5eNt8.

•Gerd Karin & NatvigGrethe & Qvarnstrøm D. (2001, October). School-Related

Stress Experience as a Risk Factor for Bullying Behavior. Mashable. Retrieved
fromhttps://link.springer.com/article/10.1023/A:1010448604838?fbclid=IwAR1z6j
wBsyaL6XR7mk0227CRySLBE03ZRwPTv8-plh-jQr0zWN_4dkuQ-2E.

•Stale Einarsen. (1999). "The nature and causes of bullying at work". International
JournalofManpower.Retrievedfrom:https://www.emerald.com/insight/content/doi/
10.1108/01437729910268588/full/html?fbclid=IwAR1z6jwBsyaL6XR7mk0227CR
ySLBE03ZRwPTv8-plh-jQr0zWN_4dkuQ-2E.