REMNANT INTERNATIONAL CHRISTIAN SCHOOL

3rd Floor FBR Arcade #317 Katipunan Avenue, Loyola Heights, Quezon City, Philippines

Solution Against Bullying

In School

English 10

Ms. Lindsay Ashley H. Dela Paz

Stephen C. Garcia

January 06, 2020

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Abstract

Bullying inside an educational institution is a worldwide problem and is one of the

most common antisocial behaviors among adolescents and children. Despite of

implementing anti-bullying prevention programs in almost every school within the

Philippines and any other countries, yet this kind of act is more prevalent problem in

schools than any other problem. This article will discusses about research and evidence

of bullying inside the school, understanding the definition of bullying in school, the size

of the problem, the consequences of bullying, which is at risk, students’ perceptions of

bullying.
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Topic

The article will mainly focus on the different factors and aspects of bullying that is

happening around in school. It will briefly state the reason why bullying is very prevalent

in the school-setup and the types of bullying that is currently emerging. Most

importantly, it will also talk about the different approaches and solutions that

researchers have tried to do to eradicate bullying.

Rationale

One of the most difficult hindrances when it comes to school is when a child

experiences bullying. In many ways, it does not only affect their studies, but it also

affects their over all well-being, may it be physical or psychological. Up until now,

bullying is still a big problem and it is still a challenge for the school community to

overcome. With this awareness, many educational researchers have evaluated and

studied the issue. The purpose of this term paper is to give an outline of what we know

about bullying and ways on how to stop bullying based on the studies and literatures.

Not only will this be of help to the future researchers, but also to the society so that we

can raise their perceptions about bullying and realize what are the things that has been

going wrong for students, and to know that there is a way to control this occurrence.
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Introduction

Bullying has been defined by scholars and organizations differently. The classical

definition is first proposed by Olewus as “Intentional and repeated acts that occur

through physical, verbal, and relational forms in situations where a power difference is

present”. He also states that “ A student is being bullied when he or she is repeatedly

exposed and over time, to negative actions on the part of one or more students”. The

negative action being described as “One that intentionally inflicts, or attempts to inflict

injuries or discomforts on another”. Bullying is likely to occur when there is difference

when there are differences in power and strength between the bully and the victim when

the victim is unable to defend against the bullying behavior. It could be direct, including

face to face confrontation; such as hitting, damaging, kicking, and other types of

physical harm; while indirect ones involves a third party, such as social exclusion (or out

casting), spreading rumors about that person, and other types of psychological harms or

even online (cyber bullying).

Most definitions of bullying have similarities regarding the features of bullying

such as being repeated over time intent to inflict harm, an imbalance in power, and all

highlight of long duration of bullying. The Center for Disease Control (CDC) defined

bullying in school as “any unwanted aggressive behaviors by another youth or groups of

youths who are not siblings or current dating partners that involves observed or

perceived power imbalance and is repeated multiple time or is highly likely to be

repeated.
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A new emerging type of bullying called electronic aggression or cyberbullying.

Bullying through electronic media becomes a major concern through the increasing

virtual interactions among adults and children. This type of bullying is known as

aggressive online behavior in the digital space and defined as repetitive, aggressive

behavior using technology through cell phones and social media. Student who

experienced cyberbullying bullied through email, chat rooms, private messages like

texting, or even in websites. This type of bullying is different from the traditional way of

bullying in that it is difficult for school teachers and administrators to control because it

happens outside the schools and mostly in forms of anonymous messages posted

online through social media. Students who experience cyberbullying have similar

consequences as traditional bullying.

CHAPTER II:
LITERATURE REVIEW 
In this chapter, the article will analyze and closely review all the different studies,

research, and literature related to the topic of bullying in school. It may help to support

the details given and provide an in-depth discussion of the aspects, factors, and

influence of the given topic. 

Definition of Bullying: Generally speaking, bullying is the unwanted aggressive

behavior among people that involves a real or perceived power imbalance, and

according to most sources, it is a type of pattern or repeated behavior over time.

Bullying can take place in different places, but it is mostly evident in the school-setting.

The international standard definition of bullying is also of relevance because it

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emphasizes the importance of repetition, along with harm, and unequal power . The

goal of bullying is to take advantage and control over the other person through physical

force, verbal teasing, and exclusion from peers (Beale and Scott, 2001), and can also

occur in the virtual setting through social networking via websites and emails.

Regardless of the form it takes, the behavior of the individual is considered bullying if it

is intended to harm another. 

School-Based Violence: School based violence falls under the general heading of

what the WHO’s World Report on Violence and Health (Krug et al., 2012) The UN Study

on Violence Against Children notes that violence at schools has both physical and

psychological forms, and can be expressed as punsihment, discrimination, sexual or

gender-based violence, bullying, fighting, gang violence, assault with weapons; and

violence via new technologies such as the internet (“cyber-bullying”) or mobile phones. 

It is also important to consider that teachers and school staff can also bully

students, often in what may be appears to be discipline and punishment. Bullying is

most prevalent in schools because it has already established the culture of violence

where the power of relationships among teachers, staff and students, and among

students themselves get abusive. The inequality in the school is very obvious.  

Debarbieux (2003) argues on the basis of a comprehensive international review

of the literature that rising levels of deprivation, inequality, and social exclusion play a

large part in school-based violence. However, he notes that it is also related to factors

other than school,such as internal factors existing; like individuals and families.
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Brofenbrenner (1979) presented a way of illustrating the complexities of human

behavior and his “ecological developmental theory” offers an accurate representation in

which school violence can be examined.

Image

Source: The Bronfenbrenner Ecological Systems Theory of Human Development

Harkonen (2007) retrieved from:

http://www.oppi.uef.fi/wanda/users/uharkone/tuotoksia/Bronfenbrenner_in_

%20English_07_sent.pdf
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Using this model, school violence and responses to it is seen as the product

between the interconnections between several influences or “sub-systems” . Violence

perpetrated in school, as well as its causes, incidence, and impact are the result of

those as suggested in the image above.

The types of bullying: The National Centre Against Bullying 

(https://www.ncab.org.au/bullying-advice/bullying-for-parents/types-of-bullying/) 

1. Physical Bullying 

 Includes hitting, kicking, tripping, and pushing or damaging property.

Physical bullying both causes short term and long term damage. 

2. Verbal Bullying

 It includes name calling, insults, teasing, intimidation, homophobic or

racist remarks, or verbal abuse. While verbal bullying can start off

harmless, it can escalate to levels which start affecting the individual

target.

3. Social Bullying

 Social bullying, sometimes referred to as covert bullying, is often harder to

recognize and can be carried out behind the bullied person’s back. It is

designated to harm someone’s social reputation and can cause

humiliation. 

4. Cyber bullying 
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The Cyber Bullying Research Centre defines cyber bullying as:  Intentional and

repeated harm inflicted through the use of computers, phones, and other electronic

devices. Cyber bullying can be overt or covert bullying behaviors using digital

technologies including hardware such as computers and smartphones, and software

such as social media, instant messaging, texts, websites and other online platforms.

Cyber bullying can happen at any time. It can be in public or in private and sometimes

only known to the target and the person bullying.

Cyber bullying can include:

 abusive or hurtful texts, emails or posts, images or videos

 deliberately excluding others online

 nasty gossip or rumours

 imitating others online or using their log-in.

 School and Cyberbullying: Bullying has traditionally been considered to be a school

problem. It usually occurs before an audience of peers and on the school playground

(Craig & Pepler, 1997; Olweus, 1993). Although bullying has traditionally been equated

with physical harassment, researchers now consider bullying to be exposure, repeatedly

and over time, to negative actions on the part of one or more students (Olweus, 2003).

These negative actions are considered intentional, whereby individuals inflict or attempt

to inflict, injury or discomfort upon someone else (Olweus, 2003). Bullying takes a wide

range of forms including hitting, pushing, holding, hostile gesturing, threatening,

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humiliating, degrading, teasing, name-calling, put-downs, sarcasm, taunting, staring,

sticking out the tongue, eye rolling, silent treatment, manipulating friendship and

ostracizing (Beran, 2006; Ma, 2001). 

A new method of bullying has emerged, known as cyberbullying. This form of

aggression involves the use of information and communication technology such as

mobile phones, video cameras, e-mails, and web pages to post or send harassing or

embarrassing messages to another person (Ybarra & Mitchell, 2004). Different types of

cyberbullying have been reported ranging from flaming to cyberstalking. There are

seven different categories of common cyberbullying (Willard, 2004): 

 Flaming: Sending angry, rude, vulgar messages about a person to an

online group or to that person via email or other text messaging. 

 Online harassment: Repeatedly sending offensive messages via email or

other text messaging to a person. 

 Cyberstalking: Online harassment that includes threats of harm or is

excessively intimidating. 

 Denigration (put-downs): Sending harmful, untrue, or cruel statements

about a person to other people or posting such material online. 

 Masquerade: Pretending to be someone else and sending or posting

material that makes that person look bad. 

 Outing: Sending or posting material about a person that contains

sensitive, private, or embarrassing information, including forwarding

private messages or images. 

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 Exclusion: Cruelly excluding someone from an online group.

(Cyberbullying Survey Section, ¶8) 

Internet use alone has been increasing by 100% per year (Nua Internet Surveys,

2002). This means that children are more exposed to cyberbullying. 

Characteristics of A Bully: Students who engage in bullying seem to have a need to

feel powerful and in control. They appear to derive satisfaction from inflicting injury and

suffering to others, seem to have little empathy for their victims, and often defend their

actions by saying that their victims provoked them in some way. Studies indicate that

bullies often come from homes where children are taught to strike back physically as a

way to handle problems. In contrast to prevailing myths, bullies appear to have little

anxiety and to possess strong self-esteem. There is little evidence to support

contentment and they victimize others because they feel bad about themselves. They

can be charming and exceedingly polite and well-mannered in the presence of adults. 

Consequences of Bullying: There is a strong correlation between bullying other

students during the school years and experiencing legal or criminal troubles as adults.

Chronic bullies seem to maintain their behavior into adulthood, negatively influencing

their ability to develop and maintain positive relationships.Victims of bullying, on the

other hand, often fear school and consider school to be an unsafe and unhappy place.

Many stay at home with some excuse or the other, with the“real” reason being the fear

of bullies. Some students who are bullied get isolated as their peers do not want to lose

status by associating with them or because they do not want to increase the risks of

being bullied themselves. Being bullied leads to children being depressed and having

low self-esteem; these problems can carry into adulthood. Bullies tend to create an
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environment where the victim is twice victimized: students fee that victims were at least

partially responsible for bringing the bullying on themselves. Bullies convince other

students that bullying toughened a weak person, and that bullying “taught” victims

appropriate behavior and how to “fit in”. Parents are often unaware of the bullying

problem and talk about it with their children only to a limited extent. Only a small

percentage of students seem to believe that adults will help. Students feel that adult

intervention is infrequent and ineffective, and that telling adults will only bring more

harassment from bullies. This happens particularly in schools that have a weak or ill-

defined position on bullying. 

Bullying in the Philippines: The problem of bullying is not unusual to the Philippines.

In fact, in the Asia-Pacific Regional studies on bullying, around 58% of Filipino

participants reported being made fun by other kids, 45% being forced to do things, 36%

being physically hurt, and 30% being left out of groups (Lai, Ye, Chang, 2008). In

another study, it was found that the common forms of bullying among Filipino children

include being ridiculed and teased by peers (Plan Philippines, 2008). Data from the

Department of Education showed that, from 2010 to 2012, there have been several

reported cases of aggression related incidents including bullying. The Department of

Education is alarmed with the increase of bullying and peer victimization in schools all

throughout the country that it has enforced monitoring of such occurrences through

policies that protect students from discrimination, physical punishments and other

violent actions (Hernando-Malipot, 2012) 

Two important points may be drawn from the earlier reports of bullying. One,

bullying is a prevalent phenomenon in schools worldwide, and the Philippine schools

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are no exemption; two, bullying has a negative effect on the students, particularly on the

victim’s well-being and adjustment, and even in their academic engagement. Drawing

from these two points, one can find a great need is the key to understanding of the

facets or forms of bullying experience that commonly take place, particularly in the

Philippine schools. It is when we are able to define the experience of bullying in our

schools can we design intervention programs that can adequately address its different

forms. At present, we expect that teachers, school counselors, psychologists, and other

practitioners in the helping profession need an instrument that measures the different

forms of  bullying experience among the students. In the literature, there are a few

versions of the measure of bullying, and what current research has seen as closer to

the Filipino students’ experience is the Personal Experience Checklist (PECK) by Hunt,

Peters, and Rapee (2012), because its validation used a sample from a variety of

ethnicities. The PECK is a self-report measure of the experience of bullying intended for

children 8 years old and older. It measures four forms of bullying experience, namely:

verbal-relational, cyber, physical, and cultural. 

Inappropriate reactions of the school: The worst reaction of a school is when it

knows of the harassment and is deliberately indifferent to it. This sometimes happens

due to a feudal mindset, particularly where the bully’s parents are influential or powerful

members of the community. The harassment is sometimes so severe, pervasive, and

objectively offensive that it could be said to deprive the victims of access to the

educational opportunities or benefits provided by the school – however, teachers and

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schools ignore it to “keep the peace” and stay out of trouble themselves. Students

report that teachers seldom or never talk to their classes about bullying. School

personnel may view bullying as a harmless “rite of passage” that is best ignored unless

verbal and psychological intimidation crosses the line into physical assault or theft. This

is extremely dangerous and ill-informed.

What parents can do: If the child is being harassed or bullied by another student, it’s

best to take action right away rather than waiting for the students to work it out for

themselves. Do remember that every child has rights – and it is the responsibility of the

parent to ensure that those rights are enforced. It is best to talk to teachers and the

school authorities immediately, as soon as parents find out the specific facts. If there

are other students who are also being harassed by the same bully, they should

encourage their parents to speak up to school officials and the PTA. School

representatives are more likely to respond immediately if they see the problem is

affecting several students. If talking to teachers and the principal doesn’t bring results

within a couple of days, the PTA must be involves , outlining the facts and demanding

an immediate response to the problem. Many schools have adopted zero tolerance

policies against bullying and are especially sensitive to this problem. If that doesn’t work

and the problem is acute, there is always an option to consult a lawyer, call the police

and file a complaint about the school to the Directorate of Education. No one should

force the child to shift to another school due to bullying.

What the school can do: There are many steps that schools can take in addressing

bullying. They typically include preventative strategies, intervention and punitive

measures. As a vital first step, the school needs to ensure that the concept of bullying is
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defined clearly and sensibly. Some schools have not reached any agreement on what

bullying is, and vaguely feel it is any sort of aggression. Some limit it to physical means;

some do not include indirect bullying. A definition of bullying has been provided in this

note. Start from a common basis of knowledge of what is happening and how students

and others feel about it. Collect relevant data. Develop a well supported anti-bullying

policy. This must be ZERO TOLERENCE based on a properly defined measure of

bullying. Work with children in classrooms. How to prevent bullying should be a

significant part of children’s social education and as such be part of the school

curriculum. Schools should promote better bystander behavior. Much bullying does not

come to the attention of teachers - positive behavior by student bystanders can greatly

help reduce the incidence of bullying. This should not be viewed as “sneaking” on other

students. The school must respond to school bullying in the most appropriate way. This

may include the use of sanctions in extreme cases.

Anti-bullying Laws in the Philippines: Former president Benigno Aquino III signed

The Republic Act 10627 or the Anti-bullying Act of 2013 on September 6, 2013. The law

sates that schools from elementary to secondary school should adopt the anti-bullying

policy.

DepEd Order No. 40, series 2012 institutionalized zero tolerance against any

form of violence against the child and provided for the establishment of a Child

Protection Committee (CPC) in all public and private schools.

 REPUBLIC ACT No. 9344 or the Juvenile Justice and Welfare Act of 2006
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The Juvenile Justice and Welfare Act of 2006 was signed into law on April 28, 2006

by then President Gloria Macapagal-Arroyo.

The law establishes a comprehensive juvenile justice and welfare system. It also

created the Juvenile Justice and Welfare Council under the Department of Justice.

Under Section 13, it states the responsibility of the educational system that should

work together with families, community organizations and agencies in the prevention of

juvenile delinquency and in the rehabilitation and reintegration of child in conflict with

the law.

School Charter on Bullying:

Given below are the main elements typically included in the school’s anti-bullying policy:

 A statement on the school’s stand against bullying – zero tolerance

 A concise definition of bullying with a listing of different kinds, both direct and

indirect, and how the policy includes and relates to the form of harassment.

 A declaration of the rights of an individual in the school community to be free of

bullying

 A statement of the responsibilities of those who are witness to bullying and are

responsible to stop it.

 A general description of what the school will do in seeking to prevent bullying

 An undertaking to collaborate with parents in addressing the problem of bullying

 An undertaking to evaluate the policy in the near future.

Responses to Bullying:
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School-based interventions to violence have been the subject of considerable

analysis over the last 20 or more years, especially in industrialized and post-

industrialized countries. An analysis by Wilson, Lipsey, and Derzon (2003) examines

221 studies involving 56,000 individuals. Their analysis indicates that whilst the content

of intervention programs is important, it is the way in which it is delivered that is equally

important. These and other authors demonstrate that personnel training, external

monitoring and the full involvement of school leaders are essential components of

success.

Hahn et al. (2007), in a further meta-analysis, confirm that successful school-based

interventions tend to have a wider effect. Thus, they observe that:

School-based programs for the prevention of violence are effective for all school

levels, and different intervention strategies are all effective. Programs have other effects

beyond those on violent or aggressive behavior, including reduced truancy and

improvements in school achievement, ‘problem behavior,’ activity levels, attention

problems, social skills, and internalizing problems (e.g., anxiety and depression). (Hahn

et al., 2007, p. 8)

Moreover, a consensus view obtains that the most effective programs are those

that offer longer-term action in schools (Blaya & Debarbieux, 2008). Furthermore, it is

apparent that those initiatives that connect separate actions at each level of the

ecosystem are more likely to be successful (Blaya & Debarbieux, 2008). The global

picture of responses to school violence is one of significant variation in depth and

quality. Variation is also apparent in respect of the scale of intervention. Some national
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settings (e.g. Vietnam, Nigeria and the Philippines) have established major intervention

programs based on the UNICEF (2006) Child Friendly Schools program. Such national

strategies have been positively evaluated and offer potential to address causal factors

at each level of the ecosystem (UNICEF, 2008). Other approaches are more regional

and address specific violence-related issues in exploratory case-study settings

The effectiveness of peer-led initiatives, including those that take full account of

the student voice, is well documented (Cowie & Olafsson, 2010). Schools that include

and engage with children at all stages in programs to reduce violence are also

respecting their democratic rights as enshrined in the UN Convention.

A synthesis of school-based responses to violence against children comprised a

feature of UNICEF's seminal 2006 paper, as previously reported (Pinheiro, 2006). It is

worth re-stating these in summary form, given that they represent the leitmotif of many

subsequent country-based interventions and have been variously illustrated in the

preceding commentary:

 Safe and child-friendly school environment,

 Rights-based curricula should be based on the UN Convention on the Rights of

the Child,

 Promotion of non-violent values and behavior learned,

 Adoption and implementation of codes of conduct applicable,

 Emphasis use non-violent teaching and learning strategies,

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 Use of specific whole-school programs (e.g. non-violent approaches to conflict

resolution), and

 Recognizing the importance of the role of school principals and teachers

(Pinheiro, 2006, pp. 28–29).

CHAPTER III:
RESULTS
CONCLUSION

The literature on school violence raises some important questions for us to

ponder into, such as why it is a big hindrance for educational achievement. It definitely

shows that there is a relation between experiencing bullying and the ability of the

children to learn freely, and to be able to perform well in school. Violence in schools

must be addressed from a child protection perspective, and the parents and teachers

must be involved, too. Before being able to study, it is also important to check the

emotional well-being of the child so they can be effective learners.

Many efforts have been made to prevent bullying from happening, and there are

even laws from the constitution to protect children against bullying. All those should be

use as a defense if ever a student experiences bullying. Not only will the victim be

concerned, but also the bully because there are underlying reasons why the person

resorts to bullying, and help is needed for them, too.

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Another thing that should be regarded is the school itself, because there is a

need to improve the system by becoming more aware of bullying and providing

immediate assistance when needed. Schools should be able to do what is best for each

student to ensure that they are learning in a healthy environment free from violence

CHAPTER IV:
RECOMMENDATION
RECOMMENDATION

This overview should be viewed as a way of discussing and illustrating the

characteristics that indicate the issues of bullying as they are happening across the

world. Further investigation of these will be beneficial so that the researchers can be

able to have more options and identify more approaches to tackle bullying. More

research should be done on statistics, and possibly how a student was able to

overcome bullying in the future. By doing this, it will more likely be effective and have a

long-term impact so that the children of the next generation will grow up in a culture

where violence is not tolerated.

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 National Centre Against Bullying. The Cost of Bullying Retrieved from:

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